ABSTRACT
Given the discrepancy between white perceptions of being Aboriginal and Aboriginal perceptions of being Aboriginal, institutions, such as schools, become inherently vexed and problematic since they are a major aspect of the contact zone where these perceptions meet. Added to this complexity are the differing cultural values and beliefs brought to school by Aboriginal children and the predominantly non-Aboriginal school personnel. The extent of this complexity is, indeed, well researched and extensively, and often exasperatingly, reviewed since the initial Miller Review into education and training of Aboriginal people (1985).
