Education in the Torres Strait: Perspectives for Development.

Autor/inn/en	Orr, Kenneth; Williamson, Alan
Titel	Education in the Torres Strait: Perspectives for Development.
Quelle	(1973), (72 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Access to Education; Community Attitudes; Cultural Differences; Curriculum Problems; Educational Administration; Educational Resources; Elementary Secondary Education; Ethnic Discrimination; Foreign Countries; Language of Instruction; Parent Participation; Second Language Learning; Student Motivation; Teacher Education; Teacher Effectiveness; Teacher Motivation; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Kultureller Unterschied; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsmittel; Ausland; Teaching language; Unterrichtssprache; Elternmitwirkung; Zweitsprachenerwerb; Schulische Motivation; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	In 1972 Islander children in the Torres Strait Islands were receiving an education designed for children of the dominant white society in Queensland. Observation and interviews with parents (36), teachers (28), and others (14) revealed that adult Islanders valued but did not understand the white education that was culturally inappropriate for their children. Classes were taught with dated methodology (rote memorization) and, although the Islanders spoke native dialects and Pidgin, were entirely in English in order to prepare students for entering the dominant society. Elementary schools, administered by the Department of Aboriginal and Island Affairs rather than the Education Department of Queensland, existed on the islands. However, students could only complete their schooling by correspondence or by attending one of two island secondary schools. Elementary principals ("government teachers") had to meet no special training or competence standards. Elementary teachers generally had an elementary education, 50% had no teacher training, and all received poor pay. The better-trained secondary teachers had an annual turnover rate of 70%-80%. Recommendations included recognizing the distinctive learning needs of Islander children, adding adult education, changing the language and method of education, improving secondary education, and improving teacher training and staffing requirements. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC