Abstract
Because of the increasing number of Aboriginals continuing on to high school (Lewis, 1974); because of the increasing urbanization of the Aboriginal population (Rowley, 1971; Gale, 1972; Pryor, 1974; Gale and Brookman, 1975); and because of growing interest among many Aboriginal adults in greater educational opportunities for their children (Watts, 1969b; Schools Commission Report, 1975), every Australian secondary teacher is potentially a teacher of adolescent Aboriginals. The purpose of this paper is to consider the personal and professional characteristics of teachers who would seem likely to effectively nurture the intellectual, emotional and social growth of adolescent Aboriginals generating in them an enthusiasm for learning, and inspiring them to strive for achievement and personal excellence.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
