Educational transition in a remote aboriginal community: aboriginalisation in Our Lady of the Sacred Heart School, Wadeye

Abstract

This study provides an explanation and documentation of the changes occurring in Our Lady of the Sacred Heart School, within the remote Aboriginal community of Wadeye in the Northern Territory. In 1994, for the first time, the majority of classroom teachers are Aborigines. Firstly, a profile of the community is given and field research procedures are explained. The broader contexts of cultural geography, Aboriginal education in general and Aboriginal education in remote areas specifically, are then examined. The main discussion outlines the present schooling process in OLSH School, looking at such features as the curriculum, the bilingual program, and various aspects of school policy as expressed through the 'Vision Statement'. Formal education is now a necessary part of the social organisation of Wadeye, however it is still ultimately under the control of non-Aboriginal people. The Aboriginalisation process aims to redress this by increasing local community power. How and why this process is happening, the possible implications of the changes and the rate of the process, are all examined. The Aboriginalisation process is essential if the school is to reflect more closely, the unique cultural values and beliefs of the students of this remote community, rather than those imposed by mainstream society and institutions. Aboriginalisation will enable the school to play a positive role in the cultural reproduction process of those in Wadeye. Furthermore, Aboriginalisation of OLSH School may initiate further positive changes in the community and it certainly represents a strong step toward self-determination for the people of Wadeye.