Abstract
The education of Aboriginal children in Australia has been extensively examined and reviewed. Missing from this investigative activity, however, is the attempt to critically conceptualise the current approaches to the delivery of education for this highly disadvantaged group. There are two main aims behind this paper. Firstly, it devises a framework of seven discrete models of Aboriginal education to guide policy and practice. Secondly, the paper investigates the extent to which the official discourse reflects an understanding of these models. Finally, some thought is given to implications for government flowing from an understanding of the models, especially in the areas of improving policy development and official review.
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