The name is absent

We turn now to exploring the ‘real world’ of the students
in the institutions to be studied. Four separate concerns will
be addressed.

All are concerned with examining the interaction between
social structures and worlds of meaning and interaction between
the self and the psychological models articulated through the
formation of social structures.
» , * ∙

The first area to be explored concerns that of typifications.
4
4

The questions to be asked are, what are the typifications
of Aborigines in the schools? Are they typified negatively in
accordance with the negative stereotypes found in pre-1967 policies
and literature? Or are Aboriginal people stereotyped positively
in accordance with positive, contemporary legislation and the
*
positive theorizing that is found at the school level by reality
*
definers?
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Have earlier typifications been sedimented? Have Aborigines
themselves institutionalized negative typifications by internalizing
them?

These questions will be addressed in Chapters XX and XXI.

It has been posited that identity is formed through an interaction
between social structures and the world of meaning, and between
the self and the psychological model offered. One would expect
then, to find differences in attitudes and views, expressed by
individuals located in these worlds. This second area of concern,
that of theorizing within different educational contexts, will
be examined in Chapter XXII.
⅞

Chapter XXIII will then examine the typologies of identity
offered within the different models.

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