322
study the culture of the Adnjamathana people .
Aboriginal culture was to be studied in situ. The interaction
of the Aborigine with his tribal land was to be studied by both
Aboriginal and non-Aboriginal students.
The project was judged to be highly successful, with the whole
group gaining an appreciation of Aboriginal history and culture;
the Aboriginal students were able to felate themselves, with pride,
2
to the culture studied .
ft
A group of teachers later went to the same area to study Aboriginal
culture, underlining the school policy that Aboriginal studies
was not to be introduced as a specific subject in the curriculum,
but integrated into existing subjects taught by specialist teachers.
The problem of employment was a considerable one for both x
Aborigines and non-Aborigines in the depressed areas in which the
ʒ
school is located .
A four year work experience programme for all students required
individuals to make their own appointments and arrange interviews
with firms willing to take students, as a means of building up
confidence in job seeking. Employment often resulted from a satisfactory
work experience.
Male Aborigines were seen by the school to suffer from not
entering into the scheme, and not having a personal pattern of
1See Figure 2.
The Adnjamathana people come from Nepabunna.
⅞he Aboriginal students at Taperoo do not come from this region.
Their families come from Point McLeay and Point Pearce missions,
see p. 286.
ʒsee reference to Gale and Wundersitzt findings, p. 286 above.
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