390
It is concluded that, in the ’world of education’ the
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ideology underlying Schools Commission policy is reflected і
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both in South Australian State Government policy and local
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school policy, rather than the ideology underlying Federal :
b
9
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Government policies. It is concluded that this explains
I
the dissonance noted. It is posited that the positive theorizing ;
1
of the schools makes feasible the construction of a positive
identity for Aboriginal people. The positive self-typification
of Aboriginal students has already been discussed,
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Further evidence for this positive view of the Aboriginal
I
I
self will now be sought in an examination of responses to
Schedule II statements designed to show location of the self
within the typologies of identity - ego-identity, identity-
1
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diffusion, negative identity.
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