Files in this item
|(no description provided)|
|Title:||Ethnicity and Schooling - Aboriginal-Australian Children in a Suburban Australian School|
|Author(s):||Stringer, Ernest Thomas|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Social Sciences|
|Abstract:||This study is placed in the context of a theoretical perspective suggested by Barth (1969). He proposes that in polyethnic societies ethnic relations will be framed in ways which tend to maintain systems of ethnic dominance and inequality. Schools are viewed from this perspective as but one institution by which systems of social dominance are reinforced. Bias in favour of dominant groups is seen to be built into the everyday, generally accepted, operative culuture of the institution, so that the skills and values required for success in school are those generated from the culture and values of the dominant ethnic group.
This dissertation demonstrates how the macro-level processes of ethnic dominance are actuated in the micro-level processes of school and classroom. In the context of a suburban Australian primary school containing a small proportion of Aboriginal-Australian students, the manner in which ethnic identity and cultural values impinge on activities, interactions, and evaluations is explicated. Evidence is provided which shows how the processes of ethnic relations in the wider community are reflected in the processes of this school, and how ethnic culture and ethnic identity are disregarded in the school setting, becoming disabilities which have a detrimental effect on the school experience and educational performance of the Aboriginal-Australian students.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980.
|Date Available in IDEALS:||2014-12-12|