The name is absent

382

The theorizing of the students would appear to be consistent

with the tenor of the typifications for each school. The schools
arranged themselves in the same order of positive and negative

■

response in their theorizing as was found in the process of
typification.

J

22.26 Conclusions                                                                 ;

f

The picture that emerges is one of a metropolitan school
population where shades of difference of school philosophy are reflected '
in attitudes of students, which,in turn,are consonant with the                 !

direction of city Aboriginal development, as it has been Contexted
historically in South Australia.

Gale (1972) has shown the movement to the city has been on
the part of acculturated Aboriginal people, coming mainly from
Point Pearce and Point McLeay,with over one hundred years’ history
of socialization by white people.

The movement of these Aboriginal people was toward white
society, towards assimilation, resulting in the construction of
a sub-culture of white society.

For these people, to identify as Aboriginal has similarities
to the way in which others,established in Australia over the same
period,relate themselves to their ethnic background. An individual
may say for example: "I am fourth generation Australian, with fore-
bears who were English/Irish/German". Such people may have no
tangible cultural reminders of their forebears, but nevertheless
they may feel a sense of identity, of locating of the self,

I

h

in making a journey to the birthplace of their forebears,

acknowledging their ancestors, but seeing themselves as Australians.           _i

I

Thus the philosophy of both city schools in the study held ` it

as important to respect the particular aims of Aboriginal people
in their search for identity as this was perceived by non-Aborigines.

In the view of school personnel, Aborigines are not to be separated            ■

№
^,∣

T

al

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