This document discusses aspects of engagement between Aboriginal people, the Australian government, and wider society. It outlines four aspects of engagement: integrity, inclusion, deliberation, and influence. It notes that from 1895-1965, government policies influenced Aboriginal communities. Historically, Aboriginal people faced discrimination in education, and were denied access or sent to reserve schools. In the 1940s, responsibility for Aboriginal education shifted to the Department of Education.

2. INTRODUCTION
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3. ASSIGNMEN
T ON
ABORIGINA
L PEOPLE
AND
GOVERNME
NT

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5. EDUCATION ASPECTS OF THE ENGAGEMENT
BETWEEN ABORIGINAL PEOPLE, GOVERNMENT AND
WIDER SOCIETY
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1. Integrity: As per this aspect, the policy instruments used by the government and administrative
authorities are directed to integrate the core values of aboriginal people with main stream society.
2. Inclusion: In this condition, the prime direction of the governmental efforts is on allowing the
aboriginal communities to have fair and free existence in society
3. Deliberation: In this aspect of the engagement, a significant an important and open space is kept
between aboriginal people and main stream society for ensuring the possibility of dialogues.
4. Influence: In this aspect of engagement, aboriginal people start to be affected or influenced from
the governmental policies (Carey and McLisky, 2009).
From the context of Australian aboriginal community, the influence aspects of engagement can be
considered quite prominent as the governmental policies during the period of 1895-1965, have
influenced the thinking and social position of existing aboriginal castes of Australia. From the point
of view of historical educational policies of the nation, there are a number of different evidences
that have clearly defined the government has undertaken some critical and effective efforts for the
purpose of engaging aboriginal people with government policies and wider society (Broome, 2010).

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Therefore a lot of biasness or discrimination was witnessed till this time for the
aboriginal masses in the field of education. In the year 1937 a conference of state and
federal officials was held by the Federal Government which was declared as an official
policy for the Aboriginal people and according to this policy aboriginal people who are
not a part of tribal area and families can only have access to the education (Indigeneous
Australian timeline, 2011). Rest people who are a part of tribal community were denied
of educational opportunities which had a negative impact on the tribal mass community.
In the year 1940, the Aborigines Protection Board was replaced by the NSW Aboriginal
Welfare Board and with this the responsibility relating to the education of Aboriginal
people is given to the Department of Education which took the charge of controlling the
reserve buildings for the purpose of education and took steps to provide trained teachers
for achieving the objective of quality education of local masses (Indigenous Australian
timeline, 2011).

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14. CONCLUSION
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15. REFERENCES
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