This lecture discusses the historical and ongoing social injustices faced by Aboriginal students in Australia's education system. It outlines how schooling has been used as a tool of assimilation that denied Indigenous children their cultural identities and heritage. As a result, Aboriginal students experience health, social, and economic disadvantages linked to lower rates of education participation and achievement. The lecture argues that educators must address systemic racism in schools and incorporate Indigenous cultures and knowledges in order to improve outcomes for Aboriginal youth.
For AQA GCE Sociology Unit 2 Class differences in achievement (1)Haleema Begum
For AQA GCE Sociology Unit 2 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
For AQA GCE Sociology Unit 2 Class differences in achievement (1)Haleema Begum
For AQA GCE Sociology Unit 2 Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
A quick sketch of how rising income inequality has started reshaping American education, from K-12 through higher ed.
Notes on adjuncts, school funding, pedagogy, etc.
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
A quick sketch of how rising income inequality has started reshaping American education, from K-12 through higher ed.
Notes on adjuncts, school funding, pedagogy, etc.
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docxstandfordabbot
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
“Inequality is the status quo. There is huge inequality between people in their access to resources, to decision-making, to securing human rights and safety, and in their freedom from discrimination. Reducing inequality if both morally right and pragmatically necessary for global economic and climate security in the future”
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Lecture Overview
• Who are the Aboriginal people?
• How are Aboriginal students situated in
Australia’s education system?
• How have Aboriginal students been
positioned due to education policy?
3. Sociological Imagination
A term coined by Charles Wright Mills to describe the sociological approach to
analysing issues. We see the world through a sociological imagination, or think
sociologically, when we make a link between personal troubles and public issues.
5. Indigeneity and Social Justice
If schools are powerful sites that transmit the dominant culture –
that is ‘white’ culture – what happens to Indigenous students in
this system?
What messages are sent to Indigenous students about their
cultures, their identities, their communities?
6. School Involvement
Education is the key factor in improving levels of
health, employment and opportunity for
Aboriginal people
BUT
Although levels of participation and retention in
school are increasing for Aboriginal students
although it is still well below that of non-
indigenous students
8. Textbook
Cultural background shouldn’t have anything to do with the
educational outcomes or opportunities of any Australian
student – but unfortunately it still does….
1. Due to systematic discrimination, Indigenous students
suffer social injustices far greater than their non-Indigenous
counterparts.
2. Health and socio-economic status is directly linked to
education participation and achievement.
9. We know that….
• Teachers have sought to identify Indigenous students
by applying racist stereotypes
• Discriminatory stereotypes deny Aboriginal children
their cultural identity and heritage
• As teachers we must challenge our assumptions and
world views
• There is an ongoing presence of racism in schools
• For Indigenous youth, ‘identity’ is a complex process
• There is no one definition of ‘how to be indigenous’
10. Before the Invasion…
• Before 1770 the Australian continent
comprised of over 500 different peoples, each
with their own language and stories
• Education occurred through a process of
kinships structures and social organisation
• People were non-literate as opposed to
illiterate
11. Education and the dominant culture…
• The knowledge and skills which are presented within the
schooling experience are those which society considers to
be important
• Education is therefore a social resource that should never
be limited or denied to any members of society
• HOWEVER, Australian schools typically empower those
with western or European heritage, leaving minority
students severely disadvantaged
• Many Aboriginal people were excluded from the education
process as they were not even considered to be citizens of
their own country until 1967
(Heitmeyer, 2006)
12. History of Aboriginal Education in NSW
• 1880: Public Instruction Act
• 1884: Clean, Clad and Courteous
• 1902: Exclusion on Demand
• 1930’s: Assimilation or Absorption policy
13. Removal of Aboriginal Children
resulted in…
• Imparting of Christian doctrine rather than formal
education
• Physical, sexual and psychological abuse
• Poor living standards
• Physical labour for children rather than an education
• Low expectations that destroyed any possibility of the
attainment of self-esteem
• Low levels of knowledge of and respect for Indigenous
culture
• (Foley, 2010, p.184)
14. Stolen Generation
“The 1997 report on the Stolen Generations by the
Human Rights and Equal Opportunity Commission
recognised the adverse psychological effects of the
assimilation policy on both the children as individuals and
as future parents” (Foley, 2010. p.184).
Poor attendance, retention and performance of
Aboriginal students in schools is a direct result of policies
of segregation, protection and assimilation, many of
which still remain today in contemporary approaches to
education (Foley, 2010).
15. Cycle of Disadvantage relating directly
to Institutional Racism…
Disadvantage
Poor
education
Poor
employment
prospects
Dependence
on welfare
Poverty
16. Critical Theory
Hegemony: a groups resignation to the authority and dominance of
another group
Critical theorists argued that student resistance is a response to the
hegemonic attributes of schooling as a white, middle-class institution.
In this way, students’ alienation from school is something done to
students by external structures and norms as well as something done
by students as an explicit rejection of these external structures and
norms. Such an articulation highlights the mismatch between the
cultural capital of lower-class and non-white youth and the dominant
cultural capital of the school.
Lower class and minority groups use resistances strategically to free
themselves from domination
17. Racism in everyday schooling practices
Racism occurs in schools everyday on two levels:
Systemic racial discrimination
School power hierarchies; the white European dominance in
our curriculums and pedagogies; white middle-class schooling
practices
Everyday practices of individuals
the dilemma of the fair-skinned Koori - p.172
lack of teacher awareness – p.198
18. Resistance Theory
Resistance theory helps define the relationship between the school and dominant society by
questioning the role of schools in sustaining dominant social practices and structures which are found in
societies divided along class, race and gender lines
(Beresford & Partington, 2003, p.32).
We see resistance in schools everyday when a student’s response simply says “I don’t buy it”
Student resistance to classroom instruction is often thought of as a student’s critical rejection of formal
and impositional academic content knowledge. But there is more to it than that.
SO RESISTANCE AS
Rejection of academic content
Rejection of the educational context
In this way we can consider the idea of student resistance as the WILFUL (be it active or passive)
rejection of academic content as well as the strategic rejection of the academic context
19. Resistance Theory in relation to
Indigenous Education
Resistance theory explains some Aboriginal
students’ rejection of schooling
Minority groups come to actively oppose
intellectual activity because it is seen as the
domain of the dominant group
Schooling is seen as white man’s business
20. Alienation
Alienation has been described as a state of
oppression
Alienation from school can lead to a negative
self concept
Relationships with teachers can help break
down resistance
21. Special Schooling….
A disproportionate number of Indigenous students are placed in
special classes for intellectual disability or behavior disorders (should
be 3.5% in Junior school as per capita – but it is actually more like
34%!)
WHY?
Systematic racism in our institutions
Failure of schooling to recognise cultural differences between the
schooling system and Indigenous students’ backgrounds, knowledges
and experiences including cultural and linguistic bias of schooling
(curriculums, pedagogies, testing, social/schooling hierarchies)
22. Thinking through the ‘Indigenous
Problem’ in Education
1. Us versus them
2. Deficit model of Indigenous education
3. White race privilege
23. Where to now….
Barriers of segregation and institutional racism
can be broken down by incorporating
Indigenous culture into lesson plans and
teaching methods
http://www.youtube.com/watch?v=0u_qsSl5rik
&feature=relmfu
24. Indigenous Community Schools
• Elders have positions of respect in the school and
wider community
• Success with primary student Literacy and
Numeracy in primary
• Developing community bridging strategies to
connect with the wider community
• Reputation for educational excellence
• School as community hub
www.youtube.com/watch?v=kwpIl4TShcc
25. Summing up…….
Educators must find ways to close the cultural
gap in teaching and learning
The voice of Indigenous people must be heard in
Australian schools
Let’s expand our national view of ‘worthwhile
knowledge’
26. References
Aboriginal and Torres Strait Islander Commission, (1998). As a matter of fact.
Canberra: Australian Government Publishing Service.
Allen, J. (2006). Sociology of Education: Possibilities and Practices
Beresford, Q., & Partington,G. (2003). Reform and resistance in Aboriginal
education: the Australian experience. Crawley, Western Australia: University
of Western Australia Press.
Connell, R., Campbell, C., Vickers, M., Welch,A., Foley, D., Bagnall, N., & Hayes,
D. (2010). Education, change and society (2nd ed). South Melbourne,
Victoria: Oxford University Press.
Dewey, J. (1910). How we think. Boston: D.C. Heath & Co.
Generation One AU. (2010). Hands across Australia: Murri School QLD.
Retrieved from Youtube 25 September, 2011,
http://www.youtube.com/watch?v=-B1w95EBFck
Stronger Smarter Institute. (2010). East Kalgoorlie Primary School, Retrieved
from Youtube 25 September, 2011,
http://www.youtube.com/watch?v=-B1w95EBFck