Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-22T23:17:51.806Z Has data issue: false hasContentIssue false
  • English
  • Français

Possible Characteristics of an Effective Teacher of Adolescent Aboriginals?

Published online by Cambridge University Press:  22 July 2015

J.P. Fanshawe
J.P. Fanshawe*
Affiliation:
Kelvin Grove College of Advanced Education, Brisbane
Get access

Extract

Because of the increasing number of Aboriginals continuing on to high school (Lewis, 1974); because of the increasing urbanization of the Aboriginal population (Rowley, 1971; Gale, 1972; Pryor, 1974; Gale and Brookman, 1975); and because of growing interest among many Aboriginal adults in greater educational opportunities for their children (Watts, 1969b; Schools Commission Report, 1975), every Australian secondary teacher is potentially a teacher of adolescent Aboriginals. The purpose of this paper is to consider the personal and professional characteristics of teachers who would seem likely to effectively nurture the intellectual, emotional and social growth of adolescent Aboriginals generating in them an enthusiasm for learning, and inspiring them to strive for achievement and personal excellence.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 4 , Issue 2 , April 1976 , pp. 3 - 23
Copyright
Copyright © Cambridge University Press 1976

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ausubel, D.P. and Robinson, F.G.: School Learning: An Introduction to Educational Psychology. Holt Rinehart and Winston, New York, 1969.Google Scholar
Bell, J.H.: Some background factors in Aboriginal education. Forum of Education, 1970, 29:2, 92–100.Google Scholar
Calley, M.: Family and kinship in Aboriginal Australia. In Throssell, H. (Ed) Ethnic Minorities in Australia; The Welfare of Aborigines and Migrants. Australian Council of Social Service, Sydney, 1969.Google Scholar
Dawson, J.L.: Aboriginal attitudes towards education and integration. In Taft, R.Dawson, J.L.M. and Beasley, P., Attitudes and Social Conditions Australian National University Press, Canberra, 1970.Google Scholar
Day, R.: A literary course at Coober Pedy. In Roper, T. (Ed) Aboriginal Education: The Teacher’s Role. N.U.A.U.S., Melbourne, 1969.Google Scholar
de Lacey, P.R.: Classificatory ability and verbal intelligence among high-contact Aboriginal and low socioeconomic white Australian children. Journal of Cross-Cultural Psychology, 1971., 2:4, 393–396.Google Scholar
Duncan, A.T.: Are special facilities needed. In Roper, T. (Ed) Aboriginal Education: The Teacher’s Role. N.U.A.U.S., Melbourne, 1969.Google Scholar
Dwyer, J.: The school and the Aboriginal child. The Aboriginal Child at School, 1974, 2:1, 3–19.Google Scholar
Gale, G.F. and Brookman, A.: Race Relations in Australia - The Aborigines. McGraw-Hill Book Company, Sydney, 1975.Google Scholar
Gale, G.F. (assisted by Brookman, A.): Urban Aborigines. Australian National University Press, Canberra, 1972.Google Scholar
Goldberg, M.L.: Adapting teacher style to pupil differences – teachers for disadvantaged children. Merrill-Palmer Quarterly, 1964, 10, 161–178.Google Scholar
Grey, L.: The pre-school child and the teacher. In Roper, T., (Ed) Aboriginal Education: The Teacher’s Role. Abscol, the Aboriginal Affairs Department of the National Union of Australian University Students, 1969.Google Scholar
Guiness, C.: What motivates the Aboriginal high school student, In Roper, T. (Ed) Aboriginal Education: The Teacher’s Role. N.U.A.U.S., Melbourne, 1969.Google Scholar
Hart, N.W.: A task analysis approach to language programming. In Kearney, G.E.de Lacey, P.R.Davidson, G.R., The Psychology of Aboriginal Australians. Wiley and Sons, Sydney, 1973.Google Scholar
Hart, M.: Kulila. A.N.Z. Book Co. Sydney, 1974.Google Scholar
Henwood, B.: First appointment - an Aboriginal school. In Roper, T. (Ed) Aboriginal Education: The Teacher’s Role. N.U.A.U.S., Melbourne, 1969.Google Scholar
Iceton, E.A.: Community development among Aboriginal people. In Roper, T. (Ed) Aboriginal Education: The Teacher’s Role. N.U.A.U.S., Melbourne, 1969.Google Scholar
Lewis, G.K.: Aspirations and occupational opportunities for Aboriginals. The Aboriginal Child at School, 1974, 2:3, 10–12.Google Scholar
Lippmann, L.: Aboriginal Attitudes. In Seminars 1971, Centre for Research into Aboriginal Affairs, Monash University.Google Scholar
Lippmann, L.: Words or Blows: Racial Attitudes in Australia. Penguin, Middlesex, 1973.Google Scholar
Loree, M.R.: Shaping teacher’s attitudes. In Smith, B.O. (Ed) Research in Teacher Education, Prentice-Hall, New Jersey, 1971.Google Scholar
McMeekin, G.W.J.: Race relations in Aboriginal education. In D’Urso, S. (Ed) Counterpoints: Critical Writings on Australian Education. Wiley, Sydney, 1971.Google Scholar
Passow, A.J., and Elliott, D.L.: The nature and needs of the educationally disadvantaged. In Passow, A.H. (Ed) Developing Programs for the Educationally Disadvantaged. Teachers College Press, New York, 1968.Google Scholar
Pryor, R.J.: The Aboriginal population of North Queensland: a demographic profile. Oceania, 1974, 45:1, 27–49Google Scholar
Roper, T.: The Myth of Equality. Melbourne: N.U.A.U.S., 1970.Google Scholar
Rowley, C.D.: Outcasts in White Australia: Aboriginal Policy and Practice. Vol. 11. Canberra: A.N.U. Press, 1971.Google Scholar
Ryans, D.G.: Characteristics of teachers: their description, comparison, and appraisal. A research study. American Council on Education, Washington, D.C.: 1960.Google Scholar
Schapper, H.P.: Present needs of Aborigines. In Hutchinson, D.C., (Ed) Aboriginal Progress: A New Era? University of Western Australia, 1969.Google Scholar
Schapper, H.P.: New development needed for the education of Aborigines, Western Australian Teachers’ Journal, 1970, 69-c, 239–242.Google Scholar
Schools Commission Report for the Triennium 1976 to 1978. Australian Government Publishing Service, Canberra, 1975.Google Scholar
Sommerlad, E., and Duke, C.: Education for Teachers in an Aboriginal Context. Report of a Workshop in Canberra, 24–28 September, 1973.Google Scholar
Tatz, C. and Chambers, B.: Cultural accommodation: the Armidale experiment. In Sommerlad, E. and Duke, C., (Eds) Teacher Education in an Aboriginal Context. Report of a Workshop in Canberra, 24–28 September, 1973.Google Scholar
Teasdale, G.R. and Katz, F.M.: Psycholinguistic abilities of children from different ethnic and socio-economic backgrounds. Australian Journal of Psychology, 1968, 20, 155–159.CrossRefGoogle Scholar
Watts, B.H.: Do Aboriginal children have special educational needs? In Dunn, S.S. and Tatz, C.M. (Eds) Aborigines and Education. Sun Books, Melbourne, 1969(a).Google Scholar
Watts, B.H.: Equality of educational opportunity for Aboriginal children. In Throssell, H. (ed.) Ethnic Minorities in Australia: The Welfare of Aborigines and Migrants. Australian Council of Social Service, Sydney, 1969(b)Google Scholar
Watts, B.H.: Some Determinants of the Academic Progress of Australian Aboriginal Adolescent Girls. Unpublished Ph.D. Thesis, University of Queensland, 1970.Google Scholar
Watts, B.H., (Ed.): Report of the National Workshop on Aboriginal Education: Priorities for Action and Research. Brisbane. Department of Education, University of Queensland, 1971.Google Scholar
Watts, B.H.: Motivating the disadvantaged student. Special Schools Bulletin, 1972, 9:5, 2–10. (b)Google Scholar
Watts, B.H.: Continuity/Discontinuity Between Home and School. Paper presented to the Eighth International Congress of the International Association for Child Psychiatry and Allied Professions. Philadelphia, Pennsylvania, July, 1974.Google Scholar
Watts, B.H., and Gallacher, J.D.: Report on an investigation into the curriculum and teaching methods used in Aboriginal schools in the Northern Territory. Darwin, N.T., 1964.Google Scholar