Tiwi Culture Must Be at the Centre: An Analysis and Synthesis of Tiwi Views on Education

J. Frawley
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Abstract

Tiwi educators (Tungatalum, 1991; Pilakui, 1991; Tipiloura, 1992; Tiparui, 1992; Munkara, 1992; Orsto, 1993) have raised issues of concern regarding educational operations, curriculum design and the educational structure of community education. These educators are writing in a context vastly different to their grandparents and parents, where a number of critical events have influenced, and are still influencing the social, political, spiritual and economical lives of Tiwi community members. Through their analysis of the current educational system they have isolated a number of issues and have suggested alternatives to the current structure. Language and culture appear as the greatest concern to these educators and the maintenance of both emerge as a priority. They also state that community education programs do not adequately address the importance of Tiwi culture as the foundation of education, and the powerful role that community members and Tiwi teachers should play in determining the direction of education. From Tiwi educators' collective concerns, an alternative model has been constructed and salient issues are discussed. The model is certainly not seen as an answer to Tiwi educators' collective concerns, but it presents an alternative to the current Muruntawi dominated system.
提维文化必须为中心:提维教育观的分析与综合
Tiwi教育家(Tungatalum, 1991;Pilakui, 1991;Tipiloura, 1992;Tiparui, 1992;Munkara, 1992;Orsto, 1993)提出了有关社区教育的教育运作、课程设计和教育结构的问题。这些教育工作者所处的环境与他们的祖辈和父辈截然不同,在他们的祖辈和父辈中,一些关键事件已经并仍在影响着提维族社区成员的社会、政治、精神和经济生活。通过对现行教育制度的分析,他们发现了一些问题,并提出了现有结构的替代方案。语言和文化似乎是这些教育者最关心的问题,维护这两者成为当务之急。他们还指出,社区教育计划没有充分强调提维族文化作为教育基础的重要性,以及社区成员和提维族教师在决定教育方向方面应该发挥的强大作用。从提维教育者的集体关切出发,构建了另一种模式,并讨论了突出问题。这种模式当然不会被视为提维教育工作者集体关切的答案,但它提供了一种替代当前穆伦塔维主导的系统。
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