ABSTRACT
The final chapter of this book brings together the ideas developed previously into an argument for the importance of developing an understanding of the concept of ‘proper way’ in the leadership and management of postcolonial education systems in the education of Indigenous children. Implicit in such work is respectful teaching about Indigenous cultures, histories, languages and lifeways, and in the development of foundational partnerships between Indigenous people, their local school communities and the wider bureaucracies that administer education services. This book has offered an argument for moving from a linear, colonial, administrative approach controlled by non-indigenous people towards a fractal approach using an Indigenist, rights-based approach underpinned by theories of complex adaptivity and social exchange, where Indigenous and non-indigenous people can work in equal partnership to lead and manage the improvement in the education of Indigenous children. Perkins (1992: 232) commented incisively that:
The next policy focal point in a contemporary, reorganised Aboriginal affairs strategy for the future, is education. This has not received the emphasis it justifiably demands. Not realising the vital element of good education has been our greatest ‘blind spot’ over the years. We have usually left this to others or our ‘academic Aborigines’ to tinker at the fringes with the federal government on a so-called national Aboriginal education policy: this has achieved no useful results. They have deceived Aboriginal people with their educational cant. The reality is we are in the majority: unskilled and uneducated, at the mercy of governments, bureaucrats, pathetic politicians and the rise and fall of the economy. Quite frankly, education for Aboriginal people should be completely free until there is equality. Give our people good education and real employment opportunities and Aboriginal affairs will take on a different perspective.
