Abstract
THIS paper considers patterns in Aboriginal education recorded over the past 25 years in one small country town in south west Queensland. Data from this longitudinal study are used to illustrate national patterns and trends. Discussion highlights the levels of systemic bias and structural violence which continue to obstruct positive developments adapting the largely monocultural education system to the needs and aspirations of Aboriginal communities. Particular Aboriginal community initiated innovations related to school/community relations and the teaching of Aboriginal studies are examined and analysis is related to general factors influencing these important components of Aboriginal education.
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