328
Nevertheless, the schools, with the exception of Salisbury
North, theorized about the construction of Aboriginal identity
as the prime purpose of their programmes.
The fourth school, Salisbury North, reflected in its theorizing
the fact that the opting for a physical location away from kin,
was also an opting for a different Aboriginal identity.
The validity of the models constructed (Figure 3), and hence
the possibility of an Aboriginal identity being offered at Port
Augustaj different from that offered in the urban area of Adelaide,
was accepted by all those interviewed, both Aboriginal and non-
Aboriginal.
19.6 Post-secondary institutions
19.61 The Task Force*
The Task Force was set up at the South Australian Institute
of Technology in 1973 to provide access for Aborigines to post-
secondary studies. Students attend normal classes with other
students but are supported within an enclave system whereby facilities
are provided for Aboriginal students. A common room, study facilities
and tutoring are provided. Students are attracted from all parts
of Australia.
The approach adopted by the Director is opposed to that of
the ‘do-gooder’, the ’bleeding heart’ approach as it is called
2 ’ ∙
in Port Augusta . There is no watering down of courses, but support is
given to meet individual academic needs, with the group providing
for its own psychological needs.
*See ρ. 61, Pt. I, above, for an account of the founding of
this programme.
An ‘ethnic’ Australian headmistress of a suburban primary
school, in a depressed area not connected with the study, exclaimed
after her first few weeks as headmistress how glad she was that
she had not been born an Aborigine or bom poor and been forced
to suffer from the ministrations of all those approaching the school
wanting to ‘do good’.