'Indigenous Students- Help Make a Change'

http://www.abc.net.au/news/2013-09-18/new-approach-urged-for-indigenous-education/4966744

Indigenous and non-indigenous educators are coming to a realisation that the introduced systems of education in many cases do not allow for cultural differences (Brady, 1997). Australian Aboriginal have borne the brunt of exclusion and denial of access and full participation in the introduced education systems (Brady, 1997).

This concept is addressed in Powell's ABC news report ‘New approach urged for Indigenous education’, viewing the study into more than 200 remote Indigenous schools which has found that although there has been improvement in attendance it hasn’t necessarily contributed to better results (Powell, 2013). The ABC report stated that experts believe that focus on national standards needs to shift towards a more creative way of delivering education. As Sam Osborne said, “there has been no significant change in the NAPLAN results across 5 years for the Indigenous groups.” (Powell, 2013)

The table below displays the 2008 NAPLAN results in reading, writing and numeracy for Indigenous and non-Indigenous students in years 3, 5, 7 and 9 and the gap between Indigenous and non-Indigenous outcomes (Dss.gov.au, 2013). This is an incredible gap which suggests that new strategies need to be implemented well and fast in Indigenous school communities. The results of lower academic achievement in early schooling will result in individuals becoming demotivated to continue.

(Dss.gov.au, 2013).

In addition, the 2006 Census shows the highest year of school completed by Indigenous students, resulting in an immense difference with non-indigenous students with a small percentage reaching Year 12 or equivalent (Dss.gov.au, 2013).

 

  (Dss.gov.au, 2013).

This suggests that completing school is a vital foundation for individuals, their families and communities and the country. A fulfilling and successful education is the means to employment and economic independence, and can form an important basis for long-term intergenerational change by providing individuals with the skills necessary to participate fully in society (Dss.gov.au, 2013). This can be successful as it is essential that teachers are aware of the issues that impact Indigenous students' learning. All students need to be accepted as individuals, and provided with educational opportunities accordingly. The critical period for identity formation is childhood and adolescence, which means that in both primary and secondary schools, teacher interactions with students can influence how students construct their identities (Tripcony, 2001). Low expectations of children can result in low self-esteem and lead to low academic results. Thus, Aboriginal children need positive support to overcome negative self-concept and low self-esteem and increase their chances in achieving positive results (Tripcony, 2001).

Therefore, I believe overcoming Indigenous disadvantage will require a long-term, generational commitment that sees major effort directed to a range of priority areas or 'building blocks' to support 'Closing the Gap'. Ongoing support and recognition of Indigenous students will further promote in developing a variety of different techniques that will help in raising their results.

Brady, W. 1997. Indigenous Australian education and globalisation. International review of Education, 43 (5-6), pp. 413--422.

Dss.gov.au. 2013. Closing the gap on Indigenous disadvantage: the challenge for Australia - 2009 | Australian Government Department of Social Services. [online] Available at: http://www.dss.gov.au/our-responsibilities/indigenous-australians/publications-articles/closing-the-gap/closing-the-gap-on-indigenous-disadvantage-the-challenge-for-australia-2009?HTML [Accessed: 30 Sep 2013].

Powell, R. 2013. New approach urged for Indigenous education. [online] Available at: http://www.abc.net.au/news/2013-09-18/new-approach-urged-for-indigenous-education/4966744 [Accessed: Sep 2013].

Tripcony, P. 2001. Indigenous Australian Education: A New Millennium, a More Focused Approach.. ERIC.

Homeschool or go to School?

http://www.smh.com.au/national/education/home-schooling-up-65-in-four-years-20130907-2tcj8.html

(Ellis, 2012)

Over the last two decades there has been an increasing trend for parents to choose home schooling as an alternative to traditional education for their children. Holt (1983) states that for much of history a number of parents have always chosen to teach their own children. In many cases this was because children were unable to attend regular schools due to poverty, geographical isolation or ill-health (Chapman and O'donoghue, 2000).  But only recently homeschooling has been considered for other reasons as Josephine Tovey publishes ‘Home Schooling up 65% in four years’ on September 2013. Miss Tovey states that there is an incredible increase in children being home schooled in NSW from 1703 in July 2008 to 2802 in July 2012, reaching 65 percent in 4 years (Tovey, 2013).

Parents’ decision to homeschool their children are due to a number of factors that intermingle. According to Neuman and Aviram (2003), homes are beginning to adapt to a homeschool environment due to the dissatisfaction with the existing public education system for political, economic and ideological reasons.

In the report, Sharyn Grebert, secretary of Home Education Australia, believes this is due to “…culture of bullying within schools. That has had a tremendous impact on a number of home schoolers”. This lead to controversial opinions as Miss Tovey continuous to write, David Zyngier, a senior lecturer, said he was concerned the rise in home schooling was linked to the false perception that public schools were unsafe and the undermining of the professionalism of teachers (Tovey, 2013). On the other hand, Sydney mother chose to educate her five children at home because she did not want to separate from them and believes in a more ‘‘organic, fluid’’ style of learning (Tovey, 2013).

Yet, I still wonder like many others whether there will be any negative impacts of homeschooling… does it work? Will it impact their socialisation and interactions with society? Some believe that the governments have a duty to ensure and provide children the potential to interact with other children of different backgrounds at such a crucial time of their development as active and productive citizens (Debatewise - where great minds differ, 2013).  . The only way to do this is to eliminate systems such as homeschooling that promote exclusivity under the guise of protection. The only way to truly hold the child's interests as a priority is to prepare them for the society that they will soon inherit; homeschooling attempts to construct a world for the child that often does not match reality (Debatewise - where great minds differ, 2013).  . However, others believe that all that this ban means is that children will spend more time with overworked teachers instead of loving parents. Homeschooling in fact is beneficial as the kids attend more extra-curricular activities than public-school kids, thereby meeting more "mentors" to be "guided by" than public-school students. "Mentoring potential" is thus maximized in a homeschooling environment (Debatewise - where great minds differ, 2013).

Therefore there are various perspectives on whether homeschooling is the best option, but clearly many are undertaking the homeschooling strategy as previously seen. In my opinion, I would not personally homeschool my children as I would like them to interact with many other individuals from different cultures. I feel like that will enhance their approach to the outside world were interaction with people is a major aspect of a person's life and future careers.

Chapman, A. and O'donoghue, T. 2000. Home schooling: An emerging research agenda. Education research and perspectives, 27 (1), pp. 19--36.

Debatewise - where great minds differ. 2013. Home schooling should be banned.. [online] Available at: http://debatewise.org/debates/2256-home-schooling-should-be-banned/ [Accessed: 29 Sep 2013]. Holt, J. 1983.

Ellis, K. 2012. Understanding homeschooling laws. [online] Available at: http://www.sheknows.com/parenting/articles/954877/understanding-homeschooling-laws [Accessed: 20 Oct 2013].

Schools and home schoolers: A fruitful partnership. The Phi Delta Kappan, 64 (6), pp. 391--394.

Tovey, J. 2013. Home schooling up 65% in four years. [online] Available at: http://www.smh.com.au/national/education/home-schooling-up-65-in-four-years-20130907-2tcj8.html [Accessed: Sep 2013].
Neuman, A. and Aviram, A. 2003. Homeschooling as a fundamental change in lifestyle. Evaluation \& Research in Education, 17 (2-3), pp. 132--143

'Racism Eliminated in SYDNEY School'

'A reflection on a current educational issue in Sydney relating to culture and identity'

 (Taha, 2013)

 

http://www.abc.net.au/news/2013-07-31/hip-hop-helps-students-overcome-racism-in-australian-schools/4854174

 

As I continuously browse the news for educational content, I have realised that most of the content is based on racism. I immediately turn to these topics as I have been a suspect of racism for nearly 9 years. Although born and raised here like every other ‘ozzy’, I have been attacked for wearing a veil on my head, “nappy head”, “do you have a bomb in there?”, “are you bald?” On the basis of identity and culture, students within schools are faced with various racism issues that do not only negatively affect their self esteem but also interrupt their educational culture and stability.  

Around 85 per cent of Australians believe that racism is a current issue that needs to be resolved. With this, many institutions have brought out various techniques in trying to lower racism acts to ensure that young individuals do not experience a low-self identity. However, Mohamed Taha’s ‘ABC News’ report on tackling racism in schools published on July 2013 questions if enough is being done to address racism and prejudice in Australian schools.
Zalman Kastel argues that “saying no to racism is like saying no to drugs, it’s not enough” (Taha, 2013)

 

The report further consists of the ABC speaking to Jihad Dib, a young principal of Punchbowl Boys High School in South-West Sydney, who turned around the fortunes of the school plagued by violence, gangs and drugs (Taha, 2013).  The school is home to 440 students from 35 different cultural groups (Taha, 2013). This caused students within the school to attack each other and cause chaos.   

 

Exploring the relationship between racism and other issues, such as teen violence, gang behaviour, drop-out and suspension rates, diversity and equity in personnel policies and school administration and poor achievement among students of different cultures is a priority in understanding what strategies to endorse (Parks and Ra, 1999).  Such school problems directly or indirectly reflect past or present racism and may not be meaningfully remedied until racism is addressed (Parks and Ra, 1999).

Mr Dib tells the ABC news it took great effort to bring the school to peace with one another. The first strategy included in building a great sense of family within the school, the concept of ‘were all in this together’, he made sure everyone knew that they are equal to one another (Taha, 2013). A way that helped achieve this is the integration of individuals within different cultures in sport activities, which played a great role in building relationships. Multicultural days were also celebrated to honour each other’s customs and values. Mr Dib brought the 35 different cultures within the school to walk together as one community (Taha, 2013).

This can be taken as a tremendous example to the rest of the Australian schools, to bring peace with the different cultures. As recognizing racism involves acknowledging beliefs, attitudes, and symbols legitimized by those with cultural/political power and socialized in successive generations (Derman-Sparks and Phillips, 1997). By modifying curriculum and instruction and addressing expressions of racism, schools can help students move beyond tolerance to acceptance, understanding, and celebration of racial and cultural differences (Parks and Ra, 1999).

Overall, I believe that schools have an immense effect on controlling wether individual’s will grow to be racist or be suspects of racism. The way schools face and control racism is a major factor in creating a loving multicultural society. Using Mr Jihad, a principle in a Sydney school, as a role model in tackling the highest levels of racism are definitely strategies that I will use in my future teaching career.  

Derman-Sparks, L. and Phillips, C. 1997. Teaching/learning anti-racism. New York: Teachers College Press.

Parks, S. and Ra. 1999. Reducing the Effects of Racism in Schools.. Educational Leadership, 56 (6), pp. 14--18.

Taha, M. 2013. Teachers, pupils on mission to tackle racism in Australian schools. [online] Available at: http://www.abc.net.au/news/2013-07-31/hip-hop-helps-students-overcome-racism-in-australian-schools/4854174 [Accessed: Sep 2013].

 

Homo a No Go?

http://www.smh.com.au/national/education/push-to-end-expulsion-of-gay-students-20130827-2soet.html

 (Smd, 2011)

Why do so many people believe that discriminating against homosexuals is okay? Is it not discriminative if a person negatively comments on your race, culture, religion, gender or even socioeconomic status! In this case, judgmental comments against gays or lesbians is also definitely a discriminative act.

Fortunately, Australian laws such as the Anti-discrimination Act 1977 are put forward to render unlawful racial, sex and other types of discrimination in certain circumstances and to promote equality of opportunity between all persons (Legislation, 2013).

However, Anti-Discrimination laws don’t apply to some private schools which has raised a vast issue in relation to discrimination against homosexual students in Australian private schooling (Tovey, 2013). Just recently, this matter has been taken into consideration in articles from the ‘Sydney Morning Herald’. For instance,  the article ‘Push to end expulsion of gay students’ published on the 28^th of August by Josephine Tovey, has put forward the immoral concern of controversial laws allowing private schools to expel students if they are found to be homosexual (Tovey, 2013). This has had ongoing debates and disputes on wanting the members of the parliament to end this issue immediately (Tovey, 2013).  

Moreover, throughout the article Tovey further outlines the conflicting views of the issue, displaying MP Mr Greenwich disagreement on the current discrimination against homosexuals in private schools (Tovey, 2013). He argues that students’ sexuality should not be a problem within private educational facilities as students should be treated fairly.

The systematic failure of private school systems in protecting students with sexual orientations and leaving the individual falling as a victim to discrimination by a school will affect their self-confidence, identity and worth (Telljohann and Price, 1993). Human identity is one of the most important aspects that inform a sense of who a person is, where one comes from, and what one’s place in the world is (Telljohann and Price, 1993). Thus, losing one’s self-identity will extremely disrupt their education and lower their academic achievement.

Unfortunately, Ian Baker, the executive director of the NSW Catholic Education Commission, does not see these negative impacts of expelling students due to their sexual orientation (Tovey, 2013). He debates that by expelling homosexual students’ from a religious community plays a positive role in protecting the rights of the parents of the student. It was also argued that by abolishing such power they were losing their rights to decide who they enrolled (Tovey, 2013).

Society creates stereotypes and places meaning and attitudes towards them (Wadham, Pudsey and Boyd, 2007).  Thus, it is possible for private school executives to reverse this situation. As Baker’s so called ‘power’ shouldn’t be used to discriminate but rather understand the fact that creating these stereotypes of homosexuals not belonging in a religious community is offensive.  

This issue in my perspective is quite disappointing as one’s sexual orientation should not be used to deprive a student from education. I believe that this issue should be dealt with immediately as the individual is not doing any harm towards the school and are as equal as every other student in terms of academic achievement. It may seem acceptable for private religious schools to reject homosexual students but these schools should think of it in the terms of the student contributing their knowledge to their school as a bonus. 

Legislation, 2013. Anti-Discrimination Act 1977 No 48. 4th ed. NSW: Government.

Smd. 2011. Why do state school parents want to go private?. [online] Available at: http://www.smh.com.au/federal-politics/why-do-state-school-parents-want-to-go-private-20110916-1kdth.html [Accessed: 20 Oct 2013].

Telljohann, S. and Price, J. 1993. A qualitative examination of adolescent homosexuals' life experiences: Ramifications for secondary school personnel. Journal of Homosexuality, 26 (1), pp. 41--56.

Tovey, J. 2013. Push to end expulsion of gay students. [online] Available at: http://www.smh.com.au/national/education/push-to-end-expulsion-of-gay-students-20130827-2soet.html [Accessed: Sep 2013].

Wadham, B., Pudsey, J. and Boyd, R. (2007). Culture and education. Frenchs Forest, N.S.W.: Pearson Education Aust.