The Resource Split down the middle : perceptions of Nunga Aboriginal parents in Adelaide regarding the education of their children in state schools, Howard James Groome

Split down the middle : perceptions of Nunga Aboriginal parents in Adelaide regarding the education of their children in state schools, Howard James Groome

Label
Split down the middle : perceptions of Nunga Aboriginal parents in Adelaide regarding the education of their children in state schools
Title
Split down the middle
Title remainder
perceptions of Nunga Aboriginal parents in Adelaide regarding the education of their children in state schools
Statement of responsibility
Howard James Groome
Creator
Subject
Language
eng
Cataloging source
SUSA
http://library.link/vocab/creatorDate
1938-
http://library.link/vocab/creatorName
Groome, Howard
Dissertation note
Thesis (M. Ed.) -- University of New England, 1988.
Illustrations
  • illustrations
  • maps
Index
no index present
Literary form
non fiction
Nature of contents
  • bibliography
  • theses
http://library.link/vocab/subjectName
  • Aboriginal Australians
  • Aboriginal Australians
  • Discrimination in education
  • Aboriginal Australian parents
Label
Split down the middle : perceptions of Nunga Aboriginal parents in Adelaide regarding the education of their children in state schools, Howard James Groome
Instantiates
Publication
Bibliography note
Bibliography: p. 248-258
Contents
Issues behind the study -- Approaches to the study -- The scope of the study -- Anticipated outcomes and applications -- The Nunga people of Adelaide: rural backgrounds: missions and reserves; Pt McLeay (Raukkan); Pt Pearce; Effects of mission life -- The migrant population : the first generation of migrants; kin networks; other groups -- The marginal population : marginality; poverty; employment and the position of men; housing; health; Social problems; Prejudice and marginality -- A profile of Nunga culture: urban Aboriginal culture; Identity; Kin relationships; Values; Child rearing practices; Shared historical experiences; Foklore; Language and communication style -- The second generation experience: changes to the structure of the population; Changes in employment patterns; Changes in levels of autonomy; Weakening ties with rural roots -- Aborigines and education -- Historical perspective: the early period; Edward Eyre's comments; Schools on Point Pearce and Point McLeay; Assimilation policy; Compensatory education; The last two decades; Aboriginal comment on education -- The aspirations of Aboriginal parents for their children -- Relationships between Aboriginal parents and schools : communication between schools and Aboriginal parents; Schools' lack of knowledge of Aboriginal people; Parents' lack of knowledge of schools; Parents' own experience of school; Practical issues -- The experiences of Aboriginal children in schools : lower achievement levels; Higher levels of absenteeism; Lower school retention rates; Low numbers of matriculants; Patterns of strain; International writing -- The question of an Aboriginal pedagogy: goals of Aboriginal parents; Aboriginal values; Subject material; Teaching strategies; Organisational issues -- Focus and design of study : design of the research; Gaining community approval; Selection of participants -- Interview design -- Interview procedures -- Analysis of data -- Distribution of findings -- Participant profiles : introduction; Individual profiles -- Lifestyles withing the group -- Nunga parents' views: Parents' views of their children in the school setting -- Identity -- Prejudice : prejudice in the community; Parents' personal experiences of prejudice in schools; Childrens' experiences of prejudice; Teachers and prejudice; The effects of prejudice; Ways of coping with prejudice -- Nunga culture: What is Nunga culture?; Kinship obligations; Other characteristics; Child rearing practices; Concerns; Boundaries -- Parents' expectations for education: strong support for education; Expectations regarding the twin goals; Expectations regarding Aboriginal studies; Expectations regarding standards -- Parents' involvement with and concerns about schools -- Discussions and implications : Nungas views : of their place in Adelaide society; Of the nature of their culture; Aspirations for their children; Views of their relationships with schools; Views of their experiences of their children in schools; Views on Aboriginal pedagogy; Implications for schools; Implications for Nunga parents -- Reflections on the study: the concept; the method; the selection of participants; Authenticity of the interviews; Validity of the data; Reliability; Overall personal reflection -- Appendices: A. Letter to the South Australian Education Consultative Committee; B. Interview introduction; C. Interview schedule items. D. List of participants
Control code
000009305635
Dimensions
30 cm.
Extent
267 p.
Governing access note
Open access reading. Partial copying, closed quotation. Not for interlibrary loan
Immediate source of acquisition
Howard Groome
Other physical details
ill., 1 map
Stock number
MAR12/016
System control number
(OCoLC)221022668
Label
Split down the middle : perceptions of Nunga Aboriginal parents in Adelaide regarding the education of their children in state schools, Howard James Groome
Publication
Bibliography note
Bibliography: p. 248-258
Contents
Issues behind the study -- Approaches to the study -- The scope of the study -- Anticipated outcomes and applications -- The Nunga people of Adelaide: rural backgrounds: missions and reserves; Pt McLeay (Raukkan); Pt Pearce; Effects of mission life -- The migrant population : the first generation of migrants; kin networks; other groups -- The marginal population : marginality; poverty; employment and the position of men; housing; health; Social problems; Prejudice and marginality -- A profile of Nunga culture: urban Aboriginal culture; Identity; Kin relationships; Values; Child rearing practices; Shared historical experiences; Foklore; Language and communication style -- The second generation experience: changes to the structure of the population; Changes in employment patterns; Changes in levels of autonomy; Weakening ties with rural roots -- Aborigines and education -- Historical perspective: the early period; Edward Eyre's comments; Schools on Point Pearce and Point McLeay; Assimilation policy; Compensatory education; The last two decades; Aboriginal comment on education -- The aspirations of Aboriginal parents for their children -- Relationships between Aboriginal parents and schools : communication between schools and Aboriginal parents; Schools' lack of knowledge of Aboriginal people; Parents' lack of knowledge of schools; Parents' own experience of school; Practical issues -- The experiences of Aboriginal children in schools : lower achievement levels; Higher levels of absenteeism; Lower school retention rates; Low numbers of matriculants; Patterns of strain; International writing -- The question of an Aboriginal pedagogy: goals of Aboriginal parents; Aboriginal values; Subject material; Teaching strategies; Organisational issues -- Focus and design of study : design of the research; Gaining community approval; Selection of participants -- Interview design -- Interview procedures -- Analysis of data -- Distribution of findings -- Participant profiles : introduction; Individual profiles -- Lifestyles withing the group -- Nunga parents' views: Parents' views of their children in the school setting -- Identity -- Prejudice : prejudice in the community; Parents' personal experiences of prejudice in schools; Childrens' experiences of prejudice; Teachers and prejudice; The effects of prejudice; Ways of coping with prejudice -- Nunga culture: What is Nunga culture?; Kinship obligations; Other characteristics; Child rearing practices; Concerns; Boundaries -- Parents' expectations for education: strong support for education; Expectations regarding the twin goals; Expectations regarding Aboriginal studies; Expectations regarding standards -- Parents' involvement with and concerns about schools -- Discussions and implications : Nungas views : of their place in Adelaide society; Of the nature of their culture; Aspirations for their children; Views of their relationships with schools; Views of their experiences of their children in schools; Views on Aboriginal pedagogy; Implications for schools; Implications for Nunga parents -- Reflections on the study: the concept; the method; the selection of participants; Authenticity of the interviews; Validity of the data; Reliability; Overall personal reflection -- Appendices: A. Letter to the South Australian Education Consultative Committee; B. Interview introduction; C. Interview schedule items. D. List of participants
Control code
000009305635
Dimensions
30 cm.
Extent
267 p.
Governing access note
Open access reading. Partial copying, closed quotation. Not for interlibrary loan
Immediate source of acquisition
Howard Groome
Other physical details
ill., 1 map
Stock number
MAR12/016
System control number
(OCoLC)221022668

Library Locations

    • Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)Borrow it
      51 Lawson Cres, Acton, ACT, 2601, AU
      -35.292556 149.118617
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