The name is absent

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

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 Wundersitz^t findings, p. 286 above.

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