The name is absent

ri

∣√

School and Identity Watts 0971:149)

1. Schooling is rejected because it will cause a
further breakdown in Aboriginality.

1. Question: Follow up the idea that identity is not sought
in itself (as happiness cannot be sought in itself) but
structuring the community (Cf. Tonnies, Durkheim,
Berger) in a certain way produces identity.

Watts (1971:156)

Note

wall of silence when Von Sturmer became a

teacher.

(a)

(b)

(c)

Strong unwillingness to respond verbally

Almost unpredictable ’underworld’ life
activating the class

intergroup and interpersonal tensions
outside the classroom are brought inside
the classroom.

2. In what ways does school break down∕build identity?
Question: Structures of school behaviour as opposed to
camp behaviour.

Watts (1971:159)

3. School teachers differ from white staff in that
they are faced with the additional disadvantage that
they are dealing only with children.

ʒ. Establish interaction of white staff apart from
school, interaction of wives?

Watts (1971:160)

4. The role of the teacher in our society is largely
depersonalised.

5. Adolescents. Traditionalism imposes its own
authority in the schools. In the village they keep
themselves separate, indulge in frequent fighting
especially within family groups, and become surly and ^,
uncommunicative. Von Sturmer (in Watts, 1971:158).

6. In the general anxiety kinship affiliators may play
a part. The individual may have in his class an *F^, or
^,M∙ or ^,FF' or 'FM^{, ,}My B’ potential father-in-law, ^,F:
(potential mother in law) or My Bl).

Role of teacher at Strelley depersonalised?

Structures of Adolescence at Strelley.

Structures for management of kinship affiliations.

522