The name is absent

323

work experience or a model of male work experience _, so that they
did not benefit from the links built up between the school and
the work situation.

In none of the programmes were Aboriginal students taken out
of the total school situation. School policy was directed to
*
breaking down large impersonal situations and providing a milieu
wherein student-teacher interaction would be more personal for
all students. Teachers liaised with primary schools to ease problems
of transfer. Students with academic and social problems were
identified and helped. Aboriginal parents and community leaders
were consulted when programmes were undertaken which included Aboriginal
students, and which might have special implications for Aborigines.

What these implications might be was seen less clearly than at
Port Augusta. Rather, there was a generalised feeling that ’parents
should be consulted’.

The emphasis of the school was :

* to integrate the Aboriginal children into the
school situation

* to encourage pride in Aboriginal origins

* to involve all teachers in Aboriginal studies
programmes

* to encourage the students (both Aboriginal and
non-Aboriginal). to develop particular strengths

* to take effective measures to meet the needs of
those with problems, whether Aboriginal .or non-
Aboriginal

* to consult with the Aboriginal community

ɪsee Gale and Wundersitz (1982:140ff.). Not only is there

a problem of unemployment in this location, but there are proportionately
less male figures than in the population at large (ibid:ʒʒ), and
even fewer Aboriginal male figures.

Of those women with partners, 53.7 per cent had a non-Aboriginal
partner (ibid :51). Young Aboriginal males do not have models
with whom they can identify.

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