caa a22 4500 386315175 CHVBK 20180307111603.0 cr unu---uuuuu 161130e198803 xx s 000 0 eng 10.1017/S0310582200015212 doi S0310582200015212 pii (NATIONALLICENCE)cambridge-10.1017/S0310582200015212 Eckermann A-K Centre for Multicultural Studies, College ofAdvanced Education, Armidale, NSW 2350 Learning Styles, Classroom Management, Teacher Characteristics and Rural-Urban Aboriginal People [Elektronische Daten] Some Thoughts [A-K. Eckermann] A good deal has been stated and hypothesised about the essence of Aboriginal learning styles and their implication for Aboriginal education generally (see Roper, 1969; Watts, 1970; Hart, 1974; Harris, 1982). Nowhere does this hypothesising become more explicit than in the Guidelines to Teachers accompanying the NSW Aboriginal Education Policy. It is perhaps time to reexamine some of these propositions and to introduce a note of caution before we develop and encapsulate a whole new range of over-generalisations which will serve to lock Aboriginal people into yet another cycle of disadvantage. Education is essentially cultural transmission (Singleton, 1974:27). Indeed, as Singleton (1974) points out, culture itself is frequently defined in essentially educational terms as "the shared product of human learning”. Copyright © Cambridge University Press 1988 The Aboriginal Child at School Cambridge University Press 16/1(1988-03), 3-19 0310-5822 16:1<3 1988 16 JIE https://doi.org/10.1017/S0310582200015212 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0310582200015212 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Eckermann A-K Centre for Multicultural Studies, College ofAdvanced Education, Armidale, NSW 2350 NATIONALLICENCE 773 0- The Aboriginal Child at School Cambridge University Press 16/1(1988-03), 3-19 0310-5822 16:1<3 1988 16 JIE CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge