The name is absent

VII Consultation with parents

Mitchell (in Watts:1971:144) claims that ’The
fundamental in current thinking on Aboriginal affairs
is that Aborigines should be consulted, yet such
idealism is fraught with many practical problems.
Accepting that Aborigines have the same range of
abilities and the same diversity of experiences, it
is not surprising to find that any attempt at
consultation results in a range of opinions. This
should not serve as an excuse to avoid the issue, but
one of the administrative real problems is that
consultation is not simply a survey of opinion, a
gallop poll or chit-chat between Director and Aboriginal
residents on a reserve.

Aboriginal opinions are to be gauged by
representatives or by referendum.

VIII Parental expectations

Teacher expectations
Child’s expectations
Middle class expectations

(1) Establish how consultative process works at
Strelley.

(2) Question: (1) At Strelley how are educational
programmes and policy determined? (2) Are there
teacher aides? What is their role and status?

(3) How do western teachers view their professional
status? (4) Is any special attention paid to
specifically Aboriginal styles of learning, modes
of cognition. (5) Involvement of parents?

(6) Art forms, music, dancing, story telling. Do
these belong to the school as such?

Watts (1971:56) points out areas which are significant
in determining children’s degree of interest and
commitment.

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