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Red dirt thinking
on educational
disadvantage

      John Guenther
      Sam Osborne
      Melodie Bat
Red Dirt Thinking

• Thinking grounded in the context of remote Australia
• Thinking which reflects the vast openness of possibilities
• The utopian of the ‘blue sky’ versus the pragmatic reality of the ‘red dirt’




                                                                                 2
The discourse of remote Aboriginal and Torres Strait
Islander educational disadvantage
 •   Disparity
 •   Gap to be closed
 •   Deficit difference
 •   Remoteness




                                                       3
Risks of the disadvantage discourse




 •   Indigeneity is the disadvantage
 •   Who defines advantage and on what basis?
 •   ‘Exceptionalism’ on the basis of race
 •   Reinforces existing power dynamics and reproduces
     itself




                                                         4
The data used to support the discourse
• Overcoming Indigenous disadvantage (Steering
  Committee for the Review of Government Service
  Provision, 2011a)
    • Lower school attendance and enrolment rates;
    • Poorer teacher quality (though no data are offered on this one);
    • A lack of Indigenous Cultural Studies in school curricula (again no
      data to support this);
    • Low levels of Year 9 attainment;
    • Low levels of Year 10 attainment; and
    • Difficulties in the transition from school to work.
                         Proportion of 20-64 year olds with non-school
                         qualifications at Certificate III or higher

 Remote*                          2002                      2008
 Aboriginal and Torres           14.4%                     18.4%
 Strait Islander
 Non-Indigenous                  38.6%                     45.5%
                                       The gap widens                       5
The data used to support the discourse


       • NAPLAN




 Aboriginal and Torres Strait                                        Non-Indigenous
 Islander




(Australian Curriculum Assessment and Reporting Authority, 2011, pp. 18-19)

                                                                                      6
Measuring Australia’s Progress

 • Diversity within an Australia with homogenous aspirations and outcomes
   expectations




                                                                            7
Assumptions behind the discourse and data

 • Philosophical and theoretical underpinnings of
   Australia’s education system: From Aristotle, Plato and
   Socrates through to Rousseau, Dewey and Coleman
    • The discourse of education and individualism (see Carr, 2010)
    • Discourse of education and social theories (see Dewey, 1938,
      Friere, 1970, Coleman, 1990)
    • The development discourse and education (see Leadbeater,
      2012)
    • The knowledge and skills discourse (Siegel, 2010)




                                                                  8
A frame of reference for educational advantage in
Australia
                     Psychology of education                       Economics of education




        Knowledge system,                                                         Paid work
                                     Identity       Productive systems
        reasoning and logic


                                                                                Critical thinking



                                    Individual          Self-actualisation
                                  knowledge and               Choice            Wealth creation
                                      skills             Self-expression
            Education and
              schooling
                                                                               Personal agency
                                                       Civic participation       and control
                                    Socialisation             Civic
                                                         engagement

                                                                                  Democracy


         Power and control      Belief systems       Norms and values
                                                                               Belonging to the
                                                                                   nation


                     Philosophy of education                       Sociology of education

                                                                                                    9
Indicators of advantage

 • Transitions to employment (high achievement is
   rewarded with better paid work);
 • Further and higher education transitions (high
   achievement in literacy and numeracy unlocks the
   world of critical thinking);
 • Occupational destination and status (increased status
   yields greater individual wealth);
 • Career choice (the broader the range of choices the
   greater the apparent personal agency); and
 • Progress and aspiration (a better education leads to
   societal and national progress).


                                                           10
Conversely, indicators of disadvantage:

 • Higher levels of unemployment;
 • Low achievement in English language literacy and
   numeracy
 • Low levels of wealth;
 • Higher levels of welfare dependence;
 • Social marginalisation; and
 • Disengagement from the democratic process.




                                                      11
Towards a new discourse of success in remote learning

 • What would happen for example if we underpinned our new system with
   Aboriginal and Torres Strait Islander philosophies?
 • What would happen if we incorporated into our system a new set of norms
   and values, identities and knowledge systems?
 • What would happen if we built into our new curriculum, a set of values
   that reflected internationally recognised expectations of equality,
   responsibility, participation, cooperation, dignity, freedom, security, peace,
   protection (conservation), respect, dialogue, integrity, diversity, tolerance,
   justice, solidarity (de Leo, 2012 Appendix 18)?
 • Would the strong focus on individual learning be replaced by a
   cooperative approach?
 • Would civic participation be replaced by something completely different?
 • Would the education system start with the premise of schooling or some
   other teaching and learning structure?
 • What would happen if the outcomes of education were reshaped to better
   suit the needs of people living in remote communities?

                                                                               12
Data and assumptions
• Data tell us that remote schools are failing and in some cases the ‘gap’
  is widening.
• But data is built on assumptions
• The assumptions reveal that the presence of system elements and
  outcomes related to work, wealth, critical thinking, personal agency
  and control as well as democracy and belonging to the nation, frame
  the indicators and therefore the rhetoric of educational advantage.
• The absence of these system elements and outcomes is therefore
  reflected in the discourse of disadvantage.

• The question we have is: What would an advantageous education look like
  in remote Australia?




                                                                      13
Contact
 John Guenther
 john.guenther@flinders.edu.au
 0412 125 661

 Melodie Bat
 melodie.bat@cdu.edu.au
 0427 226 561

 Sam Osborne
 sam.osborne@nintione.com.au
 0408 719 939

 Cooperative Research Centre for Remote Economic Participation
 http://www.crc-rep.com

                                                                 14
15

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ISFIRE 14 Feb 2013 Red dirt thinking on educational disadvantage: John Guenther, Sam Osborne, Melodie Bat

  • 1. Red dirt thinking on educational disadvantage John Guenther Sam Osborne Melodie Bat
  • 2. Red Dirt Thinking • Thinking grounded in the context of remote Australia • Thinking which reflects the vast openness of possibilities • The utopian of the ‘blue sky’ versus the pragmatic reality of the ‘red dirt’ 2
  • 3. The discourse of remote Aboriginal and Torres Strait Islander educational disadvantage • Disparity • Gap to be closed • Deficit difference • Remoteness 3
  • 4. Risks of the disadvantage discourse • Indigeneity is the disadvantage • Who defines advantage and on what basis? • ‘Exceptionalism’ on the basis of race • Reinforces existing power dynamics and reproduces itself 4
  • 5. The data used to support the discourse • Overcoming Indigenous disadvantage (Steering Committee for the Review of Government Service Provision, 2011a) • Lower school attendance and enrolment rates; • Poorer teacher quality (though no data are offered on this one); • A lack of Indigenous Cultural Studies in school curricula (again no data to support this); • Low levels of Year 9 attainment; • Low levels of Year 10 attainment; and • Difficulties in the transition from school to work. Proportion of 20-64 year olds with non-school qualifications at Certificate III or higher Remote* 2002 2008 Aboriginal and Torres 14.4% 18.4% Strait Islander Non-Indigenous 38.6% 45.5% The gap widens 5
  • 6. The data used to support the discourse • NAPLAN Aboriginal and Torres Strait Non-Indigenous Islander (Australian Curriculum Assessment and Reporting Authority, 2011, pp. 18-19) 6
  • 7. Measuring Australia’s Progress • Diversity within an Australia with homogenous aspirations and outcomes expectations 7
  • 8. Assumptions behind the discourse and data • Philosophical and theoretical underpinnings of Australia’s education system: From Aristotle, Plato and Socrates through to Rousseau, Dewey and Coleman • The discourse of education and individualism (see Carr, 2010) • Discourse of education and social theories (see Dewey, 1938, Friere, 1970, Coleman, 1990) • The development discourse and education (see Leadbeater, 2012) • The knowledge and skills discourse (Siegel, 2010) 8
  • 9. A frame of reference for educational advantage in Australia Psychology of education Economics of education Knowledge system, Paid work Identity Productive systems reasoning and logic Critical thinking Individual Self-actualisation knowledge and Choice Wealth creation skills Self-expression Education and schooling Personal agency Civic participation and control Socialisation Civic engagement Democracy Power and control Belief systems Norms and values Belonging to the nation Philosophy of education Sociology of education 9
  • 10. Indicators of advantage • Transitions to employment (high achievement is rewarded with better paid work); • Further and higher education transitions (high achievement in literacy and numeracy unlocks the world of critical thinking); • Occupational destination and status (increased status yields greater individual wealth); • Career choice (the broader the range of choices the greater the apparent personal agency); and • Progress and aspiration (a better education leads to societal and national progress). 10
  • 11. Conversely, indicators of disadvantage: • Higher levels of unemployment; • Low achievement in English language literacy and numeracy • Low levels of wealth; • Higher levels of welfare dependence; • Social marginalisation; and • Disengagement from the democratic process. 11
  • 12. Towards a new discourse of success in remote learning • What would happen for example if we underpinned our new system with Aboriginal and Torres Strait Islander philosophies? • What would happen if we incorporated into our system a new set of norms and values, identities and knowledge systems? • What would happen if we built into our new curriculum, a set of values that reflected internationally recognised expectations of equality, responsibility, participation, cooperation, dignity, freedom, security, peace, protection (conservation), respect, dialogue, integrity, diversity, tolerance, justice, solidarity (de Leo, 2012 Appendix 18)? • Would the strong focus on individual learning be replaced by a cooperative approach? • Would civic participation be replaced by something completely different? • Would the education system start with the premise of schooling or some other teaching and learning structure? • What would happen if the outcomes of education were reshaped to better suit the needs of people living in remote communities? 12
  • 13. Data and assumptions • Data tell us that remote schools are failing and in some cases the ‘gap’ is widening. • But data is built on assumptions • The assumptions reveal that the presence of system elements and outcomes related to work, wealth, critical thinking, personal agency and control as well as democracy and belonging to the nation, frame the indicators and therefore the rhetoric of educational advantage. • The absence of these system elements and outcomes is therefore reflected in the discourse of disadvantage. • The question we have is: What would an advantageous education look like in remote Australia? 13
  • 14. Contact John Guenther john.guenther@flinders.edu.au 0412 125 661 Melodie Bat melodie.bat@cdu.edu.au 0427 226 561 Sam Osborne sam.osborne@nintione.com.au 0408 719 939 Cooperative Research Centre for Remote Economic Participation http://www.crc-rep.com 14
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