Aboriginal Education in Urban Secondary Schools: Educating the Educators

Abstract

This paper discusses the importance of examining the behaviours of non-Aboriginal educators, rather than Aboriginal students, when attempting to evaluate the performance of Aboriginal students in urban secondary schools. It acknowledges that endemic problems exist and that the perceptions and actions of non-Aboriginal educators may be contributing factors. The paper considers some established discourse in this area and refers to two specific programs which commenced operation in a Darwin secondary school in 1994, and in which the author was directly involved.

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