Abstract
In the first issue of The Aboriginal Child at School last year, we described the theoretical framework for considering factors contributing to the school success of Aboriginal children as presented in Aboriginal Futures : Review of Research and developments and Related Policies in the Education of Aborigines (Watts, 1981).The philosophical basis for this consideration is well worth stating again:Throughout this exploration of the education of Aborigines the view is taken that school success means success in achieving the full range of goals envisaged in the establishment of schools and the determination of their programs:
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