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hmugh tsdaal funding a(he mgnizant awanne9, of many Abaiginal peoples of
the impatan- of education in me*god foraeif~p~mrnnt (DanSpr, 1996).
Famw Nab gmup, 6m-a W h edWon is an aw.ralion of me
psople. not of a sota individual (Bamhardt 1993).
Key lo the fuhrta forany sa&vliss in UHI ~ami.ssion ofits
cuh and wwldviaw rb succskm ammlilbs ... a is kthh
rsam that Abong~nalpmpbs ha& &-sin a hih +
on wam~ng mrrd overthe sducdtmn of ~henah~mmn
(Barman. Hlbet & McCakill, 1986, p. 1)
lh cunW Challenge ofeduwlhg Aboriginal peoP Mroylh mainsImam
fonnal schooling has bean largely a matter of imposing the Westem worldview on
the Aborjlinal one (Christie. 19.55; FMmn 8 Friedman. 1981; Ydbt4rd.
1996). Far a lage psceantege of Aboriginal p q M this type of education
SWem has failed them, nM only academiily, bul also psncnaliy and
An individual's w id emdenm am shaped by the reh o fvah and
nmna Iransmilted from (he famiiy during the aociakam period (Lin. 1890).
Attending a predominately Ey~o-Weswn edudm system inflwneed by Eurc-
W&m values mnnii with Wil Nativo values (Ryan. 1995). As a
Rauk Gfmnfiiaing s ~ s Nab , Wdmtr faca subslsnEaI adjusbnsnts to the
Eumwaslm tradi#m of schooling (hst may ham a d$cisive imp4 on their
abiliky to do wall in thdrpmgrams (Ryan, 19s).
How wsll Abaigiil Mudents adjust to their m snviroomt plays a