The name is absent

213

13.12 Theorizing about the use of the vernacular

The promotion and use of the vernacular is of great significance
in the light of Berger’s typology - the ’world’ into which the Aboriginal
child in the Strelley community is bom is an Aboriginal world/ using
Aboriginal language that encompasses meanings, connotations, a ’shared’
world not easily translatable into English terms and western concepts.
It is through the language that the ’theorizing' of the Aboriginal
world is absorbed.

The importance of the language was stressed at an education
conference held at Noonkanbah:

Everybody had a chance to talk about the different
problems the school had, to work out ways the school
could be used to help the communities grow stronger
and more independent. Everyone agreed that one
of the most important ways’independent Aboriginal
schools help their communities was by respecting
Aboriginal law and culture. When Aboriginal languages
are used in the schools Aboriginal culture is kept
strong for the children. Without their languages
Aboriginal people lose their culture and law (Mikurrunya,
21.8.80).

Theorizing about the use of the vernacular occurs again and again.

In the new process of literacy in the vernacular, it is the

is preserved - the teaching of the vernacular will take place within
the context of the marrngu community in a way that maintains its
authority structure. Schooling in the vernacular reproduces the
traditional educational structure with adults of the community imparting
knowledge rather than those outside the community being given this
role. Such an arrangement is calculated to unite the community
rather than to cause a cleavage between parents and children, with
the latter possessing knowledge not given to the parents.

It is not the province of white teachers to teach the vernacular,
since it is so inextricably cemented into the culture and Law.

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