Education system fails the indigenous

Historically teachers seem to be in a habit of understanding under achievement as the 'aboriginal thing' -  Talking about race in the education system is a bit like talking about the elephant in the room, everyone can see it but nobody seems to talk  about it in depth.

The school setting is a cultural landscape, where meanings are created, in particular meanings of what it means to be white and what it means to be indigenous- through social constructs.
The dominant group constructs the knowledge.
The appeal of school is not very strong to indigenous students and therefore means poor attendance and poor retention rates due to many factors: a extremely large number of white teachers who are not encouraged to be self reflective, the curriculum itself is very 'white' with continuing narratives of peaceful white settlers- when the terrible treatment of the indigenous people is very fresh in their minds.
The location of schools - within very remote areas of Australia or very low Socio economic areas also serve as a discouraging factor.

The NSW education minister, as stated in the below article, declares that the school system is failing aboriginals and is treating them 'like rubbish'. He goes on to say that the remote schools have very little opportunity. after visiting remote schools, he said he had never seen a worse off school- the school had appalling conditions that would never be allowed in Sydney. A school that had 500 students enrolled, only 30-50 students would turn up on any given day. A culture of high achievement is no where to be seen.

I think that the government needs to move the funding out of private schools and move it into schools such as the one above. But more importantly the government needs to address problems around low retention rates- they need to look at the power relations at play. and promote the equality of condition, not just the equality of opportunity (they work together).
The negative connotations attached to indigenous education need to be examined and processes need to be put into place to reverse them. We have a long way to go






References:

• Vass, G.(2012). The radicalised educational landscape in Australia: listening to the whispering elephant. Race Ethnicity and education, 1-26
• http://www.theaustralian.com.au/national-affairs/policy/disgust-at-nsw-indigenous-schools-system/story-fn9hm1pm-1226727265463#

Reflection on current edu issue: GONSKI

http://www.smh.com.au/national/education/200-schools-worse-off-in-new-scheme-20131022-2vz9n.html

The Gonski initiative will mean a loss for over 200 schools (many who are low economic : according to the above article (October 23,2013) while many schools will receive extra funding through the needs based program, other schools will be receiving less then they previously did. for example Wiley park girls school will receive $50,000 less ( the maximum capped amount that a school could lose) - the loss of funding in particular school has occurred even though Gillard stated that no school would lose funding. Pollies are quick to jump at the flaws in the initiative, and that schools in low S.E.S areas should not be losing funding.
Taking away cash from needy schools who have previously benefited from the funding.

Gewirtz Dimensions of justice touch on what is going on with the governments initiatives. The government is trying to develop the 'soup of justice' but is failing in my opinion. The government is trying to even out the equality of opportunity by providing funding to the schools that are in need, but at the same time are not addressing the discrimination that helped the disadvantage to occur in the first place. They are just throwing money at the problem without addressing the procedures and processes that are in place that allow the disadvantage to continue. Equality of condition such as Privilege, social capital,  wealth and power hierarchies seem to be ignored.

Distributional justice is the aim of the Gonski plans, even though we can see holes in the distribution, the government is trying to provide those who are disadvantage with funds to help close the gap.
The relational justice is not looked at- that is the power relations within the system which defines how people treat each other.

I think that the Gonski plan is a good start at tackling the gap between school outcomes, but i also think that the government can do allot more to to prevent the disadvantage from occurring in the first place. More attention is needed to the relational justice: being the interconnections between individuals and groups and the systems that allow the interactions to be what they are.


Just a little comedy to lighten the mood. :)






References:

• http://www.smh.com.au/federal-politics/political-news/funding-cuts-for-poor-schools-were-worse-without-gonski-funds-20131026-2w8gi.html
• http://www.news.com.au/national/editorial-better-education-should-not-be-class-warfare/story-e6frfkp9-1226276353748
• Gewirtz, S. (1998). conceptualizing social justice in education: mapping the territory. journal of education policy, 13 (4), 469-484.

Topless activism

The recent events surrounding FEMEN protests, in particular that of  'Amina' in Tunisia, a small country in North Africa- went worldwide after she was thrown in a psych ward  and is receiving threats of stoning from her own government for posting feminist pictures on Facebook.



The writing on her chest says: 'My body is my own and not the source of anyone's honor' 
The story of Amina caused a huge uproar- many woman in middle eastern and North African countries showing their support by posting topless pictures with phrases such as "free Amina" written on them.
The support directly attacks the form of oppression that they are subject to- The misogynistic themes within Islam.

The idea of gender within society is very interesting to look at. in the above example, the woman are expressing the need for freedom through a specific type of protest. the woman are protesting against a uneven social justice. a refered to by Gewirtz, when looking at issues of complex social justice, we must map the territory.
He outlines two dimensions of justice:
The first being Distributive justice- Equality of opportunity, outcome and condition.
The second being Relational justice- Justice and mutuality and Justice as recognition.

Justice as a freedom from oppression- The five faces of oppression being: Exploitation, Marginalisation, powerlessness, cultural imperialism and violence. The Story of Amina can be understood through the five faces of oppression. Amina was opposing the oppressive nature of her religious government who is now threatening her with violence.




References:

• http://tundratabloids.com/2013/03/tunisian-feminist-thrown-into-psych-asylum-for-nude-fb-pictures.html
• Gewirtz, S. (1998). Conceptualizing social justice in education: mapping the territory. journal of education policy, 13 (4), 469-484.
• http://jadehawks.wordpress.com/2013/04/18/intersectional-look-at-some-of-the-free-amina-protests/

Australia= One of most SEXIST employment markets

Is Australia is a contemporary and modern society?
According to the latest data of the Australian bureau of statistics, woman are early on average 17% less than men.
A significant 'gap' of about $260. we are familiar with the notion of gaps, gaps in the education system, gaps between indigenous students and non indigenous students etc.

On a international scale Australia sits at number 20, (as you can see in the below figures), the Australian gender pay gap is significantly lower than that of countries such as United kingdom, Hungary and Cyprus. BUT our gender pay gap is significantly higher than countries that Poland, Italy and Slovenia.

Gender pay gap worldwide

Rank      Country                Pay gap

1              Slovenia               0.90%

2              Poland                 4.50%

3              Italy                     5.30%

4              Malta                   7.20%

5              New Zealand       7.80%

6              Luxembourg         8.70%

7              Romania               8.80%

8              Belgium              10.20%

9              Portugal             12.80%

10           Bulgaria                   13%

11           Iceland               13.50%

12           Ireland                13.90%

13           Lithuania             14.60%

14           Sweden              15.40%

15           Latvia                 15.50%

16           France                15.60%

17           Norway              15.80%

18           Denmark                  16%

19           Spain                  16.20%

20           Australia              16.40%

21           Cyprus                16.80%

22           Hungary              17.60%

23           Netherlands        17.80%

24           Switzerland         19.10%

25           United Kingdom  19.50%

26           Slovakia              19.60%

27           Canada               19.70%

28           Finland                20.30%

29           Greece                     22%

30           Germany             22.30%

31           United States           23%

32           Austria                    24%

33           Czech Republic  25.50%

34           Estonia               27.70%

35           Japan                 28.30%

36           South Korea       38.90%

A report according to the Australian council of trade unions, Australia is one of the most sexist employment  markets of the world. Woman are continually under paid and receive less promotions compared to men.
Obviously this is alarming, The article puts the fault on outdated workplace culture. This is interesting, the old fashioned culture is still at play even though we believe we have moved past it through development and globalisation.
This workplace culture, even though people may not admit it, is still severely confirming the sexist nature of the workplace but also the sexist discourses that are present within society as a whole.
Micro-Aggressions at their best!
In jobs dominated by men, Men earn more than woman. In jobs dominated by woman, MEN, AGAIN earn more than woman? whats going on?
This type of micro-aggressions feed off processes of power relations, where gender is not a concrete notion, it is in a relationship with economic, political intersections. The way gender is defined varies throughout history.

References:

• http://au.ibtimes.com/articles/500688/20130822/sexism-gender-discrimination-pay-gap-australia-new.htm#.Um4FDvlmiSo
• 
  

Personal reflection

I am a first generation Australian, my parents  came from a relatively poor and underdeveloped village in Europe, They also brought with them the culture that they grew up with within that village ( a culture that they had extreme loyalty to, and a great allegiance to all people who shared that culture)- Anne phillips points out that this sense of national loyalty is a key aspect in culture. 

My parents are very proud of their culture, my first language was Macedonian, even though i was born in Australia. I remember struggling through kindergarten, staying back for 2-3 hours every day to learn English, i cried every night, my parents couldn't help me because they couldn't speak English very well at all, and only allowed me to socialise with other kids that shared the same background- due to my parents 'othering' of any other culture. 

The school I attended was a catholic private school with about 99% of students having Australian parents. Even after i learned  English i felt extremely excluded, i looked different and no matter how hard i tried to fit in, I never did.

As refered to as 'essentialism' by Arnot and Dillbough, my defining factor, my unchangeable quality was my background- my identity became fixed . After experiencing a form of micro-aggression through the first very important years of my schooling life, i eventually started believing all the discourses that my peers thought of me and lost any sort of confidence in myself. My parents at this time where occupied with work and couldn't see my confidence and self worth falling. I remember being extremely depressed and avoiding school as much as possible. 

This self doubt continued on to high school, i never believed that i could go to uni or become anything important. only recently, after applying for uni as a mature age student has my confidence grown, from being exposed to many different cultures and people with different life stories have i realized that my background does not define me, my own experiences and attitudes do, andthe culture that i am a part of is only a small fraction of me. 

i think that discourses of any kind will always exist, it is extremely dangerous though, when, the individual starts believing the negative labels that other people place on the culture, age, gender or whatever it may be, and it takes a very long time to disconnect yourself from these.

References:

• Arnot, M., & Dillabough, J. (1999). Feminist politics and democratic values in
  education. Curriculum Inquiry, 29(2), 159-189. doi: 10.2307/3185890

An Angry Leprechaun.

Okay so this isn't actually about an angry leprechaun but rather about microaggressions, but I thought an angry leprechaun would do a nice metaphor for the concept.


Microaggressions, as defined in the Sue et. al. article, are :

“brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative… slights and insults”

Thus, they are the covert and subtle mannerisms of people that although harboured no ill intention, still cause offense to the receiving party. The defining characteristic that makes these microaggressions so toxic is that they are, as the namesake says, micro. Such a small incident will most often get downplayed, ignored or incorrectly justified. As each incident is viewed only in the scope of the singular event, the wider view of many microaggressions adding up is generally not seen by the aggressor. This then builds a covertly racist environment where those microaggressions are not seen as being racist or discriminatory in that they are just too insignificant on their own.


In a classroom environment, these microaggressions typically stem from the everyday behaviour and social vocabulary of the students. Even during my schooling years I would often make derogatory remarks using terms such as “Thats gay as” or “thats so retarded” as well as racial jokes poking fun at my friends belonging to those races. As of then, I would never imagine myself doing those things as being covertly racist and thoroughly offensive, mostly because it was never brought up to me. Of course, had anyone actually taken offense and voiced their objections to me I would have changed my behaviour accordingly. But the fact of the matter remains, and this is the crux of the issue with microaggressions, is that no-one did raise those objections to me and for me the time passed with me just assuming I wasnt being blatantly offensive and I could pass it all off as jest.


Minikel-Lacocque's study of minority students at Midwestern University (MU) (A predominately white university) shows these microaggressions and their effects on the people victimised by them. Incidents ranging from just unnerving stares from other students to blatant acts such as a bus not stopping for them and even just plain insensitive and offensive comments in passing (much like I was doing) created a very hostile and created a sense that the interviewed students just didnt belong there. Yet again, as mentioned frequently in the paper the microaggression is not obvious to those committing the act and others in the social environment that are not the subject of the act.

However, one single sentence challenges the entire concept of the microaggression.

“.. if the ‘‘subject’’ of the stereotype claims to be only mildlybothered (or not bothered at all), can one conclude an offense such as a microaggressionoccurred?”

Drawing back to the Leprechaun metaphor; one microaggression by itself is rather insignificant, but the combined effect of many is quite adverse. But also you must consider that what if the person subject to the microaggression does not take offense to the act? Does the microaggression, like a Leprechaun, simply not exist?

On a final, ironic note; the metaphor and title of this post are probably a microaggression itself towards Irish culture.


Minikel-Lacocque, J. (2013). Racism, College, and the Power of Words Racial Microaggressions Reconsidered. American Educational Research Journal,50(3), 432-465.


Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: implications for clinical practice. American Psychologist, 62(4), 271.

The Challenge of the Achievement Gap

It is widely known, and shown in data, that there is a significant achievement gap between indigenous students and non-indigenous students. The given article, and the academic paper by Ford, both examine the causes both past and present of the achievement gap as well as some recommendations or points of interest in developing a solution to this issue.

Firstly, Ford brings forth the concept of 'locked-in inequality' and its lasting effect. This 'locked-in inequality' stems from the past government policies on treating the indigenous populace and not granting them adequate or equal opportunities compared to the rest of the population. The effect this has on academic achievement is similar to the one documented in a paper by Hart & Risley in 2003 on the vocabulary or 'word gap' between the children of households of varying stature. This effect works by a small discrepancy being exacerbated over time (if not rectified) and the gap growing wider and wider as time goes on. With the historical cause of the achievement gap identified, we can now look at present issues that continue the trend and act as barriers to closing this gap.


The article specifically notes that it is not structural deficiencies that are causing this achievement gap. It is clearly noted in the article that higher education programs (through online mediums) are available to those in rural or regional areas (where large populations of indigenous students are), and that the students are simply just not participating in system. Five of those reasons are:

Poor prior experience
Shortage of local role models
Limited local or accessible mentoring
Disconnect between local realities and post-secondary curricula
Disconnect in expectations‎

Specifically, it is the extension of the formal education system that ends up making this online learning system unattractive to the regional student(s). The first three reasons can be grouped under unfamiliarity and a lack of social institutions in place to help them in an online learning endeavour. With few, if any, in the student's community being a peer to the student it can make the system seem overwhelming and insurmountable. The last two reasons can be grouped under a lack of relevance, the formal education style does not always suit the learning style and practical relevance to the student thus creating a rift between what is useful and what the curriculum wants to teach.

To combat those issues, the article then presents 5 solutions:

Develop e-learning familiarity
Improve adult preparation
Unite regional students
Engage in proactive recruitment
Link programs with reality

Amalgamating the same courses that high school students and mature age learners undertake allows for those same people in a community support each other in their studies in that they are both familiar with what each other is studying, also by familiarising students with the concept and system of long-distance e-learning earlier in their education it will make the transition into further long-distance education easier. Also, adopting a more practical approach to the programs by tailoring it to the specific community of the students allows it to be more relevant and practical for them, by creating links with established local workforce leaders and by optimising their studies for future employment in their local industries.

The Western Producer article can be found here:
http://www.producer.com/2013/10/education-gap-hurts-rural-aboriginal-communities/



Ford, M. (2013). Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia. Race Ethnicity and Education, 16(1), 80-102.

Side-stepping sex education?

Within the Australian Educational system, the content of subject curriculum's is something that has been in debate for many years- debates on what content should and shouldn't be taught in a particular subject. Recently in the spot light is the Health and Physical Education curriculum, which was developed by the Australian Curriculum Assessment and Reporting Authority and as noted by the Sydney Morning Herald's article written by Amy McNeilage, it has been branded a “'dreadful attempt' at teaching sexual health in high schools.” 

The article itself highlights the lack of attention put into this new curriculum in saying that it “does not mention sexually transmissible infections, blood-borne diseases of HIV, nor does it address homophobic bullying.” These two key elements in the education of sexual health within schools is crucial; not only is there an increasing number of  cased for STI's and HIV/AIDS but also any form of bullying within schools (although sexual orientation bullying is known as one of the most severe as it most often leads to depression and even suicide in teens) cannot and should not be tolerated.  As stated by the chief executive of Youth Empowerment Against HIV/AIDS, Alischa Ross “There is an extraordinary emphasis on movement and physical activity and very little in that personal, social and community health strand... it is a big step backwards for a lot of states.” With this Ross also backs the claim regarding the increase in STI cases in Australia, describing it as being at “'epidemic levels'. And without the minimum standards in place, there could be great diversity in the way sexual health is taught.” 

Not only is this factor of sexual health and understanding the prevention strategies for STI's and HIV/AIDS an important concept that must be included in the curriculum of Health and Physical Education, but just as important is the lack of education regarding the sexual orientations (gay, lesbians, bisexuals) of students within schools, and the negative impacts that fellow peer's views can be on a student's educational outcomes' “Sexual minority students often face ongoing bullying and harassment in schools that does unstopped by faculty or administration. These students suffer academically, emotionally and physically as a direct result of the constant harassment.” (Bishop.N.H, & Casida. H, 2011) and as a result, within today's society, there should be more focus on the aspects of  subject curriculum's that address and eliminate these issues;  “ in order to provide an appropriate, non-threatening educational setting where the focus is learning. rather than fear, self-hatred, and physical and mental anguish.” (Bishop.N.H, & Casida. H, 2011) 

The Australian Family Association spokesman Tempe Harvey has also voiced his opinion on the subject curriculum;“Many parents would like their children taught abstinence before anything else.... They (the students) will be told you can do whatever you like as long as you're wearing a condom” this view in itself highlights the fact that by making sexual health education compulsory in classes, that the “curriculum already went too far.” If we further explore this idea suggested by Harvey, there could be other means of tackling these problems regarding the education of STI's and HIV/AIDS within schools across the country. One such idea is the implementation of peer education interventions- as investigated by Tolli.V.W (2012) Which highlights the effectiveness of students and peers influence in the learning of sexual health, and with the idea in mind that “ the young person's peer group has a strong influence on the way he or she behaves...they learn from and influence each other...” and as a results are then less likely to learn if they are put into a class room and forced to listen and to a teacher.

There is little doubt about the two separate views on the inclusion of sexual health education within Health and Physical Education curriculum across the country, however it is the nagging question of 'which path do we take' that continues this debate. Do we implement mandatory curriculum classes where students are subjected to the relevant information that they may or may not use in their everyday/ sex lives? Or do we give them the opportunity to seek help, through interventions with students their own age, to be able to connect and teach them these vital life lessons, on a more personal level? Which ever path is taken, one thing remains certain- the focus of bettering students knowledge with regards to sexual health, the risks of STI's and HIV/AIDS, and the stopping of homosexual/ sexual minority students being singled out and bullied. 

Reference list:

Bishop. N.H & Casida. H, Preventing bullying and harassment of sexual minority students in schools, , http://www.tandfonline.com/doi/abs/10.1080/00098655.2011.564975#.UmXCUxybEnw

Goldman. D.G. J, 2011, An exploration in Health Education of an integrated theoretical basis for Sexuality Education pedagogies for young people, http://her.oxfordjournals.org/content/26/3/526

McNeilage. A, Published August 7th2013, Sex education draft 'dreadful', Sydney Morning Herald National- Fairfax Media, accessed on 14/10/13. http://www.smh.com.au/national/education/sex-education-draft-dreadful-20130806-2rdjd.html

Toli. M.V, 2012, Effectiveness of peer education interventions for HIV prevention, adolescent pregnancy prevention and sexual health promotion for young people: a systematic review of European studies, http://her.oxfordjournals.org/content/27/5/904

Does music and sport hold the key to the education lock?

When considering the subjects within high school that allow students to achieve the best possible marks and gain the best educational experience, parents usually turn to the more 'academic' subjects, such as maths, English, and science. However, a new study has shown, and through the investigation within Richard Gill's article in the Sydney Morning Herald that the importance of music, and other arts subjects in the academic achievements of students, is crucial. 

Within Gill's article, the importance and influence of music as a subject within schools is not only highlighted as being important to a students academic achievements, but it also aids in the understanding of other concepts and increases concentration which will overall improve a student's information retention; “Development of powers of concentration, together with the ability to listen with discrimination and heightened perception, have a profound impact on all learning in the life of a child.” (smh, 2013) It is worrying to think that parents and some teachers are putting a child's educational experiences and ability to expand their knowledge and understanding, by not allowing them to participate in music classes simply because of misconceptions regarding their academic credibility; “There is growing scientific evidence of music's powerful, positive influence on the neurological, cognitive and social-emotional development of all children...parents and educators today must shed the outdated myths and misconceptions... in order to embrace substantial development in music as an agent for engaging and optimising every child's capacity to learn across many areas of a school's academic and social curriculum.” (Scripp. L, 2013)

Not only is there evidence for the contribution of music and other forms of subjects within schools, such as PDHPE (Physical education/sports), to the educational outcomes and achievements of students, physical activity and 'out-side of school' sports are also a benefiting factor. Over the years however there have been many debates regarding the importance and benefits of sports, especially with male students, in relation to their success and achievements in schools; many parents and teachers are concerned that the time in which these students spend training for out-side of school teams/sports is becoming detrimental to their education and ability to achieve and concentrate at their best. However, recent studies have shown that this is in fact the complete opposite! An experiment conducted and documented in Science, sport and Technology- A contribution to Educational challenges and highlights this importance of physical education as a means of stimulating and aiding students with the learning and understanding of subject content, as well as aid in their ability to concentrate and store subject information; “.. two groups were formed, group A was submitted to a more theoretical explanation of the concepts, and group B was exposed to problem solving through sport situations... results show that when children participating in an active way they are more motivated... Physical activity and health are recognised as an important means to helping children and youth attain a health emotional, social and physical well being...”  (O'Hara. K, Reis. P, Esteves. D, Bras. R & Branco. L, 2011, ) 

Not only is the inclusion of both music and sport subjects within school curriculum's important for student's emotional and social developments but they also over come the misconceptions regarding these subjects and their influence on student learning- the only way in which students can fully expand and reach their full academic potential, they must be given the freedom and opportunities to learn and explore these subjects as they wish, and it is the job of both parents and teachers to promote this type of education for young students; “The school has an important role in this field, because it can promote the practice of diverse physical activities and experiences, but it can also promote the physical activity as an instrument of learning and social and physical development.”  (O'Hara. K, Reis. P, Esteves. D, Bras. R & Branco. L, 2011, )

Reference List: 

Gill. R, Published August 12th2013, The Sydney Morning Herald National- Fairfax Media, Music holds the key to providing a quality education , accessed on 14/10/13,  http://www.smh.com.au/national/education/music-holds-key-to-providing-a-quality-education-system-20130811-2rpym.html

O'Hara. K, Reis. P, Esteves. D, Bras. R & Branco. L, 2011, Science, sport and Technology- A contribution to Educational challenges, FCSH, University of Beira Interior, Covilha, Portugal information, Verification, Service, USA. http://search.proquest.com/docview/871176192?accountid=12763

Pitts. E. S, 2013,Arts and Humanities in Higher Education; Would you cedit it? Navigating the transition between curricular and extra-curricular learning in University music departments, 

http://ahh.sagepub.com/content/12/2-3/194.full.pdf+html

Porter. M. J & Magil. A. R, 2010, Journal of Sports Sciences, Systematically increasing contextual interference is beneficial for learning sport skills, 

http://www.tandfonline.com/doi/abs/10.1080/02640414.2010.502946#.UmXBBBybEnw

Scripps. L, Ulibarri. D & Flax. R, 2013, Arts Education Policy Review: Thinking beyond the Myths and Misconceptions of Talent: Creating music Education Policy that advances Music's essential contribution to Twenty-first century teaching and learning, Center for music-in-education, New York, New York, USA, New England Conservatory, Boston, Massachusetts, USA.

http://www.tandfonline.com/doi/abs/10.1080/10632913.2013.769825#.UmW9-BybEnw

Boundless plains no longer to share...

Refugees. Yes, dare I say the word? I’m sure we’ve all been exposed to the countless political debates that have taken place this past year centered on asylum seekers and the misconceptions surrounding the matter. Used as a political sham to gain votes, politicians have fixed their campaigns around what I believe are inhumane and very un-Australian opinions on the matter of seeking asylum. Some have  even called them “boat people”, as if they were some ‘Pirates of the Caribbean’ style bandits, here to take over “our” land. We forget that they are people too. We are no better than those who are genuinely seeking asylum. These people have extraordinary stories to share that some are unable to hear because of the curtain of ignorance that we’ve been blinded by. Dr Karl Kruszlnicki, most commonly known as the T.V personality ‘Dr Karl’ sums it up perfectly by stating that “Refugees are not coming here because we have really good TV shows - they're coming here because people are shooting at them.” The fact of the matter is that everyone has something to say about refugees… except refugees. And when one does hear stories of Australian asylum seekers, education appears to be at the core of their concerns. The misconceptions surrounding refugees has led me to reflect on two things – the culture of education and the forgotten fact that through sufficient and quality schooling, refugees possess the abilities to become the quality Australian citizens that some people believe they cannot be.

The ABC’s short video titled “Refugee School” (2013) sheds light on the educational experiences of refugee students in Australia. Perosa is one student that the video focuses on. She was born in Afghanistan, but when her parents were killed in the war, her younger siblings and herself journeyed to Australia for a better life. Prior to coming to Australia, she hadn’t ever been to primary school, and had only experienced 2 years of high school. But with the right programs and the support she needs, specifically from teachers, she was voted school captain and achieved the DUX award. Another student is Alicea, who came from Sierra Leone, and has been given the opportunities and resources to focus on his one sporting passion: soccer. The achievements of these refugee students have been made possible by the special programs that have been provided to them, such as ESL classes, allowing them to become proud quality Australian citizens. However, it’s the value for education that they have that is the underlying factor for their successes.

“It is well documented that refugee and asylum seeking young people are committed to and prioritise education… unaccompanied minors in particular often speak of education as the most positive thing in their lives, and are motivated to progress, primarily because it enables them to focus on the future rather than the past” (Arnot & Pinson, 2005). Research conducted by UNICEF on the aspirations of young refugees and asylum seekers also revealed “their priorities were to be and stay in education, very often with the aim of reaching university” (Arnot & Pinson, 2005). It is clear that refugee children possess the psychological desire to participate successfully in schooling in an aim of gaining a sense of security and stability; something that they have been denied for so long. The nature of education is one that is no longer largely humanitarian and social-justice focussed, which accounts for the lack of protesting perceptions that schools and the education system may have had if the mistreatment of refugees was largely present a decade ago. 

“Schools are a stabilising feature in the unsettled lives of refugee youth. They provide safe spaces for new encounters, interactions and learning opportunities” (Matthews, 2008). Education plays a role as a facilitator for intellect and personal development, occupation and community integration, and allows young people from ethnic minority groups to learn ‘majority language’ that will inevitably benefit them and further their opportunities in a globalised world.

The fact is refugees have been branded the big, bad monster; here to steal our jobs and make us pay more taxes. The correlation between refugees and education is often forgotten. In my personal schooling experience, the students who had came to Australia as asylum seekers definitely valued their education more than I did; they saw it as the true beacon of light that it in essence is, and dedicated more time and effort to make sure they gave back to the community which gave them so much. The efforts of our education system in ensuring quality education and resources for refugees have been outstanding in my opinion, however without people paying attention to these successes, no positive change can take place. The culture of education is in its core humanitarian and as cheesy as it may sound, education can change a lot if we allow it to. 

Matthews, J. (2008). Schooling and settlement: Refugee education in Australia. International Studies in Sociology of Education, 18(1), 31-45.

Arnot, M., & Pinson, H. (2005). Asylum-Seeker & Refugee Children.

Refugee school. (2013). Retrieved October 27, 2013, from http://www.abc.net.au/btn/story/s3835718.htm

Racism in the Educational Institution

Ethnicity has always been central to societal construction demonstrating profound impact upon the level of education, employment, income and housing ownership of a group of people. Race can be recognised as the organisation and ranking of people and places across time and space, according to a dynamic set of embodied and social characteristics often linked to skin colour and always structured by unequal power relations (International Encyclopaedia of Human Geography, Race, 2009). Race significantly contributes to the maintenance of a relatively stable hierarchy thus the social positions of a society, evident through social advantage and disadvantage. Indeed, they are categorised according to the subordinate and the privileged, with those lacking whiteness considered conceptually and theoretically inferior (Fozdar, Wilding, Hawkins, 2009, 2). Historical preludes suggest that racial categories are highly flexible, shifting their borders and content in response to specific historical events and relations of power (Fozdar, Wilding, Hawkins, 2009, 2). Indeed, Race and Ethnicity have been a key determinant of mass movements, state and foreign policy, indicating the social structures of a particular society.

Historical Events and Conflict among groups of distinct cultural heritage, have significantly contributed to the formation of power groups and societal structure. According to Fozdar, the efforts by minority groups to remove or at least reduce the race based inequality that organise society have elevated discrimination, rather than reduce it (2009, 4). Furthermore, Whiteness as a means of cultural supremacy has come to be constructed not through ones class subordination, but rather through the privileges associated with their identity as white (Fozdar, Wilding, Hawkins, 2009, 2). Peake argues, Whiteness as a discourse is ideologically associated with bodies that, in certain times and places, are considered white, assigning them political, economic, social and psychological privileges (International Encyclopaedia of Human Geography, Whiteness, 2009). Whiteness, which continues to resemble superiority, is associated with geographical and historical contextualisation as skin colour; facial features and the texture of hair further resemble such advantage.

According to the 2011 Census, statistical data reveals that educational inequalities continue to exist among Aboriginal Australians. The Drum revealed that more than 80 percent of Indigenous students in New South Wales, Victoria, Queensland, Tasmania and the Australian Capital Territory achieve minimum national standards (2013). This is largely due to their psychological surroundings, and their cultural affiliations that greatly influence their outlook on educational attainment. This minority continues to lack basic literacy and numeracy skills, with minimal improvements evident since initial NAPLAN tests began in 2008 (the DRUM, 2013). Inequalities are prevalent among their standards of living, physical and emotional health, employment opportunities and home ownership. Such disadvantages are formulated in cultural apathy towards education, and the belief that they are of minority and restricted of educational opportunity.

References

Fozdar, F., Wilding, R & Hawkins, M (2009). Race and Ethnic Relations. Oxford University Press, Page 2 – 4.

 ‘Poor Education is letting Indigenous children down’, the Drum, 6 July 2013, accessed 9^th October 2013 from

<http://www.abc.net.au/unleashed/4112432.html>

 Peake, L (2009). “Whiteness”. International Encyclopaedia of Human Geography,           Page 247 – 253, accessed 26/10/2013

http://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/B9780080449104010191

 Winders, J (2009). “Race”. International Encyclopaedia of Human Geography, Page 53 – 58, accessed 26/10/2013

http://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/B9780080449104009925

Popular Culture and Schooling - the New Norm?

According to Dittmer, Popular Culture is a contested term that is defined by the whole spectrum of activities involving mass consumption (International Encyclopaedia of Human Geography, Popular Culture, 2009). To trace the genealogy of the term it is necessary to go back to the origins of ‘Popular Culture’, in which the term was used to contrast the culture enjoyed by the working classes with the ‘high culture’ enjoyed by social elites.

Culture was originally perceived as a derivative of nature, associated with the finest of human activities from labour and agriculture to crops and cultivation (Eagleton, 2000, 1). It did not resemble ethnicity, or a constituency of people, rather a physically enduring activity involving the worshipping and protection of the natural environment. The evolution of the concept of culture involved amendments to the social history, as a dialectic between the artificial and the natural sought an unfolding between rural to urban existence. Issues of freedom and determinism, agency and endurance, change and identity became dimly into focus, as apathy of the natural environment evolved (Eagleton, 2000, 2).

The cultural is what we can change, but the stuff to be altered has its own autonomous existence, which then lends it something of the recalcitrance of nature. Culture is also a matter of following rules, and this too involves an interplay of the regulated and unregulated (Eagleton, 2000, 4). Rule following diverges beyond physical existence, as psychological attributes influence the micro and macro surroundings of individuals. It constitutes of a tension between rationality and spontaneity, neglecting anarchic or autocratic forces, focussing on the disembodied intellect of the Enlightenment. This defies the cultural reductionism of former historical preludes, igniting contemporary thought. Furthermore, culture is grasped as ‘self culture’ creating a division within one’s self, between that part of us which cultivates and refines, and whatever within us constitutes the raw material for such refinement (Eagleton, 2000, 5). This possesses power within an individual to desire and reason. Such refinement has evolved in the manner of popular culture, imposing profound impact upon the origins of culture, indeed the Schooling System.

The integration of Popular Culture and Education was positively enforced into the Australian education system, as educators are now encouraged to incorporate digital and visual texts into the teaching of the English language. The analysis of various websites, blogs, Television Shows, advertisements, films and Social Media accounts provides an engaging and new approach to the traditional ways of literature studies (the Australian, 2013). “The material would be engaging and I guess there’s a demand for a more youthful and fresh approach to teaching literature (the Australian, 2013)”. This reignites ideas of popular culture uplifting the Educational institution, despite the refinement of the concept of culture.

 

Personally, the experience of Popular Culture being integrated into an educational facility is perceived as an uplifting and rewarding approach. It incorporates the interests and culture of the younger generation, with the traditional writings and literature of historic persons. This medium maintains empowerment of historic intellectuals, remodelled by the interests of its youth. Falkner reveals that Popular Culture among the Classroom comprises of a pervasive, often invisible, and ideological view that shapes our society (Falkner, 2011, 2).

References

 Dittmer, J (2009). “Popular Culture”. International Encyclopaedia of Human Geography, Page 269 – 273accessed 24/10/2013

Phttp://www.sciencedirect.com.wwwproxy0.library.unsw.edu.au/science/article/pii/B9780080449104009871

 Eagleton, T (2000). The Idea of Culture. Blackwell Publishers Ltd. Chapter 1 ‘Versions of Culture’, Page 1 – 5.

 Falkner, S (2011). ‘Signs of Life in the High School Classroom: Analysing Popular Culture to Provide Student Choice in Analytical Writing’. Accessed 24/10/2013

https://student.unsw.edu.au/how-do-i-cite-electronic-sources

 ‘High School classes go for Pop Culture’, the Australian, September 16 2013, accessed 6^th October 2013 from

<http://www.theaustralian.com.au/national-affairs/policy/high-school-classes-go-for-pop-culture/story-fn59nlz9-1226719602415#>