Equity and Social Justice in Australian Education Systems: Retrospect and Prospect

2008 ◽  
pp. 249-264 ◽  
Author(s):  
Jill Blackmore
Keyword(s):  
Social Justice ◽  
Education Systems ◽  
Australian Education

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2019 ◽  
pp. 60-76
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

International Update: a National Australian Statement on Mathematics

1993 ◽  
Vol 40 (8) ◽  
pp. 486-487
Author(s):  
Janette Bobis
Keyword(s):  
The State ◽  
Education Systems ◽  
National Statement ◽  
Collaborative Project ◽  
Australian Education Council ◽  
Australian Education ◽  
Government Education ◽  
Territory Government

A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.

The Centralization Problematic

1980 ◽  
Vol 24 (3) ◽  
pp. 246-264 ◽  
Author(s):  
Helen Bannister
Keyword(s):  
Nineteenth Century ◽  
Public Education ◽  
The State ◽  
Critical Examination ◽  
Education Systems ◽  
Australian State ◽  
Australian Education ◽  
History Of

The paper examines a debate in the history of Australian education between historians G. V. Portus, A. G. Austin and J. B. Hirst, concerning explanations of the centralized organization of Australia's public education systems. It is argued that the historians have defined the problem of centralization in education as part of a wider problem of explaining the interventionist nature of the state in nineteenth century Australia. W. K. Hancock's explanation of the origins of the “interventionist” state is presented to show the limits of the problematic within which Portus, Austin and Hirst are writing. A consensus among the historians is revealed in the construction of historical problems, in methodology and, most particularly, in assumptions about the nature of the nineteenth century Australian state. A critical examination of the organizing presuppositions of the historians' work, that is, of their problematic, questions its adequacy and points to what might be a more adequate problematic predicated on a different concept of the state.

scholarly journals Aboriginal and Torres Strait Islander Education

2012 ◽  
Vol 5 (2) ◽  
pp. 50-52
Author(s):  
David Singh
Keyword(s):  
Student Outcomes ◽  
Torres Strait Islander ