EDUC 4197 Educators Work

Assignment 2

Literature Review

UNIVERSITY OF SOUTH AUSTRALIA

Assignment Cover Sheet Internal

An Assignment cover sheet needs to be included with each assignment. Please complete all details clearly. If you are submitting the assignment on paper, please staple this sheet to the front of each assignment. If you are submitting the assignment online, please ensure this cover sheet is included at the start of your document. (This is preferable to a separate attachment.) Please check your Course Information Booklet or contact your School Office for assignment submission locations. Name: Sophie Eustace Student ID 1 0 0 0 3 2 6 1 1

Email: eussl001@students.unisa.edu.au Course code and title: EDUC 4197 Educators Work School: Education Course Coordinator: Trevor Lovett, Peter Arnold Program code: LMPM Tutor: Trevor Lovett

Day, Time, Location of Tutorial/Practical: Wednesday, 10 am, GP2 - 33 Assignment number: Assignment 2 Due date: 2nd April 2010

Assignment topic as stated in Course Information Booklet: Assignment 2 Literature Review Further Information: (e.g. state if extension was granted and attach evidence of approval, Revised Submission Date)

I declare that the work contained in this assignment is my own, except where acknowledgement of sources is made. I authorise the University to test any work submitted by me, using text comparison software, for instances of plagiarism. I understand this will involve the University or its contractor copying my work and storing it on a database to be used in future to test work submitted by others. I understand that I can obtain further information on this matter at http://www.unisa.edu.au/ltu/students/study/integrity.asp Note: The attachment of this statement on any electronically submitted assignments will be deemed to have the same authority as a signed statement. Signed: Sophie Eustace Date received from student Assessment/grade Date: 2nd April 2010 Assessed by:

Recorded:

Dispatched (if applicable):

EDUC 4197 EDUCATORS WORK ASSIGNMENT 2 LITERATURE REVIEW

Sophie Eustace

ID # 100032611

EDUC 4197 Educators Work

Assignment 2

Literature Review

RESEARCH TOPIC/FOCUS: How does the current politicalisation of education within Australia influence the reproduction of educational disadvantage within schools? LITERATURE REVIEW: Education plays a crucial role in the development of young peoples life chances; however students from low-socio economic families continue to struggle when it comes to participation and success in Australian schooling (Smyth & McInerney, 2007, p. 54). The production and reproduction of educational disadvantage is a complex and concerning issue facing contemporary education in Australia, and continues to be debated extensively within education literature (Thomson, 2002, p. 9). Whilst questions about education and justice are certainly not new (Connell, 1993, p. 15), the current politicisation of the Australian education system, has, and continues to deepen the divide between the realities of social class distinction and educational disadvantage (Tranter, 2005, p. 14). Traditional and contemporary literature defines the ways in which the reproduction of educational disadvantage can be linked to the middle-class ideologies upheld and reproduced within mainstream education in Australia. In determining the level of equitable access students have to an education within Australia, the idea of cultural-capital should be considered. According to Bourdieus theory of cultural reproduction, children from middle-class families are privileged in obtaining educational achievement as a result of their possession of cultural capital (cited in Sullivan, 2001, p. 893). The theory of cultural capital suggests that the resources that parents have had access to through their own education and careers, will shape their childrens education and life chances (Meadmore, 2004, p. 79). Bourdieu (1973) explains that schooling demands the right sort of cultural capital for full participation in mainstream schooling, as well as an understanding that favours the likes of middle-class students (cited Meadmore, 2004, p. 79). In understanding the ways in which middle-class

Sophie Eustace

ID # 100032611

EDUC 4197 Educators Work

Assignment 2

Literature Review

disparities are reproduced in schools, the political agenda relating to education social justice is crucial. The idea of social justice has always been contested and expressed in different ways according to the political platform of various social movements of the times (McInerney, 2004, p. 81). Traditionally, political parties pursuing an orientation towards social justice within education have tended to emphasise the protection of individual liberties, and the removal of the barriers that contest the ways in which particular groups participate more equitably within society (McInerney, 2004, p. 81). In understanding the ways in which the Rudd governments Education Revolution has, and will influence this process, the philosophy underpinning social justice within schooling must be critically examined. Education and pedagogy literature often fails to provide a clear, agreed upon definition for social justice in education. Educational researcher for social justice, Griffiths, outlines three key principles for social justice within education (1998, p. 12). The first principle is that there is no one right answer, social justice is less about particular outcomes than about processes. The second principle is that each individual is valuable and recognised as an important part of the community as a whole. Finally, the third principle refers to the way in which we create ourselves in and against community (Griffiths, 1998, p. 12 13). These principles are crucial in analysing the influence of the introduction of NAPLAN testing, the My Schools website and the National Curriculum, and the impact this has on the reproduction of educational disadvantage. The education system is instrumental in the reproduction of social inequalities, perpetuating the privileges of dominant ideological social classes (Tranter, 2005, p. 14). The reproduction of educational disadvantage in Australia is the direct consequence of large-scale economic and institutional arrangements that produce inequalities among people and households (Connell, White and Johnston, 1991, p. 20). Therefore, it is clear that all educational action must be

