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However, the research project has shown that where there are
visible groupings of Aborigines, as at S.A.I.T. and Port Augusta,
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these students, despite negative stereotyping by non-Aborigines,
have a strong self-image. It is, therefore, possible to argue
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that Aborigines would survive the rejection they encounter, precisely
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because they are visible, they are grouped together in a way
that gives mutual support in building identity.
The establishment of independent schools contains within
itself the possibility of adaptation of methods of teaching and
structures of schooling to meet the needs of Aborigines.
It contains within itself the possibility of not separating
children from parents, but involving the parents in the school,
an opportunity not always seen as real either by white or Aboriginal
parents in the school situation.
It establishes the opportunity for the real making of choices -
those Aborigines whose bent is towards assimilation in white society
have the possibility of choosing to enrol in schools where Aborigines
as a group are not visible, and where there is a reduction of the
negative approach of white students.
Those who opt not only for acknowledgement of origins, but for
a structuring and maintaining of Aboriginal identity, do not need
to seek reduction of hostility. After school they will go into a
wider society where they will encounter hostility as long as they
are seen as Aborigines. Their need is to seek,in a situation building
confidence and building identity, an inner strength capable of coping
with hostility and rejection.
The choice of Aboriginal people at Port Augusta is clear -
they opt for enrolment at the D.F.E. where there are enclave courses
for Aboriginal people. They opt for having pre-employment courses
at the Davenport Aboriginal education centre where they are more
comfortable still.