The name is absent

I

384

It has been posited that such a back lash, with its rejection
of a group, acts to give cohesion to the group, and hence explains
the fact that there is a positive self-typification on the part of
Aborigines.

It is posited that the Aboriginal world of Pt. Augusta does
in fact produce a model quite different from that of Adelaide
Aborigines. It is a clearly discernible world upheld by the
theorizing of the staff of the school but not upheld by the non-
Aboriginal student body. It is posited that the Aboriginal world
is sufficiently cohesive to pose a threat to the symbolic universe
of the white world. As such, in the view of the student body, it
must be nihilated in theory and in the formation of the social
structures.

The generalization can be made that where the Aboriginal

representation is not visible, and where school policy does not
emphasize Aboriginality, there is greater support of Aborigines
4
by non-Aborigines.

Where there is highly visible representation of Aborigines,
and a school policy that highlights Aborigines as a different
group, and holds policies that discriminate in favour of
Aborigines there will be less support by non-Aboriginal students.

It is concluded that the more visible the Aboriginal group,
the more Aborigines will be rejected and stereotyped negatively
by the host group. At the same time, at the level of theorizing,
it is possible for a positive stance about multi-culturalism to
be adopted by the host group.

1

A comparison between the Aboriginal response to the issues
discussed and the non-Aboriginal response will now be examined.

1

I 1

і
4

1

1

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