This thesis explores the cultural difference between the value systems of Indigenous and non-Indigenous Australia, and considers how this difference impacts the cultural dynamics of mainstream education and the polemics of knowledge legitimacy. An alternative, and culturally apposite, Indigenous education paradigm is offered in support of independent Indigenous education initiatives
Notes
Submitted to the School of Education of the Faculty of Education, Deakin University
Thesis (Ph.D.)--Deakin University, Victoria, 2007
Bibliography
Includes bibliographical references (leaves 239-248)
