Why Should Schooling Change At Every State Border?

The discourse of whiteness has severely impacted on the educational outcomes for Aboriginal and Torres Strait Islander peoples (herein referred to as Indigenous Peoples). The discourse is based on an ontology founded on overt racism, discrimination, prejudice, exclusion and dispossession and towards all Indigenous Peoples. Subsequently, the history of Indigenous Peoples experiences in relation to education is extremely negative. They have been denied the right to the same education as non-Indigenous students, frequently expelled and continually forced to deny their cultural identity. The discourse of whiteness has resulted in pedagogies and pedagogical practices that are overly racist and not inclusive of Indigenous Peoples culture. To improve future educational outcomes it is necessary to decolonise Australia and rewrite the curriculum so that it is inclusive for all students.

Curriculum is designed to develop successful learners. Confident and creative individuals and active and informed citizens (MCEECDYA, 2008, p.13). In 2008, the Australian Government promised to deliver a fair and equitable curriculum for the national’s educational system, taking the task away from the State and Local Governments. The purpose of this was to create an even level of education throughout the country whether in Hobart of Cape York, and to ensure our nations position into the 21st century. This essay will demonstrate the Nation’s curriculum, its structure and development ready for its initial implementation in 2011.

The education system which has been operating in Australia and in New South Wales since the time of white settlement has failed to meet the minimal needs of Indigenous Australians. There is a long history of inadequacies in educational programs where Aboriginal Australians are concerned. Unfortunately, it has only been extremely recently (in approximately the last decade), that the importance of adapting the teaching styles in the classrooms to meet the needs of the Aboriginal children of New South Wales and Torres Straits Islanders has begun to be realised (Perry, 2006, 1-2). Part of this has been an acknowledgement that there are fundamental differences existing between the values of the Indigenous and the non-Indigenous Australian. To wit, Australian Aboriginal communities tend to make their focus the welfare of the group, while non-Indigenous Australians tend more to concern themselves with their own individual wellbeing (Harrison, 2004,

When delivering school curriculum, educators must meet the needs and strengths of all students. The Australian Curriculum allows educators to personalize their teaching and learning programs by selecting content that is stimulating, challenging and meets the individual needs and strengths of all students in a classroom (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). The Early Years Learning Framework (2010) explains how a student’s culture is central to who they are as a human being and gives them a sense of belonging (pp. 21-22). Using these two documents, educators can carry out learning programs that caters for all needs,

Andrew R. Deras Dr. Jide Osikomaiya English 100 8 September 2016 The Most Compelling Problems In American Schools As we delve back into a new year for students and teachers alike returning to school to continue with the daily life of academics and learning, we all must be understanding of what exactly we are sending our peers and children back to. It should be no surprise to most of us that throughout the years we have seen countless upon countless examples from the news and through others, that our school system is flawed in some way, shape or form. It is no longer a coincidence that our students are only achieving 36th from the top in all total curriculum (Arnett). This is also evident to anyone who may happen to own a T.V. and has been a viewer to these numerous articles describing these horrible issues we have within schools firsthand (ABC News). Not only that, but schooling can also be further compromised by politics and law related issues (Ravitch). What my goal for the essay I am submitting to you is; to give my opinions on the current situation of public schooling in America, discuss the issues, and back my points I will be presenting, with concrete evidence I have uncovered in my research. I would like to make it clear that my stance on the current situation is that there is not only a singular problem with public education, but a number of issues that inhibit students to learn properly and function as productive members of society. An excellent place to start would

In exploring the Australian Curriculum, it becomes apparent that this curriculum was developed to encompass a wide range of skills and abilities that will be needed to enable young Australians to become productive and successful members of society of the future. The influence of a range of different curriculum models and education theories has bought together a comprehensive overview of what the Australian education system will deliver and how this can be accomplished.

Throughout the last fifty years two diametrically opposed views have played out. H.C. Coombs argued that the priority was to use the curriculum and teaching methods to rebuild and sustain traditional Aboriginal culture destroyed by colonisation, racism and oppression. He supported Moira Kingston’s view that all Aborigines had a “world view derived from the Dreaming and irreconcilable with the demands of a modern industrialised market economy.” Sir Paul Hasluck represented the opposing assimiliationist view that schools should give priority to literacy, numeracy and technical and scientific knowledge to asssist integration in the workforce.Many theorists and practitioners have focused on the one third of students in Aboriginal schools with a specifically Aboriginal education rather than the majority attending the same schools as non-Indigenous children. In either case major problems were indentified with Aboriginal education by 2000.

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

In his essay, “Who Shall Control our Schools?”, Bryan opens up and shares his thoughts on the materials taught in schools and who should decide what is taught. Bryan examines the sources of information in this essay but specifically examines the role of teachers. I quote, “Professor Scopes has raised a question of the very first magnitude and the ones most likely to suffer by the raising of the issue are those who think they can ignore the right of the people to have what they want in government, including the kind of education they want”(192). Bryan perfectly shares the thoughts of most people during this time. The idea that government is becoming too victorian and needs to change based on what the people want, this is the same in education. This is important because it shows the conflict in Bryan’s head over religion and

8). Expecting children to make such a fundamental change in order succeed in school is self-defeating as very few are willing or able to even attempt this (Thomson, 2002, p. 8). Therefore the focus should not be on insisting that the students adapt to education instead that education adapt to the students. The Australian school system is created to cater to the affluent, dominant culture who tend to be the curriculum decision makers in this country. All children bring to school a ‘virtual schoolbag’ or a set of understandings about the how things work based on what they have learned at home and out in their community (Thomson, 2002, p. 3). The higher a family’s socioeconomic status the better they understand the rules and power structure of the school system and how to navigate their way through to ensure better outcomes for their children. These children bring higher literacy and numeracy learnings and a greater understanding of how the ‘system’ works (Ewing, 2013, p. 84). Conversely children of lower SES backgrounds bring a different set of understandings with them. They have less understanding of how the formal school system works and bring less developed learning skills with

Though this policy attempts to achieve a support of diversity and an increase of equity among the Victorian community, its affects are hindered by an education system that favours the middle class and above. As stated by Reid (2013, p. 13), the equity espoused within policy ‘is produced by policy processes which are counterproductive to the achievement of equity.’ This means that, in order to really achieve equity for all students, the education system needs to

Social wellbeing is contingent upon equitable social policy addressing all varieties of demographics and needs. One highly contested social policy issue in Aotearoa is that of tertiary education. Tertiary education policies are proposed by multiple parties, however the most contentious of these can be drawn from the Greens and ACT who hold highly opposing social wellbeing ideologies. Essentially, to reveal binary oppositions between these policies, market and state ideologies must be considered, in addition to the opposing views of individualism and collectivism which form the cornerstone of how social wellbeing will be met. Moreover, the differences ACT and the Greens see in what tertiary education should offer, ultimately reveal their opposing ideologies in policy, and their perspectives towards social wellbeing.

Throughout this paper, I will be comparing this approach to a number of more traditional approaches to educational policy analysis such as the rational comprehensive model, politically rational model (Bacchi, 1999), Critical Discourse Analysis (Thomas, 2004) and the effects of globalization through common world education culture and the globally structured agenda for education (Dale, 2000). Examining the strengths and weakness of these approaches as compared to the less traditional “what’s the problem?” approach, can help gain a clearer understanding of educational policy and therefore help us to be (hopefully) informed members of the policy making and implementation process.

Bowles and Gintis felt it was important to write this article, because they believe that the politics of education are better understood in terms of the need for social control in an unequal and rapidly changing economic order. This point is illustrated on page 396 when the authors say, “The unequal

Historically and Culturally within Australia, education has been viewed as a right, as previously discussed. Although Australia perpetrates the myth of an egalitarian society, it has been cultivated to conceal the unequal life chances of disadvantaged individuals (Jamrozik, 2009). This is central to the political and cultural differences/conflicts and the bases of knowledge in which our education system is being built upon. Within schools certain students are being labelled