Education systems are devised by the members of a society to perpetuate the values, customs and beliefs of that culture. Therefore, in a multicultural society, any child from a minority cultural group who is educated in the educational system of the majority cultural group as, for example, most Aboriginal students, must be at a disadvantage.

Despite the fact that unless they work in traditional or semi-traditional areas, large numbers of teachers will not perceive any cultural differences, Aboriginal students do feel different. They do perceive differing value patterns between their own and the wider ‘white’ society and at times they feel alienated and alone, swamped by a sea of white faces and white ideals.

Traditionally, teachers have felt that it was important to treat all students exactly the same: that any variation from this ideal would savour of injustice and that anathema to all good teachers – favouritism! Surely, the aim to provide equal opportunity for all implies equal treatment for all – or does it? What of the child who is disadvantaged before entering the classroom, simply because he belongs to a minority culture? How is it possible to erase the inequalities engendered by this situation so that in fact all students ave given equal opportunities? Why not try “Positive discrimination”?

“Positive discrimination” implies treating a student differently in order to assist that student in the acquisition of positive reinforcement regarding his sense of self worth, aims and achievements. This is a sensitive issue so teachers who are unsure of methods of approach or who feel uncomfortable with the idea should not attempt to use it. However, for the caring sensitive teacher who also has plenty of experience, the good news is that positive discrimination works! In order to make it work there are some salient points worth noting: