After the occupation of their land by Europeans, the Australian Aboriginal and Torres Strait Islander people were expected to benefit from an education system based on that of the dominant Europeans. Gradually educators realized that Aboriginal culture has validity and strength and that all children learn differently. In this paper the characterization of the Aboriginal learner is examined and pedagogical strategies to assist in both students' learning and teachers' delivery are explored. The message that is conveyed in this paper has particular relevance to teaching mathematics to Aboriginal learners as well as to the general curriculum. It is also of considerable value in teaching non-Aboriginal students.
Forces of imperialism and colonial conquest, along with the destruction of traditional land rights and customary systems, have led to much of what ails the world today. Alienated and angry youth abound, from Port Moresby to Paris. However, the spread of science, development, democracy, and enlightenment has resulted in many hundreds of millions of people being delivered from poverty and living rich, technologically and globally influenced lives. What forms of educational policy and practice lead to community and national social, economic, and political development that engenders empathy and pluralism and counters alienation and anger? What works and how can we close the gaps between rich and poor, dominant and minority cultures? Such educational questions and issues are of worldwide interest, significance, and urgency. This entry explores some theoretical and pedagogical issues affecting educational anthropology and recommends forms of best practice for pedagogy and development.
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