Abstract:

The family is a universal phenomenon, which is a micro-environment providing security everywhere in the world, from which the individual exits into the world around him, and from there leads to the broader society. An example of Australia is the aboriginal cultures, where education of children is closely linked to the type of family, the relationship between members and relatives. They live in collective family groups and place high priority on learning. At the same time, one of the biggest challenges facing the Australian education system is the underdevelopment of indigenous people.

During my study trip to Australia, I had the opportunity to meet with indigenous groups, representatives, teachers, and view some aspects of their daily lives and work. I worked with participant observation method of cultural anthropology, which involves mapping and understanding local circumstances, characteristics, and perspectives while staying on site. It provides opportunities for interviews, spontaneous situations, obtaining confidential information, exploring stakeholder opinions and otherwise difficult to see relationships.
As part of this ongoing research, this study focuses on the indigenous perspectives of family and learning. The main question was what are the effective methods of teaching aboriginal students?

Based on on-the-spot observations, interviews, and literature, I believe that one of the reasons for school failure is that there are significant differences in the basic family structure, the environment and attitudes towards one another, and thus the purpose and process of education.Traditional parenting, family relationships, worldviews, and connection to the environment all form a crucial component of learning. Indigenous children's school difficulties therefore include cultural identity, the importance of the family and the wider family; the perception of personal property, a different interpretation of the relation to nature from the majority society. I have seen more and more that this should be a priority in both research and development programs.

Based on my experience, I agree with the view that it is important to pay attention to students' socio-cultural background, family and cultural identity in schools. In order to solve this, there is a need for more programs in the future to promote harmony between indigenous values and schools. It is a priority for program designers and teachers to know and understand students' perspectives. If this is the starting point, cultural frameworks can become co-ordinated within formal school education.

Keywords:

Aboriginal, extended family, kinship, education, identity and learning motivation.