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Education in its wider sense is the responsibility of the
whole community. Not only the school board (which has as secretaries the
two white Principals), but at times the whole community, meets to
discuss school issues at length. Problems of ’discipline’ are
seen as community problems with one ’important man* ultimately
responsible for this area at each school.
Since schooling is on-going, it is not meaningful to talk
of primary or secondary education. The skills needed for sewing
programmes, or for typing or sheepbreeding might be classified in
another ’world’ as secondary or post-secondary. Within the community
such a classification has no meaning. The gaining of skills is
directed towards specific ends rather than representing stages.
Moreover, the specific ends connected with running a cattle
station and therefore, by derivation, the specific ends of
schooling arc subsumed under one generalized end, self-determination.
The direction of change in schooling is Contexted within the
boundaries of the total causal-meaningful system. Hence schooling
is conceived of in a mode that is alternative to mainstream schools
in practice and not merely in theory.
So far, there has been a consideration of factors leading
to continuity. Sorokin also details the factors leading to
group destruction, in particular that of size.
12.6 Factors leading to the destruction of the group
12.61 Size
Sorokin views the size of the group as one of the factors .
containing within itself the possibility of the destruction of
the group.
The categorize of size is obviously a problem area. Traditionally
Aboriginal groups were small, bound to a locality by ties of descent and
kinship as well as religion (Berndt and Berndt, 1981).