Minj Kabirridi: school non-attendance in two traditionally oriented Aboriginal communities in the Northern Territory

Abstract

This study focuses on the present high level of school non-attendance in two Northern Territory Government Schools for traditionally oriented Aboriginal children. Data collected through interviews with various stakeholders provide reasons for this non-attendance and some strategies to help overcome it. The present educational scene is set by the provision of a brief history of education in the Northern Territory covering the last four decades. This history is complemented by information detailing some current research and ideas related to Aboriginal world views, Aboriginal learning styles and Aboriginal socialisation processes. A review of literature examines a wide range of materials, the majority of which is Government and Departmental publications. The participants’ responses were collected from two community locations and from people living and working in Darwin. From the data it was concluded that many factors were affecting attendance levels. A number of these were readily identifiable and included the frequent lack of sleep for students, the ‘remoteness’ of the school from the community, the frequent family absences from the community, the lack of appropriate or adequate family resources, and the presence of teasing. Some other factors associated with Aboriginal socialisation and child rearing practices were more difficult to identify. In suggesting strategies that could reduce the current level of non-attendance, Aboriginal participants focussed strongly on factors associated with the development of strong relationships between the players in the educational program; parents, community, the school and the Department of Education. Non Aboriginal participants tended to provide suggestions which, although recognising the need for appropriate cultural understandings and for the use of Aboriginal learning styles, focussed on organisational factors. This differing focus in the suggestions provided is shown to reflect the different world views that are influencing education in communities. The report concludes with some recommended plans of action, based on suggestions provided by participants. These are suggestions only, but, since they are based on participants’ thoughts and ideas, they have participant support, and, thus, they are ideas from which cooperative actions can emerge. Show more