What Ways Does Place Influence Education?

With the world renown hallmark as the ‘lucky country’, it can be difficult to comprehend how the very people we have to thank for the prosperous land on which we live, are amongst the most disadvantaged in the world, rivalling many from developing countries. The dispossession of land, displacement of Australia’s first people and unremitting discrimination since European settlement, has given rise to intergenerational disadvantage in areas such as education, employment and health (***). Whilst the three areas are intertwined, education is unmistakably a quintessential vehicle for building resilience and improving socioeconomic outcomes for Indigenous Australians(***). Teachers and schools alike play a key role in acknowledging and addressing past and present injustices through:

rural areas, is in need of financial support that not only fund schools but can pay professionals who care about teaching. America can spend money to do a public education reform that paves the way for a better education for students. Paying for better teachers with higher requirements, than what’s currently accepted and paying for the safety of schools guarantee the United States a bright future. High expectations backed with a large fund work and retain high quality teachers can make a big difference. Not only are there too many of the students

This chapter presents the research findings used to address the research questions presented in Chapter One. To that end, demographic is presented for each of the eighteen school districts studied in rural Kentucky. In addition, statistical analyses is presented as it relates to student success in each of the eighteen school districts at the third grade, the sixth grade, and the eleventh grade levels in the content area of reading. The data examined is from the 2015-2016 school year testing cycle as required by the Commonwealth of Kentucky. The statistical analyses focuses on the relationship between students’ success, based on the results of the Kentucky Performance Rating for Educational Progress data, and superintendent tenure in each of the districts.

McCracken, J. D., & T. Barcinas2, J. D. (2001). Differences Between Rural and Urban Schools, Student ... Retrieved from http://www.bing.com/cr?IG=48CE59FFB178484396E518C99D35AF6D&CID=22115C54F69067CD3DD85056F76D665F&rd=1&h=g8pSj71rFlTKBN6m19EtLd9ZpLbVelc7-zRGkIZhAi8&v=1&r=http://jrre.vmhost.psu.edu/wp-content/uploads/2014/02/7-2_3.pdf&p=DevEx.LB.1,5069.1

This essay will analyse via the sociological imagination, ‘whose interests does schooling serve and why?’ In addressing this question, one needs to discuss why is an education so valued in Australia today.

These students are typically going to school at institutions with less resources than middle-class areas. As a result these schools typically employee less qualified teachers and more disciplinary measures. “Children in the highest-poverty schools are assigned to novice teachers almost twice as often as children in low-poverty schools. Similarly, students in high-minority schools are assigned to novice teachers at twice the rate as students in schools without many minority students.”

Kenway’s article Challenging Inequality in Australia: Gonski and Beyond is a critical analysis of how Australian governments have evaluated and responded to the issue of educational disadvantage. The piece primarily focuses its critique on how the Review of Funding for Schooling Final Report (Gonski et al, 2011) recognises, and presents solutions for, educational disadvantage within the national education system. The central argument is that, despite the report’s shortcomings, it should be supported as it emphasises issues of socio-educational disadvantage which urgently need to be addressed. It is noted that the Gonski Report, in its description of the “imperatives” of addressing educational disadvantage, reminds the reader that Australian

Schooling in Australia reproduces and exists to reproduce the structure of inequality we see in class and sex. Social stratification is endorsed by the secular, free and compulsory schooling that is provided in Australian society (Connell, et al., 1986). There is a lack of social mobility through education, especially in capitalist economies, this can be attributed to Government policy and how it tends to increase educational inequality rather than reduce it.

What is the teacher’s educational background? (Ex. In K – 12, did the teacher attend small, rural schools or large, urban schools? In college, did the teacher attend a small, private school or a large university?)

In particular, to attend the elite Brisbane State High School you must reside in the particular local catchment area (Department of Education and Training, 2016). The school also offers a selective entry program for Academic, sporting and culture (Art and music) for students and also for those out of the catchment area, however there is an application fee. This displays exclusion from schools due to location and income. In both Primary and High school I was never excluded from the school due to location, parental income, academics or cultural beliefs. However, the school I did attend did not have a high further education rate, with most students working full time after graduation. It is a requirement in some Catholic schools in London for the children to be baptised. This presents the issue of marginalisation which suggests that if your child is not baptised or your family does not show religious belief, you are unable to attend the Catholic school. This experiences links back to Service-learning as both students and disadvantaged individuals experience the marginalisation of education and society. In regards to schooling, teachers aren’t allowed to decide who can attend the

I found it interesting 50% of public schools are rural. We are a city school district, yet we are considered a rural district in the Mooresville Graded School District. According to our reading in Colangelo’s Handbook of Gifted Education rural schools have many benefits for students including smaller class size, lower dropout rates and more community support. I believe when you have smaller school districts and schools you have more contact with your students and you are able to individualize and accommodate more when dealing with your students.

Access to education is a crucial human right that is universally recognised and is presented within the Universal Declaration of Human Rights, which means that everyone in Australia is entitled to access of education. However, the inequality in Australian education displays a comprehensive breach between Indigenous and Non-Indigenous Australians. This is due to complications in socio-economic status and geographical location where Australians in urban areas are more likely to complete school than Australians in country and rural areas. Currently this is a problem within the Australian education system between Indigenous and Non-Indigenous Australians where the notion of equality is being defied in Australia, meaning that Indigenous Australians

Place-Based education has been valuable throughout in schools and developing children education. The goal of place education is to serve as a learning organization for program developers, fueling internal growth and program development for the individual organizations. Nonetheless develop an identity, disseminate evaluation techniques, tools and approaches that can be applied elsewhere; and contribute to the research base underlying the field of place-based education and school change (peecworks.org). It has focused on using the local community as an integrating context for learning. This allows students to explore the world around them. Students will gain experience in the real world and face different issues that might not be taught in the schools. Moreover, learning the culture that students live in can give a history to how their area grew into what it is today. One of the key factors that can be used to be help elementary, middle and high school in the Sewanee area is The Annenberg Rural Challenge.

Regardless of the financial costs of education, statistics show in the years from 1983 to 1996 numbers of students in tertiary education doubled and retention rates within secondary schooling reached new heights, rising from 40.6% in 1983 to 71.3% in 1996 (Jamrozik, 2009), clearly placing education as a high value within the Australian society and becoming a lifetime pursuit for many people. However historically, the changes that have occurred over the years, have reinforced Australia’s problem with social inequalities within the education system.

Educational barriers more than often occur through circumstances that are beyond the control of the individual (Barry, 2001). The concept is useful in examining educational barriers in the Australian context. Suggestions are that education access in Australia (particularly rural access) affects certain socioeconomic groups who lack