Sophie Eustace

ID # 100032611

EDUC 4197 Educators Work

Assignment 2

Literature Review

designed in response to this (cited in Gilbert, McGinty & Gilbert, 1993, p. 5). However, much of the literature debate still surrounds the types of action that needs to be taken, not only by schools and teachers, but also by the government. In knowing what actions to take we must firstly understand that students come to school with varied backgrounds, assumptions and aspirations (GroundwaterSmith, Mitchell & Mockler, 2007, p. 30). Schools are not only required to respond to the different backgrounds and experiences of each student, but also the practices within schools, in which patterns of similarity and difference between students is reproduced (Groundwater-Smith, Mitchell & Mockler, 2007, p. 30). Traditionally, advocates of the social justice movement within schools have based and defined the success of this around the importance of curriculum, assessment and pedagogy (Chadbourne & Pendergast, 2005). However, these three elements alone are not substantial in promoting equity and equal opportunity within classrooms and schools. The achievement gaps that have resulted from this have lead to the promotion of standardised education in Australia (Manzo, 2009). Connell (cited in Smyth & McInerney, 2007, p. 42) explains that our society values an education system that often favors the rich and powerful through the maintenance of a hegemonic curriculum. This view is one supported by British education and creativity expert, Sir Ken Robinson, who believes many brilliant and talented people are marginalised by a system that places too much importance on academic ability, especially through standardised testing, and the publication of league tables (ABC News, June 2009). Whilst the divide between socio-economic background and education will continue to broaden, teachers can begin to make small, yet significant changes to their pedagogical practices. In doing so, educators must understand the larger social context in which they are working (Grant, 2006, p. 293). That is, the perception that academic and social achievement do not incur in a vacuum,

Sophie Eustace

ID # 100032611

EDUC 4197 Educators Work

Assignment 2

Literature Review

therefore making it important for teachers to build a community of learners, connecting with students and their families (Grant, 2006, p. 294). As a collective, it is important for society, government, schools and teachers to listen respectfully to what young people have to say about their schooling (Smyth & McInerney, 2007, p. 39). Students want to be treated fairly and respectfully by their teachers (Smyth & McInerney, 2007, p. 56); therefore it is important that educators are reminded that the best and brightest are not necessarily the wealthiest. Despite the extensive amount of literature and studies relating to the issues of social justice and the education system, there still remain a number of unanswered questions. The politicalisation of the current Australian education system is instrumental in influencing the reproduction of educational disadvantage within schools. However, research and action needs to question the ways in which schools, and in particular, teachers, work with the families of students in breaking the cycle of social injustices within the education system? That is, using current policy in conjunction with pedagogical practices and process to find ways to individualise learning experiences that benefit students, despite the push for a standardised education system. In addition, research must also question the impact the national curriculum, standardised testing and the publication of league boards will play in deepening the divide between socioeconomic background and educational success.

REFERENCES

Sophie Eustace

ID # 100032611

EDUC 4197 Educators Work

Assignment 2

Literature Review

Australian Broadcasting Corporation, 2009, Education System Marginalises Talents, ABC News, 17th June 2009, http://www.abc.net.au/news/stories/2009/06/17/2600218htm (accessed 22nd August 2009). Chadbourne, R. & Pendergast, D. 2005, The Philosophy of Middle Schooling, Teaching Middle Years, Pendergast, D. & Bahr, N. (eds), Allen & Unwin, Crows Nest, chapter 2. Connell, R.W. 1993, Schools and Social Justice, Pluto Press, Sydney, p. 15 Connell, R.W., White, V., & Johnston, K. 1991, Running Twice as Hard: The Disadvantage Schools Program in Australia, Deakin University, Geelong, p. 20. Gilbert, P., McGinty, S. & Gilbert, R. 1993, The Gender Dimensions of Education Disadvantage, Australian Curriculum Studies Association, Belconnen, ACT, p. 5. Grant, C.A. 2006, A Candid Talk to Teacher Educators about Effectively Preparing Teachers Who Can Teach Everyones Children, Journal of Teacher Education, vol. 57, no. 3, pp. 293 & 294. Griffiths, M. 1998, Educational Research for Social Justice: Getting Off the Fence, Open Press University, Buckingham, pp. 12, 13. Groundwater-Smith, S., Mitchell, J. & Mockler, N. 2007, Learning in the Middle Years: More Than a Transition, Thomson Education, South Melbourne, pp. 29 & 30. Manzo, K. K. 2009, National Curriculum Inching Forward, Education Week, vol. 28, iss. 29, pp. 22 24. McInerney, P. 2004, Making Hope Practical: School Reform for Social Justice, Post Pressed, Queensland, p. 81. Meadmore, D. 2004, How do social class and education make the great divide?, New Questions for Contemporary Teachers: Taking a Socio-Cultural Approach to Education, Pearson Education Prentice Hall, Frenchs Forest, NSW, p. 79. Smyth, J. & McInerney, P. 2007, Teachers in the Middle: Reclaiming the Wasteland of the Adolescent Years of Schooling, Peter Lang (edt), New York, chapter 3, pp. 39, 42, 44, 54, & 56. Sullivan, A. 2001, Cultural Capital and Educational Attainment, Sociology, vol. 35, no. 4, p. 893.

Sophie Eustace

ID # 100032611

EDUC 4197 Educators Work

Assignment 2

Literature Review

Thomson, P. 2002, Schooling the Rustbelt Kids: Making the Difference in Changing Times, Allen & Unwin, Chapter 1, p. 9. Tranter, D. 2005, Becoming Self-Conscious: Exploring Habitus, Australian Association for Research in Education, http://www.aare.edu.au/06pap/tra06173.pdf (accessed 23rd August 2009), p. 14.

Sophie Eustace

ID # 100032611