IDENTITY AND CULTURE SHOCK: ABORIGINAL CHILDREN AND SCHOOLING IN AUSTRALIA
Abstract
ABSTRACT. This paper is based on funded research into socialization patterns of Aboriginal children and their transition from an all-Aboriginal preschool to a white primary school. Aboriginal children experience substantial difficulties in white schools and tend to drop out early. Research so far has shown that explanations of individual deficits, which are often alleged in the literature, are not the cause for dropping out. Rather, Aboriginal children suffer from severe culture shock when turned over to white schools, as a consequence of subtle but significant differences between Aboriginal and white socialization of children, even within the same town. RÉSUMÉ. Cet article rend compte de recherches subventionnées portant sur les schémas de socialisation des enfants autochtones et sur leur passage d'un milieu préscolaire entièrement autochtone à l'école primaire blanche. Les enfants autochtones éprouvent de grandes difficultés dans les écoles blanches, d'où leur tendance au décrochage. Les recherches menées jusqu'à présent ont démontré que les déficits individuels auxquels ce phénomène est souvent attribué dans les publications ne sont pas la cause du décrochage scolaire. Cette tendance est plutôt due au choc culturel profond que les enfants autochtones subissent lorsqu'ils commencent à fréquenter l'école blanche, du fait des différences subtiles mais importantes qui distinguent les modes de socialisation des autochtones et des blancs au sein même d'une localité.Downloads
Published
1996-01-01
How to Cite
Kaplan, G., & Eckermann, A.-K. (1996). IDENTITY AND CULTURE SHOCK: ABORIGINAL CHILDREN AND SCHOOLING IN AUSTRALIA. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 31(001). Retrieved from https://mje.mcgill.ca/article/view/8274
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