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EDST1000 Exploring Australian education: social and historical contexts Education wars Why sociology of education Education involves the socio-cultural contexts - these contexts impact what is taught by who, how, why and whether it Is accepted/resisted Mass schooling and governance Tait (2012, pp.81-98/ 2016 pp.80-95/ 2018 pp.77-91) argued that there are 3 myths around modern schooling and social governance: 1. Myth 1 Society was always a collection of individuals - modern governance - westerners chased from an unknown mob fear of sovereign power into a population on which data was collected (18thc) - Social statistics created notions of people with characteristics/ categories/ individual diﬀerence - Such categorisation allowed identity-based interventions and regulations 2. Myth 2 Schools are primarily about education, not regulation - liberal forms of governance sought less intrusive ways to regulate the population - One most eﬀective ways to govern population was to 'govern at a distance' through relays like the school 3. Myth 3 The structure of the school isn't really that important to the education process - mass school (schools today) is an example of the disciplinary society based upon continual surveillance, close regulation of space and time, and the detailed management of behaviour - Threefold process: individuation, diﬀerentiation and normalisation What are the Education wars? Media Politicians from Aust Govts accused teachers of being “lefties/ Marxists/ post- modernists” (Lewis & Salusinszky, 2006). There were claims teaching critical thinking & diverse perspectives led to “poor standards”. Also in UK, USA (see Apple, 2005) Some researchers & teachers disputed this, decried the push“back to conservatism”/ basic skills, arguing for more reforms (see Apple, 2005) Newspapers fuelled critical vs. neo-conservative debates (The Age, The Australian, SMH,Telegraph) In the staﬀroom/ curriculum some teachers don’t get “critical” Staﬀroom tensions To teach or not to teach the classics History wars: 1788: discovery or genocide The national curriculum: diversity Four Orientations To Education Conservative Liberal Critical Post-modern Conservative - pre1960s+ Education: should prepare students for work, transmitting dominate values/belifs/practice Goal of educators: to maintain social stability, protect the dominant order Students: seen as blank slate Classroom pedagogical practice: characterised by the undisputed authority of the teacher, passivity of students, unproblematic transmission of authorised knowledge (the traditional way to read, write, spell, think, “fit in”). Strategies: - Direct rules and punishments - Direct lecture - Rote memorisation - Taking turns reading - Copying the overhead - learning classic canons of lit/ art/ music/ science Liberal 1960s+ Education: should develop the potential of individuals for daily life, competitiveness, and informed personal choice. Goal of educators: to promote and reward individual choice and excellence Students: seen as decision-making individuals engaged in personal development. Classroom pedagogical practice: characterised by the teacher’s role as leader and facilitator, active inquiry by students and an emphasis on understanding. Personal expression, competition, individualism. Strategies: - choice theory/democratic rule - values clarification/individulaism - Individual reflection (journalling) - Group work and discussion - Minor acknowledgement of alternative views Assessment - subjective tasks allowing competitive good, better & excellent” argument/ reflection/ creativity/ achievement (an essay, a major work). Critical 1970s+ education- should create a better society (under feminist, environmentalist) Goal of educators - facilitate student involvement in the co-creation of a more just/ peaceful world Students - citizens who can question society’s values and take action Classroom pedagogical practice - characterised by more democratic relations between teacher and students, collaboration and ideological critique Strategies: - rights or care based rules (on sexism, racism, homophobia) or class-policed codes0 - Student centred activism - Marginalised group perspectives on the subject - culturally specific activities/ Aboriginal-English - and higher expectations for outcomes, - -E-literacy and online advocacy, - -world-context-centred analysis of real-world texts’ (films, ads) representation (e.g. feminism, post-colonial). Assessment: integrates content, skills and real-world change or action. - Making a website/ poster/ pamphlet to educate others on a social justice issue, using math in a charity shop, recycled art show etc. Most modern - 19990s+ Education - should demystify “truth/ reality”, problematise knowledge and social values/ practices, and reveal cultural hegemonies (for re-structuring). Goal of educators: to develop in students a critical opposition to the dominant culture, so they see it is just one of many options. Students: are seen as cultural constructs. The aim is for them to recognise this. Classroom pedagogical practice: characterised by teacher as deconstructor, devil’s advocate. Multiple perspectives, students co-inventing knowledge. Strategies: - contextually specific discipline/ chaos/empowerment, -devil’s advocate style teaching (playing “tricks” on students, interrogating their assumptions) - explicit theory use, arguments, debates - Any text can be used, in conjunction with theory (a stop sign, a speech, hypertext, Shakespeare). - -Pluralist approach to subject areas, not one “truth” or dominant perspective. - Experimental pastiche creations. - Deconstructing texts, images, knowledge, people. Assessment: challenges students to question meaning/ truth or co-create new realities. Multiple perspectives, subversion, pastiche. sites of regulation & notarisation (tait) Myth: schools are primarily about education not regulation Myth: the structure of the school isn’t really that important to the education process Why do schools look like prisons? - control of time & space - Uniformity - putting down to the basics - Post ww2 immigration for accommity - Punish through confident e.g detention - control of time & space - Punishment through confession - regulating the human soul of what the did wrong - Regulatory mind set - Regulate and reform - Habilitation to become a member of society - school exists to condition, regulate and normalise for a particular social, economic and political society - Govemrnts regulate school systems through - curriculum - teacher standards, lantite testing - Students standardised testing naplan testing - Individualised subjects Orientations of education Conservative - schools are about learning important facts trough the authority of teachers Liberal - schools aim to personally develop and invidula trough guidance, choice and reason Critical - schools encourage analytical thinking and awareness of scale justice Post-modern - schools assist students to deconstruct “truths” and Norms and allow multiple perspectives Age & schooling Schools heavily divided in age Childhood is a very subjective notion Age as a changing biological, sociology & legal concept Biological- referring to phyla and cognitive states of development Social construct Diﬀerent meanings attached to it Phases (infancy, childhood, pre-tee, tweens, adolcents Gender, sexulatly, class, culture, disability and age Legal construct e.g shifts over time in min Childhood is a fluid concept changing over time/context (tait 2019) early art & medieval art to c13th Children as /miniature adults’ the ‘romanic child’ - 1700s childhood as innocence 1800s - industrialisation & mass education - children as a new category of regulation: shaping future citizens/workers Post ww2: children rights and child power - post ww2 baby boom& the convention on the rights of the children (1989): internal instument: economic, political and social rights - Commercialisation & globalisation - rise of children’s new rich market e.g “tween market” - Technology moral panics : “sexualisation of childhood”, “screenagers”, “disappearance of childhood” as adult monopoly information goes (postman 1994) — allows adult material world - implications to the category of childhood Schools as sites of regulation and shaping identities: kids or social participants - Scott morrison tells kids going on strike to get back to school How did your school shape your identity as a: - Child - Adolesent - school rules & access to diﬀerent areas in or outside the school - Rewards and pushiments - Classrooms teaching and learning - Access to topics & resources (eg sex education) - Were you permitted to attend the climate site? - Free periods Crafting a paragraph about age and your schools - assessment 2 essay scaﬀold 1. example of policy/practice at you school of age 2. What indentation does it represent 3. What references support this discussion Or Theory (references (e.g tait, jones, postman) - school orientation - examples Paragraph example on age: Age was a determine factor of time and place Age - Schools influence/reflect discourses on ‘childhood’ and ‘adolescence’. - Childhood and Governance : Taits myths Myth 1 : ‘Childhood’ and ‘Youth’ are facts of nature - Tait argues the concept of ‘childhood’ is a social invention. Historically children were infants until 6/7 years, when they were accorded adult status, rights and obligation. The mini-adult construct still operates in modern social-cultural settings…culture, power, religious or other factors mean we may view children as potential family contributors rather than a child. In the 15th/16th century due to coddling of wealthy women and agendas of churchmen, children became seen as a kind of property to be admired, cared for, disciplined, and protected by family… the Romantic Child. Children started to be dressed/groomed/treated very diﬀerent to adults. The romantic child was assumed to be playful, innocent, whimsical and uncomprehending of sexuality. Romantic Child assumptions are still reflected in many schools, entertainment and images today. Tait explains that youth and adolescence is a stage between childhood and adulthood that emerged only in the 1950s, influenced by Hall’s 1904 stay of demographic. ‘Teens’ became a target maker to sell fashion/music. Teens were constructed as being an as being at an insecure, ‘storm and stress’ development stage, with burgeoning sexual role. Myth 2 : The categories of ‘childhood’ and ‘youth’ have nothing to do with governance - Tait claims these categories are both products of government, vechile for its eﬀective operation/social governance through the mass school and pedagogic family. Education psychologist analysed how children develop, creating the Developing Decision- maker. A child becoming socially/psychologically proficient in staged, continuous or momentous progression. A child does not come into the world ready to work, marry, relate, engage or behave fittingly. They require age-appropriate leaning assistance, scaﬀolded tasks towards cognitive and social growth, discipline, monitoring, intervention, educational toys, a control/ leash relaxed gradually over time. Myth 3 : Childhood is characterised by innocence, youth by natural resistance to authority Tait sees ‘childhood innocence’ as a construction of 18th C romanticism; ‘youthful rebellion’ as a construction to explain 70s youth subcultural critiques of government policies. Easier to dismiss a concept if its just ‘hormones.’ Movies/show from the 50s+ play on rebel stereotypes, associating teens with alcohol, drug abuse, violence, sexual experimentation, dramatic identity shifts (makeover scene), erratic decision-making and lax values. Media portrays adolescents as wild rebels (Baxter 2009) typically more rebellious then they actually are, treating adolescents as rebels may actually push them into inaction ‘rebel roles’ in frustration or hostility. - They’re are diﬀerent approaches to wjhen serious topics (vioence, illegal substance) were covered. Conservative approach : Child : Wide-eyed innocent to be protected from corruption/kept innocent. Romantic Child :(a blank slate devoid of sexuality/concepts) Knowing Child (innocent but not ignorant, has desires/ ideas) can become Rebel Teens. School Strategies : - protection through direct rules & surveillance, - laws on school attendance, sex, driving, or ‘adult acts’, - keeping ‘bad influences’ out (hiring policy), - absolute power of adults/seniors over juniors, - fences & restricted areas (in libraries/ online), - censorship of ‘adult info’/ fiction substitution, special privileges/ maturity markers for older kids (responsibilities, formals, common room, new uniform, access to adult information) keep the Rebellious Teen in check. 15.4% of Australians in 2018 experienced this conservative protectionist information- restricting age approaches; 7.1% said serious topics were not covered and 8.3% said serious topics were restricted for junior (not senior) level. More likely to be Aboriginal or Torres Strait Islander, 20yrs+, from QLD or VIC When school didn’t cover any ‘serious’ topics they reported more verbal abuse from teachers and were at greater risk to attempt sucide. Liberal Approach : Child : Choosy clientele/extension of parent consumer power to be given scaﬀolded information and choices (Jones 2020, p.66). The Informed Decision-maker (has pre-existing skills and information to be built on by schools) came from constructivism. The Developing Decision-maker (has staged development with increasing abilities to make decisions over time) came from developmental psychology (Bruner, Piaget, Vygotsky). School Strategies : - Protection Via Up Skilling Information/Decision-Making, - Age Appropriate” Info/ Task (Detail Increases In Time), - Comparing Development By Level, - Developmentally Appropriate Schedule. - Electives & Study Choices, - Student Vote (E.G. On Leaders), Various Diﬃculty Levels For Tasks/ Games/ Software. 66.7% of Australians reported a liberal progressive information exposure age approach. Most likely under 20 They reported significantly reduced verbal abuse from students and teachers, less social abuse from teachers. They were less likely to have attendance issues, move or leave school. They were least likely to attempt suicide. Coverage of ‘serious’ topics is more helpful for youth than no coverage; delivered with age consideration & supports. Critical Approach : Child : Future Citizen with particular legal rights who can assert these rights or act towards social change and even educate adults on it. The global Citizen : (must not be discriminated against and is bound protect others globally from rights discrimination ) comes from international/UN human rights charges. The Local Citizen : (Has site-specific community-driven, contest-based and security- focussed rights acted for locally comes from local political activisms. School Strategies : - Protection through empowering kids to act for their rights, - Policies reflecting the UN Convention on the Rights of the Child (nondiscrimination, child’s right to participate in decisions aﬀecting them). - Whole-school reforms based on child’s needs or SRCs - Safe/ women’s/queer rooms and activism clubs, - Discrimination oﬃcers, student reps. Student activism for student rights. 10.8% of Australians reported this apporach with holistic interventions on sprious topics. More often Aboriginal or Torres Strait Islander and more often government schools. They reported significantly reduced verbal abuse from students and teachers, and less social abuse from teachers. They were also less likely to have attendance issues, move or leave school. Post Modern : Child :Partial subjects or social constructions composed of assumptions about childhood The Social Construct : (overtly and communally constructed child whose identity has unstable meaning) is from Post-structuralist Discourse The Cultural Subject : (formed by multiple cultural notions of nationality, ethnic & cultural background, and appearance, lived in complex ways) is from Multi-cultural Education Discourse. Schools Strategies : Protection through deconstruction: promoting awareness of the constructed nature of childhood/ adolescence, Kids studying representations of kids (in media, history, other cultures, school diary…) Teacher does not treat child representations as ‘real’, Structures/ committees allowing students more say over how classes/ schools are run, Adults seen as fallible. Only 7.1% of Australians attended schools with a post-modern rejection or relativistic approach to age restriction. Staﬀ ignored or rejected 'age-appropriateness' and shared 'serious' information with any age group These unrestricted approaches were also associated with self-harm and suicide. - Gender Sex & Gender identity (acting)To vogue - enact middle class straight masculine self who could be allowed into a school elementary School boy realness - middle class straight masculine who could be allowed into a ‘school/ collage’ Executive realness - straight men with oﬃce jobs Butch - enact a strong masculine woman “ one who can hang out with the roughest and the toughest. Butch. Butch queen! Opulence - enact a wealthy older feminine lady with resources she is worried about losing. ‘An evening bag is a must! You have to carry something! No lady is sure at night’. ‘…O-P-U-L-E-N- C-E: Opulence! You own everything. Everything is yours’. Femme realness - pass as feminine straight female/ livefemale. ‘I would like to be a spoiled, rich, white girl. They get what they want’. Venus’ house ‘mother’(/older trans woman who provided home and motherly care in place of rejecting family) was made to identify her when she was murdered What are Sex & Gender? Sex - biological cauterisation related to chromosomes, hormones and sexual organs - categorised as ‘male’ (XY) or ‘female’ (XX), and most continue on to develop into males and females after puberty - 1.7 -4% people have intersex variations to their chromosomes - 273 Australians with intersex variations 18% dropped out of school and most found their principals, teachers and classmates not supportive (Jones et al., 2016) Gender - social categorisation related to attire, behaviour, social roles, and identity as masculine, feminine etc. - Gender roles are historio-culturally and socially determined –in some times blue was ‘feminine’, in some cultures women wore pants, men had long hair, women or men did the heavy work. - There are many femininities available to women and many masculinities available to men (although Tait 2012 notes they are not all treated equally). - There are transgender & gender diverse (TGD) identities –approx. 1%+ identify with role ‘diﬀerent to their birth sex’ (77% socially transition, 26% medically transition) (Jones, 2017). sex, gender and governance Tait (2012, pp.32-53) argued that there are 3 myths around sex, gender and social governance: Myth 1: sex and gender are the same thing - argues that first-wave feminism challenged biological determinism, arguing sex has less influence on gender than society/ historio-cultural context. - Research disputes that girls and boys diﬀer in math skills, showing diﬀerences could be from socialisation Myth 2: schools are passive spectators to existing gender gender diﬀerences & inequalities - Argues the second- wave feminism pointed to the role of schools in the reproducing unequal power relations Tait argues schools constitute a ‘gender regime’, in:1. Single sex schooling, which assumes males need masculine environments/ females need feminine environments - 2. Gendered mottos at schools for boys (which value strength, courage, conquering) and girls (which value love, faith, sweetness, less assertive concepts). - Subject enrolment trends dominated by hard sciences and physical education for boys, and soft sciences and humanities for girls (dominant gender ideals see boys’ skills as technical, girls’ as emotional/domestic). - 4. Subject preference, with girls preferring ‘feminised’ subjects like English and boys preferring P.E - 5. Girls are more likely to be punished for (boisterous, noisy, unruly) behaviours accepted in boys. - 6. Boys get more teacher time than girls (positive and negative, having their names mentioned and being asked to answer questions more) - ender basis - 7. Dress-code: boys are given more practical clothing for athletic activity - Resource access: Boys get more access to ICTs in co-ed classes, & sports resource funding etc. - 9. Classroom texts represent boys more - 10. There are more female teachers (particularly caring for younger kids). Males are more likely to hold leadership positions or teach ‘hard’ subjects Myth 3: boys are the latest “victims” of school - Tait argues third-wave feminism no longer casts females or boys as ‘the victims’, and disputes a male/ female males privileged/ victimised binary (casting concepts of pervasive patriarchy as reductionist, dichotomising and disempowering). - Third-wave feminists/ researchers are more interested in how we become one of many types of men and women, and how schools influence this. Orientation View Conservative - traditional ‘se segregation’discource on sex and gender in the classroom - School strategies: - directly limiting what males and females can do their lives Ising biological determinism - Dividing people into ‘male’ and ‘female’ constantly to line up todiﬀernt topics/activities - Valuing only masculine skills (strength, rationally). Devaluing/ shaming of woman, felinity, traits considered feminine at work(being emotional) - Liberal “equal opportunity” discourse on sex and gender in which the school/ staﬀ are striving to allow equal chances for success through the method of treating everyone the same regardless of sex School strategies - honouring competitive females achievements in traditional areas like academia sport and careers - Measuring people by their character and accomplishments not sex - Some limited equity in uniform options and gender expression Orientation View Critical - second wave feminist & ender diversity discourses on sex and gender in the school or classroom actively seeks equal outcomes regardless of sex or gender. The approaches pro- actively rrnourage people to overcome gender stereotypes ( School strategies: -Ensuring assessment/ content appeals to all students regardless of gender.-Assisting females/ males towards atypical fields, sports, roles, staﬃng.- Discussion/ analysis of gender or sexism in stories, career options, ads, trends.-Valuing feminine knowledge, skills and perspectives, social cultures, power.-Allow for student weaknesses, with the teacher (of any sex) modelling ‘feminine’ care and empathy.- Gender neutral toilets, support for people who aﬃrm their gender/ transition etc. -Getting kids to perform sexism-checks on images/ rules, by replacing girls with boys. 29.3% of Australians reported their school had a critical gender approach supporting gender diversity & overcoming stereotypesby encouraging boys’ sensitivity & girls’ strength. They were less often from QLD, Catholic or independent systems. They reported significantly reduced educational and wellbeing impacts from abuse, and less social abuse from teachers. Thus a critical gender approach contributes to educational engagement and resilience. “They got a gender neutral toilet! You can wear whatever uniform. School is very feminist and everyone is open- minded” (Heath, 14yrs) Orientation View Post-modern Deconstructing Gender’ discourses on sex and gender do not organise schooling around policing gender regimes… instead theytreat ‘sex and gender’ as ‘knowledge objects’ to be examined in class; and the focus is not just on changing thinking on girls but on many gender construction possibilities (Jones, 2020, pp.121-124; seethird- wave feminism, Tait 2018, p.31,pp.40-46). School strategies: -Allow people of the full range of genders to work, study, use bathrooms etc.-Explore many diﬀerent constructions of masculinity and femininity (in diﬀerent historic times/ geographic cultures/ media). -Students deconstruct (pick apart) concepts of what it is to be masculine or feminine - critiquing representations in texts (see content analysis activity, Taylor 2003).-Discuss multiple gender theories. Only 9.0% of Australians attended schools with a post-modern deconstructive gender approach. More common in WA and ‘post- modern schools’. One comment on the post- modern approach was made entirely in emojis, evoking the contrarian post-modern aesthetic. The female participant (14yrs) from an all-girls selective school which she described as ‘feminist’ showed her school represented various femininities and females: sexuality Sexuality - sexuality - relates to sexual desires & feelings, attractions, behaviours & acts and identities - Seen as: - Relevant to marriage & reproduction - Healthy developmentally staged desire - Identity aspect related to bullying e.g orientation or enjoying sex (jones 2020) - Australians surveyed in 2018 had some exposure to conservative sex ed(Physical Hygiene & Biological Science Discourses) within otherwise Comprehensive Sex Ed. \ - Participants exposed to Ex-Gay Redemption Discourse were most likelyto consider self- harm (81.8%); self-harm (61.8%); consider suicide (83.6%); attempt suicide (29.1%). Participants exposed to Non-Approach Discourse (no sex ed) had high suicide attempts (28.2%). Sexuality and governance - some private schools refuse to hire teachers who’s sexuality don’t fit beliefs - public schools hav ebeen used as information relays to prevent HIV epidemics (90s Aus) - Tait Myth: sexuality is simply best ignored at school - Tait argues repressing/ hiding sexuality in schools failed - Homophobic bullying begins - Laissez Faire view of sex ed (which argues that sexuality is not something teachers should cover); as no longer possible and unsupported in Australian policy - Teachers’ duties and risks vary by context (Jones, 2020, pp.130-140). A 2016 Ministerial Call to Action was signed by over 50 countries, including Australia, to address violence in schools on the basis of sexual orientation (seep.131). The UN, UNESCO, EU, Chili, Norway, South Africa had roles.However, many countries ban same-sex sexual acts and/or ‘LGB propaganda’ Teachers risk a death penalty in Nigeria or prison in Russia for teaching LGB content (p.133, p. 136). - In class of 24: - 10% identify as gay or lesbian - Bisexuality may count for over one-third of adolescents’ sexual experiences (Jones and Hillier, 2012) - Most LGBTIQs experienced homophobic abuse incidents (75%), most (80%) occurred at school. Conservative - education - Jones argues Conservative Sexuality Education Discourses all transmit dominant sexualities - The “sexuality problem” educated against is the perceived threat(s) to this privileged sexuality ideal such as a loss in values, or social permissiveness (for other threats see those listed in the sex ed policy of the Catholic Education Oﬃce Melbourne, 2001) Strategies - Storks & Fairies (Jones 2020, p.141):explaining reproduction with a myth rewarding hetero marriage - None/ Non-approach Discourse (p.141):censorship of any sexual topics, materials, activities, words in schools. Rules, bans on “opposite sex” contact, architectural structures segregating the sexes etc - Physical Hygiene:sex-segregated puberty education on “managing” sweat, hair, erections, periods (hygiene companies often “help”). - Sexual Morality: religious ed aﬃrming only pro-creative hetero sex within marriage (other acts as sins -“adultery,” “sodomy,” “fornication” etc.) - Birds and Bees:use of natural metaphors to hint at (but avoid discussing) human reproduction - Biological Science: teaching essentialist scientific “facts” about human reproduction/ mating within bodily systems, life cycles, or genetics - Abstinence Only (p.141):parent-child talks, lectures, sermons or virginity pledges promoting abstinence until marriage (and all else as damaging). - Christian Ex-Gay Redemption:“tolerance” for GLBTIQ students that requires them to become “straight” via clinical, educational or prayer treatment Liberal - Liberal Sexuality Education Discourses teach sexuality skills and knowledge for personal choice and development - The “sexuality problem” educated against is the individual’s lack of knowledge and skills essential in protecting their self-interests (bodily, medically, socially or emotionally). Such knowledge can be seen in the detail on biological elements of STIs and reproduction in the curriculum (ACARA, 2012). Providing information to individuals is hoped to help them make choices which reduce epidemics for all Australians (enabling sexual health governance) - MOST Australians experienced Liberal Comprehensive Sex Education Discourse in the last decade (various information and skills) with Sexual Risk, Eﬀective relationships, Sexual Liberationist & Sexual Readiness Discourses. Strategies - -Sexual Liberationist Discourse (p.142):teaching individual sexual choice rights & responsibilities, and negotiation skills for fun, pleasure & respect - Comprehensive Sex Education (p.142):teaching wide-ranging “age appropriate” sexual info over time: anatomy, contraception, STIs, relating, orientations - Sexual Risk (p.142):teaching about “safe sex” vs. “sexual risks” (STIs, infestations, impregnation, emotional/psychosocial risks) - Sexual Readiness (p.142):teaching individuals to determine if they’re “ready”/ “not” to “lose virginity”. - Eﬀective Relationships: teaching communication, negotiation, empathy in romantic and sexual relationships. - Controversial Issues (p.142):teaching individuals to form their own objective opinions on controversial sexuality issues through debate and use of evidence. - Liberal Feminist:girls’ sexual rights Critical - Redress marginalised sexualities — They allow students to actively respond to society’s privileging of particular sexualities and sexual identities. - The “sexuality problem” education meets is social inequity and the perceived repression or marginalization of non-dominant groups. Student-centered, action-based curricula are favoured; sexuality education is used towards social reform (see GLSEN 2012; UNESCO 2016) - Under half of Australians were exposed to critical sexuality education discourses –Radical Feminist Sex Education Discourse (on consent) was most likely (37%), learning ‘homophobia is wrong’ was unlikely (16%) Strategies - Sex-Pol & Sexual Revolutionary— : sex as class liberation (30s Germany) or experimental enlightenment (free love, 70s America). - valid - Anti-discrimination (p.143): teaching laws/ rules/ UN rights charters against sexual harassment and sexuality-based discrimination - -Inclusive Education (p.143): including GLBTIQ people/ pregnant teens etc. in school in every sense (same sex couples allowed at events, services, representing diverse people in resources, being friendly). - Safe and Supportive Spaces (p.143): school safety via sexual abuse detection, anti- homophobia policies etc. - -Gay-Lib Discourse (p.143): standing up for GLBTIQ people, students’ Gay Straight Alliances (GSAs). - Post-colonial (p.144): Indigenous sex education processes. Post-Modern - Post-modern Sexuality Education Discourses can allow students to explore sexuality frameworks. This can mean considering multiple perspectives on sexual issues and knowledge, or to taking a deconstructive approach to the assumptions in their culture around sexuality - The “sexuality problem” educated against is the perceived trap of hegemonic cultural truths. For example, the Victorian DEECD (2011) lesson plan included in the readings looks more closely at some assumptions around families - Over a third of Australians were exposed to post-modern sexuality education discourses –on diverse genders (35%) and diverse cultural views (34%)… from Post-identity Feminist, Multi-cultural, Diversity Education and Queer Sex Ed Discourses Strategies - Post-structuralist(p.144): teaching kids to deconstruct sexuality “norms”/ texts, Post-identity Feminist(p.144): teaching kids to deconstruct problematic male and female “norms”. - Multi-cultural(p.144): teaching sexuality concepts from multiple cultures/ times/ social groups - Diversity Education(p.144): celebrating diversity in sexual identities and family types. - Queer Theory(p.144): using tricks & analysis to expose ALL sexual/ gender identities as constructs. E.g. exaggerate, transfer or erase them Lecture 5 - social class What is social class? Social Stratification McQueen (2009) says Social Class can be seen as Social Stratification This model divides people in a layer-cake pyramid; the few with much (income/ wealth/ assets) on the top and the many with little on the bottom. This does not explain inequity A power relationship: divides people who compelled to obey or not Ruling class: own the means of production (land, factories, technology, knowledge) & can compel others to obey. Middle class: must obey the ruling class but use their cultural capital/ education to some advantage Working class: must obey the ruling class to survive (gain food, clothing, shelter). Myth 1: Australia is a society characterised by equality. Tait argues half the wealth in Australia is owned by 10% of the people Most kids from high income homes are in well-resourced fee-paying independent schools, most kids from low income homes attend govt. ed, or Cath ed Myth 2: schooling success is only about individual ability. Research shows wealth buys educational success -access to better-resourced (independent) schools and more assistance (higher paid teachers, smaller classes). 62.5% of ‘Top 20’ Australian schools by state for exam results were independent schools (10% Catholic, 27.5% government) School success ensures wealth, wealth ensures school success… schools aid the cyclic reproduction of class. Myth 3: Social class is all about money. Tait says other capital besides money impact class: social capital (relations, acquaintances, memberships) symbolic capital (status, prestige and honour) cultural capital (language use, disposition, manners, attire, values, participation in class-based activities) - Schools can contribute to or dismantle physical division of students by social class (state vs. private schools, zoning/ fees/ entry tests, streaming, scholarships) - Cultural and symbolic capital is seen in uniforms/ presentation, discipline, manners, rituals etc. - Cultural and symbolic capital can come through sports, extra-curriculars, facilities, subjects - Schools encourage particular professional pathways/grades (through class size or coaching - Schools contribute to resources and class-based behavioural role-modelling - A highly significant finding of the Voices of Experience Australian survey was that participants from a ‘low level’ wealth and resources household were more than twice as likely to be targeted for abuse by teachers, than those from a ‘high level’ wealth and resources household (Jones, 2020, p.189) - Specifically, 34.1% of the low level wealth and resources household group were targeted … compared to 15.6% of the high wealth and resources household group and 22.8% of the middle wealth and resources household group (Jones, 2020, p.189) - Most schools had a liberal meritocratic approach to class Discourses of social Conservative - Conservative Charitably Stratified Social Class Discourses transmit dominant class structures and identities - The “class problem” educated against is the perceived threat(s) to dominant classes, or to the (re)production of the “cultured” society Private schooling systems particularly protect ruling class identities. Classes are also ‘streamed and creamed’ (McQueen, 2009, pp.62-65) towards social stratification. Charity is expression and naturalising maintenance of wealth stratification – casting those at the top as giving, rather than unduly taking from communal labour/ land/ resources. - Upper/Middle Class Preservation Discourses: groups are encouraged to preserve traditions, value “classiness”/ manners/ high culture, conserve power and wealth… to reproduce their historic positions, leadership identities or white-collar professions. Working Class identities and skills are less valued - Under a fifth of Australians surveyed in 2018 experienced conservative stratified approach to social class at school (Jones, 2020, pp.204-206). They were twice as likely to be from: Catholic and Independent schools. They were twice as likely to drop out of sports/ extra curricula activities if they had experienced abuse. Liberal - Liberal Competitively Meritocratic Social Class Discourses promote equal opportunity, school choice and the possibility for “upward mobility” through academic eﬀort/ increasing one’s “cultural capital” (Jones, 2020, pp.206-208). - The “class problem” educated against is the individual’s lack of opportunity to better their conditions through eﬀort or choose a better life. Parents may choose schools that could allow for upward class mobility, Middle Class individuals may particularly aim to use their cultural capital to their social/educational advantage or compete for better jobs. Everyone is treated the same without regard for background or needs, and merit-based scholarships are competed for based on ‘talent’ only. - Equal Opportunity Discourse: promotes equal access to free education through public schooling. E.g. Whitlam’s 70s Govt. abolished university fees, so youth and women had an equal OPPORTUNITY for a degree (but many students from low socio-ecbackgrounds still couldn’t go as they didn’t complete high-school). In ‘89 Hawke started HECS (HELP) - Marketisation/ Choice Discourse: consumer rights to choice are valued, all schools should be competing for clients like private schools, education is bought (equal choice, but more money = more choice) - Most (over half of) Australians experienced liberal equal opportunity approaches to social class, promoting market competitiveness within a meritocracy where academic talent is rewarded but base diﬀerentials in needs aﬀecting achievement were largely ignored (Jones, 2020, pp.206-208).Where people were from lower wealth backgrounds, this approach was unhelpful. Critical - Critical Equal Outcomes-Focused Social Class Discourses facilitate Integrated whole school approach towards class reform (Jones, 2020, pp.208-210).They allow students and staﬀ to actively respond to socio-economic inequity. - The “class problem” education meets is social inequity and the marginalisation of people from lower socio-economic backgrounds. Schools actively seek to redress disadvantage and dismantle cultural “snobbery”. Schemes can include need-based payment plans and fee waivers, accessible or aﬀordable resources provided for all, and pro-active warm social embrace of working/ lower classes. - Class Reform Discourse: Pushes for equitable education OUTCOMES for students from lower socio-economic backgrounds (financial aid, social eﬀorts, unipathways). “I Give a Gonski” campaign: funding should be based on need, so all kids get better teaching time, class sizes, resources, results - Socialist/ Marxist Discourse: Lessons combat consumerism, class repression, bourgeois values. Promotes unionism, workers’ rights, student collective power, “occupy everything” (sit- ins/ protests), working class culture/ skills - Under a fifth of Australians experienced critical equal outcomes-focused approaches to social clas Post modern - Post-modern Questioning Class Systems Discourses can allow students to explore multiple perspectives on social class and high/ low/ alternative cultures. Students deconstruct assumptions of what is a valuable cultural product or lifestyle (Jones, 2020, pp.210-212). - The “class problem” educated against is the trap of class-based truths and hegemonies, and the myth of high/ low culture as separate entities to class systems (see Tait 2012). Relativistic view: cultures are just cultures, high art and low art are not really “more/ less valuable”, just more/ less tied to privileged class identities (depending on the class norms you operate from). - Post-structuralist Discourse: comparing low culture and high culture, analysing class-based identity represented in texts like The Castle…(e.g bourgeois values vs. working class values professionals vs. tradies uni vs take savvy vs. criminalised/ marginalised, cold-hearted vs. warm-hearted overvalued vs. undervalued - Pastiche and Subversion: mixing cultures/ genres, subverting stories to play with social class theories - A tenth of participants experienced post-modern questioning approaches to social class They were more likely to have a high wealth and resources background. Some were Catholic. - Participants experiencing a questioning post-modern approach to social class were least likely to experience the impacts of bullying or abuse at school overall Race and Ethnicity Race / Ethnicity Historically race— associated with biology, ethnicity with where people were born/ their cultural exposures. They are politicised ideas: Ignoring their negative past impact however overlooks future opportunities: to welcome, represent and explore students’ cultures. In the last decade people born overseas increased as a portion of Australia’s population from a quarter to around a third, with England, China, New Zealand, India, the Phillippinesand Vietnam –and youth –well represented (ABS, 2018).Further, Indigenous people within Australia are now largely under 25yrs. The Australian Institute for Teaching and School Leadership (2011) Professional Standards for Teachers, require graduate teachers to have knowledge and understanding of Indigenous students and cultures. ‘Aboriginal and Torres Strait Islander Histories and Cultures’ and ‘Asia and Australia’s Engagement with Asia’ are Australian Cross-curriculum Priorities across F-10/ senior curricula definition ‘othering’ = a pernicious process by which social groups decide who is in and out, sitting behind racism & ethnic discrimination. ’ethnocentrism’ = the assumption a racial or ethnic group is better than the ‘others’. ‘prejudice’ = the hostile attitude towards a person from another group based on their group membership. ‘stereotyping’ = characterising someone based on their group membership without regard for individual diﬀerence. scapegoating’ = the blaming of the group for social problems; ’discrimination’ = the denial of equal treatment based on group membership. These concepts in relation to colonisers’ treatment of Indigenous peoples, Nazi treatment of Jewish and other peoples, South African Apartheid, US/ Aus treatment of asylum seekers etc Governance & Race/ Ethnicity Tait (2016, pp.53-76; 2018, pp.51-72) asserts 4 myths on race/ethnicity: Myth 1: Humanity is naturally divided into races. Tait argues race is a relatively new convenient human invention by which nature is blamed for socially constructed discriminations. Despite the concept not having real foundations, our ‘belief’ in it has real eﬀects. Myth 2: We no longer discriminate on the basis of race or ethnicity. Often people believe that whilst people who are not white once had it bad; things are improved and ‘people don’t see or care about race now’ (people often claim a racial blindness). However discrimination extends beyond the simple and overt. It is often at its most persuasive in institutional and cultural forms. Myth 3: Educational outcomes are unaﬀected by race or ethnicity. Tait says whether by deliberate or unintended, direct and/ or indirect discrimination, some racial and ethnic minorities often still find themselves at the losing end of the education system. Refugees are particularly in a vulnerable position in education for example. Myth 4: There is an ‘Indigenous Problem’ in education. Voices of ExperienceAustralian survey participants born overseas were not more or less likely to report being abused at school; they were exceptionally resilient if facing abuse (Jones, 2020, p. 213+). Most (52.3%) participants born overseas said the abuse they experienced at school ‘hasn’t aﬀected me at all’, as opposed to 36.8% born in Australia (Jones, 2020, p.228). They were significantly less likely to suﬀer issues of concentration in class, decreased marks or attendance, moving or leaving schools due to the abuse. Most (52.2%) participants from households where other languages were spoken said the abuse they experienced at school ‘hasn’t aﬀected me at all’, as opposed to 36.8% of those from households where only English was spoken (Jones, 2020, p.228). Aboriginal and Torres Strait Islander participants were less likely to believe their school ‘embraced 'low culture' even in assessments and especially if it represented marginalised groups (Jones, 2020, pp.228-229). Most participants reported a critical approach —fought racism and actively supported the schools cultural diversity Discourses of Race/ Ethnicity Conservative Conservative Racial Segregation Education Discourses transmit valuing of dominant race/ ethnicity identities and colonising cultural ideas The “race/ ethnicity problem” educated against is the perceived threat(s) to dominant racial/ ethnic hierarchies, dominant (e.g. English) language use, or to the (re)production of the “cultured” society. Some schooling systems particularly protect white or colonising versions of history (and every subject area), identity and culture. Treatment and socialisation of students diﬀers by perceived racial/ethnic grouping (Jones, 2020, p.230).Discourses of Race/ Ethnicity/ Indigenous Education? Segregationist Discourses (South African Apartheid, see Tait 2012/ 2016/ 2018): groups are encouraged to preserve traditions and treated in ways which endorse stereotypical expectations. They may be required to keep to their own or are not actively discouraged from segregation so it is seen as ‘natural’. Assimilationist Discourses* (Denmark 2018+, *see Parkinson & Jones, 2019, on most discourses): Indigenous/ CALD students are mainstreamed as any other student into dominant knowledge, skills, values to be an eﬀective citizen/ employee. Maintains status quo, uses traditional teaching, standard assessment on dominant culture Assimilative Monolingual (e.g. US, Netherlands, France, ESL): privileges dominant language and sees some students as ‘lacking’ English skills (or, Dutch/ French/ dominant language). ESL- style programs etc. Only a small portion of Australians surveyed (6.17%) in 2018 experienced a conservative racial segregationist approach (Jones, 2020, p.230). They were more likely to be at schools they classed as ‘conservative’ overall and on several issues. They were significantly more likely to suﬀer all educational and wellbeing deficits if they experienced abuse (61.7% could not concentrate in class; 75% considered self-harm, 70.3% considered suicide, approx. a quarter attempted it); 15% got involved in activism (pp.227-228). White students more easily held achiever non-disrupter status (Jones, 2020, p.230):“I’m white so relative to non-white students, I’m treated like a god” (Mike, 15yrs).Figure 2: Comment themes on conservative race approach (n=67). Asian students treated as achiever-disrupters (p.230):“school always use ‘you’re Asian aren't you meant to be smart?’" Liberal Liberal Assimilationist/ Add-on Race/ Indigenous Education Discourses promote equal opportunity, integration and ‘racial blindness The “race/ ethnicity problem” educated against is the individual’s classroom integration or cultural recognition as an alternative or addition to mainstream schooling culture. Liberal approaches to race identifying social structures in need of reform for racial equity are strong in the Australian Curriculum (Parkinson & Jones, 2019). Liberal Multi-cultural: aiming to recogniseand celebrate cultural, ethnic and racial diversity this approach creates equitable opportunities for all students regardless of diﬀerence, and reduces prejudice and discrimination. Pedagogy is centered on safe and supportive practices, special events and days celebrating diversity/ food fairs/ harmony day. The approach can be ‘trivial’… just ‘a day’. Inclusive Discourse (Early Childhood Australia/ Melinda G. Miller/ Roger Slee): aims at including any student who is vulnerable to marginalization because of their race, gender, sexuality, social or economic status, special needs or other characteristic. Pedagogy is centred on creating culturally inclusive safe and supportive practices (culturally safe rules/ displays etc.), and open-ended tasks. Under a third (31.56%) of Australians experienced largely assimilationist liberal school approaches to race based on racial mainstreaming with consideration of diﬀerence as an add- on (a little on issues of racism or Indigenous history; as an extra perspective; Jones, 2020, p. 232+). They were more often older (20+yrs), non-cisgender and non-heterosexual. Comments on white racial blindness, awkwardness, micro-aggressions. Critical Critical Anti-Racist/ Multi-culturalism Education Discourses facilitate integrated whole school approaches towards cultural reform and decolonising eﬀorts. Students, staﬀ and locals actively value local representative language and culture/s. The “race/ ethnicity” issue education meets is combatting racism, discrimination and cultural elitism. Schools actively seek to redress curricula privileging dominant/ colonising views. Critical approaches to race are evident in the Australian Curriculum also; combatting racism through a focus on multiculturalism and human rights in Australia’s geography, science, cross-curriculum priority and student diversity education policies. Academic Engagement Coordinator Tamika Worrell from Macquarie University’s WalangaMuruCentre recommended critical readings for this week (GilimbaaIndigenous Creative Agency, 2018; Stronger Smarter Institute, 2014; Reconciliation Australia, 2014). Critical Multicultural Discourse (e.g. Canada since approx. 1988; GilimbaaIndigenous Creative Agency, 2018; Reconciliation Australia, 2014; WalangaMuru, 2017):questions unequal power structures within society and how these construct identity, diﬀerence and otherness. It pushes back against mono-culture. Pedagogy is equity-oriented, uses ethnically/racially diverse texts, interrogates Eurocentrism. Multilingual Multicultural Discourse (e.g. UNESCO, 2003+; Thailand 2008+ VIC’s Kimmba2012+):uses two or more languages as the languages of instruction (both settler language and mother-tongue/s) to not only teach the languages themselves but also cultural and course content. It aims for students to be multi-literate. Indigenous /cultural reps as literacy workers, lit production supervisors, teacher-linguists etc. https:// www.australiancurriculum.edu.au/resources/aboriginal-and-torres-strait-islander-histories-and- cultures/illustrations-of-practice/what-do-a-humanoid-robot-and-the-recently-awakened- narungga-language-have-in-common/ Human Rights Education/ HRE Discourse (UN/ UNESCO, UN Assoc. of Aus, UN Youth Australia):This approach emphasisesthe human right to access and participate in all levels of education without discrimination. It involves protecting, respecting and responding to students’ rights. Pedagogy is centered on rights-based info/ laws in a rights-respecting environment, cooperative learning, inquiry, debate, legal/ rights aid. Empowerment Discourse (Chris Sarra, bell hooks, Stronger Smarter Institute, 2014):develops kids’ self-belief and positive identity to overcome barriers. It targets individual, social and systemic change. It aims to improve cultural pride. It is critical-democratic, cooperative, hands- on, real-world, raises expectations (50.17%) selected a description of a critical anti-racism/ diversity approach(School fought racism and actively supported the school's cultural diversity). They were more often younger (14-19yrs) (Jones, 2020, p.235), and less likely to experience all negative educational and wellbeing impacts from abuse (p.228). Post-modern Post-modern Complexifying ‘Race’ Education Discourses can allow students to deconstruct the ‘truths’ of race, ethnicity and cultures as presented in cultural hegemony They teach numerous realities and perspectives, providing opportunities for creative change and re-organisation of culture and identity The “race/ ethnicity problem” educated against is the assumed importance and relevance of colonial or monoculture in knowledge formation and education. De-colonised/ post-colonial education can be provincialized to both serve local goals and to oﬀer diﬀerent ideas on what curricula/ methods/ policies should be at all. This was absent from the curriculum (Parkinson and Jones, 2019)... until 19.3.19. Intercultural/Both-ways/ Two-ways Discourse (e.g. NZ):multiple (e.g. Indigenous and settler) cultures taught in equal partnership; none dominant. True equal exchange of ideas in a negotiated space, where perspectives are interrogated; compared/ contrasted; directly discussed, shared, experienced. https://www.youtube.com/watch?v=hmVjMdutQrc As of 19.3.19 ACARA promotes Two-Ways Science (we’d criticised that it did not, Parkinson & Jones, 2019)… https://www.australiancurriculum.edu.au/resources/aboriginal-and-torres-strait- islander-histories-and-cultures/illustrations-of-practice/ Over a tenth of participants (12.1%) experienced post-modern complexifying approach questioning racial hegemonies (Jones, 2020, pp.239). Like those exposed to critical approaches they were less likely to experience all potential negative educational and wellbeing impacts from abuse (p.228). How do we deal with this? ‘Be aware of how education relies on dominant colonising cultural discourses and reproduces, changes or reforms race/ethnicity/culture/-based power dynamics. Liberal and critical approaches are dominant in the curricula; Australian data shows critical approaches are strong. Being ‘racially blind’ can mean ‘discrimination blind’; without actively fighting racism and colonising discourse in ourselves and our curricula we reproduce it. Ask communities for help! Critical Anti-racist & Post-modern Complexifying ‘Race’ Discourses may protectstudent wellbeing and resilience Teach reflexively. Do I consider students’ cultures?Can I explore diverse cultural contributions to (X)? Cross-Curriculum Priorities on Race/ Ethnicity Aboriginal and Torres Strait Islander histories and cultures 1) Connection to Country/Place; 2) Diversity of Aboriginal and Torres Strait Islander cultures; 3) Diverse Aboriginal and Torres Strait Islander peoples’ contributions. Asia and Australia’s engagement with Asia 1) Diversity within and between the countries of the Asia region; 2) Past and continuing achievements of the peoples of Asia; 3) Past and ongoing engagement between Australia and Asia. Early childhood Ask about belonging and care traditions from local families — Aboriginal and Torres Strait Islander, Asian, and other ways of saying hello, being welcoming, being respectful, not being rude) Secretariat of National Aboriginal and Islander Child Care (SNAICC)’s EYLF FACT SHEETS 12 fact sheets on promoting, exploring and celebrating Aboriginal and Torres Strait Islander culture whilst implementing the outcomes, principles and practices from the Early Years Learning Framework (EYLF) The Australian Human Rights Commission’s Building Belonging Toolkit -songs, videos, posters etc K-10 & Senior Secondary English English(literacy/ creative writing/ reading) & The Arts (performance/ dance) Reading stories from diﬀerent cultural settings about Aboriginal and Torres Strait Islander, Asian, Pacific, Refugee and many other experiences… The Australian Human Rights Commission’s All My Friends and Me ebook K-10 & Senior Secondary Mathematics Mathematics & invention…David Unaipon(1872-1967, Ngarrindjeri man) was born at the Point McLeay Mission SA, to Yaraldispeaking parents. He invented many designs for perpetual motion machines (10 patents) pioneering centrifugal motors, mechanical propulsion and multi- radial wheels. Other people stole or used his designs illegally — He is on Australia’s $50 note Dr Chris Matthews provides ethnomathematicsprofessional development sessions in NSW,QLD, NT e.g. 1hr+ video John Harris wrote on ‘Australian Aboriginal and Islander mathematics’ Visit the Aboriginal and Torres Strait Islander Mathematics Alliance website (ATSIMA 2020 ATSIMA Conference in Arnhem Land/ at the Yirrkala School (which teaches Garmamaths) … contact Melinda Pearson to go Websites like ‘The Story of Mathematics’ show some of math’s cultural contributions. Ancient Greek Zeno discussed infinity. Golden Age of Islam contributed to algebra, zero is from Hindu self-negation. English number names are irregular( ‘eleven, twelve, thirteen’ not ‘oneteen, twoteen, thirteen’ or ‘onetyone, onetytwo, onetythree’). Asian number names (e.g. China, Japan, Korea) are ordered: eleven is ten-one, twelve is ten-two, twenty-three is two-tens-three… thus Asian math had decimal points and is more logical to kids K-10 & Senior Secondary humanities & social Science Geography, history, social studies & civics curriculum Geo-historical role play (includes geography, history, social studies, civics) The Healing Foundation has brought together the first Stolen Generation resource kit for Australian teachers and students from Foundation to Yr9 Civics/ social studies:Secretariat of National Aboriginal and Islander Child Care (SNAICC)’s Bringing child rights into your classroom: An educator's guideStep-by-step guide on introducing child rights to children aged 3-7yrs. The practical activities are helpful for Aboriginal and Torres Strait Islander children, refugees, and children of any cultural background For four years new teachers in Broken Hill, Wilcannia and Menindee have been given ‘on- country’ inductions to local Indigenous culture and history from Aboriginal elders. The training program helps break down barriers and alleviate fears around how teachers can best try Indigenous teaching styles The Arts –Visual Art… Aboriginal & Asian & Many cultures’ artefacts –hand-carved hunting implements, carvings, bark paintings, works on rock-faces etc. Fine dot painting of the central desert regions of Australia, and other styles and symbols of other regions. Contemporary Art by Raymond Zada’s, Jessica Johnson, Charlotte Allingham… e.g. NGA features Raymond Zada’s(Barkindji/Pakindjipeople)At FaceValue Music & Drama… Study music/instruments/ performance styles with longer histories e.g. the Didgeridoo, the Chinese Qin (zither/ string instrument), Japan’s Gagaku (imperial court music/ dance/dramatic performance traditions) New Indigenous & Asian music: -Jessica Malboy, Geoﬀrey GurrumulYunupingu, Tiddas, Casey Donovan, WarumpiBand (My Island Home), Jeremy Beckett’s Torres Strait music, YothuYindi’s‘Treaty’ -K-Pop like BTS (Psy, BangtanBoys), J-Pop (AKB48), Chinese Riot Grrrlbands (e.g. South Acid Mimi Dance Team) Creative Spirits lists noteworthy Aboriginal Theatres Contemporary Asian Australian Performance (CAAP) features intersectional Asian-Australian shows K-10 & Senior Secondary Science Science –classifying plant samples with Pintupi-Luritjaelders The materials used in animal habitats, with aid from Martuelders. Labelling invertebrate diagrams with NgaliaMamutjiitjisong/ dance. ACARAoﬀers a grade-by-grade level elaborations guide linking the Australian Science Curriculum to Indigenous knowledge The ‘Asian Science Camp’ brings together around 200 talented young people in celebration of science and friendship to create networks in Asia and Oceania (2019 is in Guangdong, China) K-10 Technologies Maitland Lutheran school teaches about technologies & helps to save local languages by training robots to use the language Little J & Big CuzGames Technology Technology Technology — Innovation in machinery and equipment based on scientific knowledge one of the main growing focal points of sociological research in education. IN 2019 NSW DET BANNED STUDENTS’ MOBILE PHONES IN PRIMARY SCHOOLS Taits myths Myth 1: ‘Technologies’ aren’t that important; they don’t aﬀect the fundamentals of what it is to be human. Plato took the view that the world existed separate to our imperfect perceptions of it. Plato suggested the world, and we, are relatively unchanged despite our changing perceptions of the world over time Tait argues plato is wrong and our perception of the world changes who we are fundamentally. Tait argues there is no core perfect ‘person’, perception and its mediation via technology aﬀect us Myth 2 :Digital technology is the answer to all our education problems. Digital technology does not guarantee an excellent learning experience Educational inequality around who has access (and necessary skills to gain benefits from this access), who gets to use ICTs, and who uses them in manners that are educationally and economically productive Myth 3: Technology signals the end of teaching. Tait contends that teachers have always had to deal with new technological developments of some kind Teachers will not be replaced by ICTs Teachers required more than ever to guide students directly in appreciating the diﬀerence between simply amassing/ collecting information and critiquing/ shaping/ synthesising knowledge Conservative and liberal most common Post-modern approach rare Conservative ‘Restrictive Use’ Sees technology as an irrelevant craze, or something to actively limit and ban only allowed as a leisure aid when learning ends 2019 students’ phones are banned in NSW primary schools Webpages by dominant institutions such as church/ state/ schools with information from a traditional viewpoint Teacher does not use technology to dramatically shift how students work, but may allow ICTs use to enhance the work 35.1% of Australians surveyed in 2018 had a conservative Restrictive Use approach at their school They were significantly more likely to have lower concentration (half could not concentrate in class)& marks (over a third dropped marks); & to self harm (around half) and attempt suicide -compared to for other approaches Liberal ‘Competitive Use/ Bring Your Own Device (BYOD)’ additional tool students have the opportunity to bring in allowing creative and competitive opportunities student-centred choice and independence; to assist in engaging students in the subject; or allow research and practice/ rehearsal/ competitiveness Making traditional education subjects more fun, supporting (game-based, practice-based, problem-based, exploratory or experiential) learning of knowledge and skills, decision-making, striving for excellence and creativity to better your score over time. (E.g. Mangahigh.com, SimCityEDU, experiential learning aids/robots/ dolls, GOAnimate/Schools). Teacher may use technology to reach distance students, or draw on technology to teach ideas/ skills in more progressive ways. Students do not control the technology use overall, but have some choice 37.5% of Australians reported a Competitive Use/ Bring Your Own Device (Liberal BYOD) approach More often at government schools Critical ‘‘Equitable Use’ Technology Discourses arise in education which seeks equal outcomes in tech access and identity representation in technology use Access may be seen as a human rights issue (education equity and technology as a right in the ‘One Laptop Per Child’/ OLPC global program). It privileges global or local systematic support of technologies access for all in schools (laptop provision, laptop aid, mass communal computer banks, free software downloads) & representation of marginal groups. Technology aimed at alternative use (anti-bullying, feminist, GLBTIQ, indigenous, working class, assisting people with disabilities, environmentally sustainable). E.g. apps that turn an iphonein to a hearing aid, free blog sites that allow kids online voice/ control, solar panels, anti-bullying sites (BeDeadlyOnline, CyberSmart, Bullying No Way). Teacher allows students to critique technology and its ability to influence identity. Letting kids create alternative (feminist, post-colonial, indigenous) views on/ versions of technologies. 22.8% of Australians had the Equitable Use approach Post-modern ‘Complex Tech Ethics’ Discourse arises in education which critiques identity norm production and control in technology from many (not just one) groups’ perspectives Teacher allows students to critique technology’s influence on identity from multiple perspectives and to use technology in ways which allow multiple realities technologies from diﬀerent times/ cultures/ sub-cultures/ fiction. Subversive/ pluralist technologies and wikis that challenge the mainstream control of knowledge, narrative or identity, like Wikipedia, Class Wikis co-created by many people, or interactive story online writing. Tech deconstructing our tech relationship post-technopocalypsetech ethics game, where many diﬀerent tribes take various anti-/pro-tech views Only 4.57% of Australians had a post-modern Complex Tech Ethics approach How to deal with this The four orientations on school technology access value: control, skill competitiveness, equity or ethics. Look to education policies in this area –the NSW primary school phone ban will change the landscape, as will critical moves to provision of laptops for every child (& pandemic-based needs). Accept that technology use does not replace good teaching, it requires it (using tech should not be a passive moment –extend students beyond absorbing to critiquing and synthesising). Ensure students consider technology’s control of us and impact on sustainability; technology risks and opportunities. Media Media The news media was a limited set of newspaper publishing houses, magazine periodicals… later radio and then later TV news power is owning the means of production …of truth Murdoch’s international multi-media empire influences countries’ governments via cross-media shaming of ‘enemies’ to its neo-conservative ideals (pro-Brexit, anti-LGBTIQ, anti-cli-sci Critical social movements increasingly attracted funding for alternative news/ truths.Kids see news increasingly, immediately, repeatedly enhancing their sense it is ‘true’ where false narratives are allowed to damage citizens’ understandings of government functions or democratic issues media globally promotes international education testing league tables as a source for competitive neoliberal ‘borrowing’ in education policies. Countries ranking highly (Finland/ Scandis, now parts of Asia) become the symbol of educational excellence… though comparisons have inherent technical and methodological problems and don’t consider school systems sensationalise rankings and promote copying teaching practices and institutional set-ups supposedly characteristic of top-performing nations, generating political pressure for international borrowing of their educational practices and policies International test results are used in media and government agendas to (1) — point to teacher quality problems whilst ignoring broader inequities. International test results are also used in media to (2) — push against policies the powerful don’t ideologically support. influence the public’s views on education, staﬀ, students influence politician’s education orientations, laws, funding plans influence education institutions into acting to maintain or fix their public image (especially in the client-focused private system) Taits Myths Myth 1: We do not need pointless subjects like ‘Media Studies’ in our already -crowded curriculum. Tait posits that understanding the media represents an important new literacy for the 21stC which contributes to students’ critical thinking skills, understanding and being “active, global citizens” Tait argues students need skills to decode the media challenging students’ assumption that the media is “objective” Media owners have particular agendas and education orientations e.g. The Australian’s campaign against minorities and critical education Myth 2: With the media you don’t need to think, you just need to read and listen. Tait argues that news media does not constitute a transparent, objective communication of facts to a unitary audience with shared a perspective… Creating news involves partial selection of available information and particular perspectives on disputed facts News media privileges:-negativity(bad news sells), -simplicity(easy to understand/ hide complexities), -conflict (negativity and simplicity), -human interest (known/ identifiable characters, drama, intense emotions) Myth 3: The media doesn’t create moral panics, but even if it does, that doesn’t aﬀect education. Tait argues that the media demonises particular groups periodically as ‘folk devils’, to increase sales, and deepen a sense of an ‘us’ and ‘them’ (community memberships, exclusions). E.g. ‘Illegal immigrants.’ Liberal approaches most common Tait explains schools are often portrayed as hotbeds of drug abuse, violence and political sedition; staﬀ and students are often cast as illiterate Conservative Conservative Acritical Authorisation Discourse see news media as a tool to prepare students for fitting in with status quo Principals and teachers authorize (or don’t question) one key ‘oﬃcial’ status quo news source associated with the government or a religious body (e.g. a religious newsletter) Strategies - Banning certain news outlets - top-down directives on ‘best’ news - religious or status quo news only - coverage of ‘leaders’ privileged - certain people not newsworthy except as villains (e.g. migrants) - sharing the view people are ‘folk devils’,-sharing ‘moral panic’ media - lack of critical (or any) news analysis,-minimal/unmemorable coverage - summarising of news sans criticism - student papers only cover leaders’ views, as facts/ the truth 13.6% of Australians surveyed in 2018 had a conservative acritical authorisation media education reported more verbal and social abuse from students and teachers, more negative educational and wellbeing impacts from abuse (high self-harm and suicide) Conservative news media see schools as a tool to prepare students for fitting in with status quo institutions/ jobs and views on what is important, valuable and problematic, currently under attack by consideration of the needs of marginal groups and ideas Conservative Education Discourses arise in media stories promoting: - protecting (romanticised) children - a loss of traditions in education - a loss of values and so on Coverage of schools as a place to uphold conservative learning, under attack from the left (rebel teens, rebel teachers) –Guardian climate change protest story Liberal Liberal Neutral Objective Discourses teach news media as a tool of democracy for freedom of information and expression ideally by viewing more than one source and distinguishing fact from opinion Schools may use net nannies to limit young kids’ news view/ endorse child-friendly news (BTN, Good Game), building up slowly to ‘adult’ news. National Curricula includes age-scaﬀolded media education in English, HASS, History Strategies - promoting reading many news outlets, - investigative approach to ‘best’ news - direct identification of facts vs. opinion, - ‘neutral/ balanced’ coverage is ideal,-‘both sides’ are equally newsworthy (e.g. scientist vs. anti-vaxxer) - identification of individual but not social bias (the journalist has a biased opinion) - detailed analytical coverage - categorising and comparing story parts. - students papers can include opinion pieces and mainstream content - Students underline ‘facts’ in news articles in red pen, ‘opinions’ in blue pen 58.5% of Australians had a liberal neutral objective media education See schools as a tool to uphold democracy and prepare individual students for development, life choices, creativity and the local and global competition Liberal Education Discourses arise in media stories promoting:- - protecting individual/ parent choice,-protecting individual freedoms in education - threats to democracy in schools or the nation - competitiveness of schools on the local, national, global scale ‘Both sides’ neutral coverage of schools as a place for reasoned normative debate Critical Critical Expositional Media Education Discourses recognise propaganda and critique fake news targeting marginalised groups see conservative & mainstream news as tools for communicating social biases, and alternative news media as a tool for disrupting biases Strategies - critiques conservative and mainstream news,-promotes alternative and kids’ news, - dissects ‘fake news’, ads, media, - investigative approach to ‘propaganda’, - identification of bias, hidden advertising, - ‘critical’ coverage of falsities is ideal, - considers the views of the marginal as newsworthy in general, - identification of social/institutional bias (the journalist reproduces brand’s bias), - detailed analytical coverage - categorising and comparing journalists/ media, - student zines can include alternative group perspectives and critique the school - Students re-tell a news story or make a zine from the perspective of a marginalised group. - 15.2% of Australians had critical expositional media education - reported significantly reduced negative educational and wellbeing impacts from abuse see schools as a tool to either enforce or disrupt biases and social justice issues push education institutions to change in holistic ways, and encourage school (particularly students’) pro-active involvement in wider social change eﬀorts Critical Education Discourses arise in media stories promoting: - protecting marginalised groups/ staﬀ/ students - dismantling systemic discrimination in education policy/ curricula - threats to alternative values - Alternative - informed view on schools (e.g. a radical feminist view; a marginal group of students’ view, a social justice view) Coverage of schools as supporting social justice, marginalised groups and youth political goals (kids as changing the world) Post modern Post-modern Norm-Challenging Media Education Discourses, the norms of a diverse range of media are challenged ALL news media is ALWAYS seen as PARTIAL; tools used by diﬀering groups for communicating diﬀering biases to diﬀering groups for diﬀering reasons not always immediately obvious Strategies - deconstruction of all news media,-exposure of any news genre norms - direct identification of tribalisms - subversions of norms/ narratives ideal - considers real, fictional, historic - ironicperspectives as subversively newsworthy - identification of news as biases (the very concept of news requires bias) - analysis of a news media article or genrefrom many theories and perspectives - students create a pastiche or ironic/silly/ absurd/ fictional coverage - Students make TV news films on the Bubonic plague from rats’ perspectivesor other complex silly pastiches - 12.7% of Australians had a post-modern norm-challenging media education - reported significantly reduced negative educational and wellbeing impacts from abuse How to deal with this Be aware of the partiality of the press when judging news stories on social identities or identity based news media, when considering what influenced its construction and when discussing it with youth. Start to consider how news expresses a particular orientation to identity, and why…is this a political campaign eﬀort meant to enrage you? What is it asking you to ‘do’? Help students to be more critical in their treatment of news, particularly if it is leading to social bias sees news media coverage of schools as just a construction holding ‘norms and biases’ depending on the type of media that need to be exposed and picked apart Post-modern Education Discourses arise in media stories promoting - making fun of how media covers education - exposing monocultural ‘hegemonies’ in education - diverse, pluralist or theoretical education approaches - angles from other times/ cultures/ imagination Deconstructive coverage exposing news media narrative norms and subversively attacking dominant narrative from many angles: juice media climate change protest story How to deal with this News media entities and governments promote education orientations; regardless of the topic at hand, and usually as if a debate has only ‘two sides’ –but we know there are actually many education discourses! International and national test results are reported strategically to support existing media narratives and education orientations, certain identity groups, certain political parties imagine counter arguments to news media education policy pushes using diﬀerent education orientations Popular culture Popular culture society’s way of life, sociology frames it as the society’s systems of meaning High culture is presumed to be better, refined, more sophisticated Popular/ low culture is presumed to be mainstream, trend-based, unimportant – drinking/ pop songs, novels, trashy TV, dances, fast-food, trendy clothes, viral internet memes Taits myths Myth 1: Popular culture is rubbish –in terms of taste, it’s awful, as an object of study, it’s irrelevant. Tait argues that the distinction between ‘high’ and ‘low/ popular’ culture is a false binary that stems from judgements by Plato and Arnold about taste The notion of ‘high’ culture has more to do with its audience (class /status) than its content culture a society values, associated with its higher classes and sometimes long-held traditions of the powerful Pop culture can be of great value in educationand can reveal much about society Myth 2: Teachers need to be up to date with student cultures Tait argues the distinction between teacher and student cultures as mutually exclusive is a false binary, as both groups are consumers of popular culture featuring areas of overlap. E.g. today’s emoculture started in the gothculture which influences some teachers. The Hipster Teacher blog shows a mixture of teacher behaviours/ sayings that kids found “cool”… some are fabulously engaging! Others cross the line into contributing to sexism, racism, homophobia knowing enough about popular culture to use it, and maintaining a professional remove from students Tait contends that it is useful for teachers to be ‘aware’ of some elements of student cultures, without having to be consumers of them Myth 3: Popular culture has no place in the classroom. Tait argues that there is a third false binary related to popular culture; that teachers must stick to the recognised classics in a traditional curriculum, or else simply adopt every aspect of popular culture that trends dictate Tait argues that popular culture can have a worthy place within classrooms if used deftly: - engage students - develop general learning and reasoning skills - show how aspects of identity are often formed within a vocabulary of choices in popular culture Liberal & critical most common Conservative lest common Conservative Conservative Canonical Classics Culture Discourse arises in education privileges high culture (classical music, canonical literature, historical figures) sees popular culture as irrelevant, tacky and worthless High culture is valued (associated with higher classes and sometimes long-held traditions of the powerful); classical music, fine art, ballet, canonical literature. Popular culture is not valued, but if used it is from one dominant mainstream perspective, constructed from a white, male, ruling class, heterosexist perspective Teachers do not allow students to use popular culture texts in assignments, or discuss it in class 14.6% of Australians surveyed in 2018 had a conservative canonical classics education Liberal Liberal Learning Lures Culture Discourse sees popular culture as “less than” high culture, but uses it as a stepping stone Approachis about making high culture more relevant and engaging to students through a little popular culture Popular culture is used to dress up existing content: traditional stories are made more relatable and content can be watch in new ways, supporting learning knowledge and skills, development and growing up, choice, individualism (E.g. YouTube.com for teachers). Toys that assist in striving for excellence and creativity to better yourself may be used Teachers may use popular culture to teach knowledge/ skills, or draw on students’ prior knowledge of pc to explain something. They point out both their appeal and lack of refinement. Students may create their own artifacts, aiming at creativity and academic excellence 35% of Australians reported a liberal learning lures approach Critical critiques “mainstream ” identity reproduction in popular culture (as based on dominant/ patriarchal/ heteronormative/ ruling or middle class perspectives) privileges alternative identity-based and social justice themed culture sources/ types representing alternative group perspectives in schools Popular culture with an alternative identity or perspective (feminist, GLBTIQ, indigenous, working class, disabilities) to that found in the mainstream is used. Teachers allow students to use and critique popular culture and its ability to influence identity in assessments/ test — involve letting kids watch or create alternative (feminist, post- colonial, indigenous) versions of mainstream music, movies, shows, books, texts 33.3% of Australians had a critical revolutionary art approach Post modern arise in post-modern subversive or pastiche education which critiques “mainstream” identity production in popular culture from many (not just one) groups’ perspectives privileges multiple culture sources/ types, & subverts cultural memes’ genres/ times/ cultures (pastiche) Subversive culture: students deconstruct/ create subversive culture challenging norms: graﬃti art. See Banksy’s art… or Bronies(grown men who live for My Little Ponies). Pastiche-allowing kids to deconstruct (or create) mixtures of culture types or socio-historical contexts Teachers may allowing kids to deconstruct (or create their own) popular culture texts with intertextual links or based on other texts/ books, OR to participate in a meme to transform its meaning. Only 17.2% of Australians had a post-modern pastiche culture approach How to deal with this Interrogate concepts of high and low/ popular culture that relate to the age groups and subject areas you’ll be teaching in Balance the need to connect with/ engage students with the need to retain your own tastes and professional identity Help students to be more critical in their treatment of popular culture, and the identities it promotes

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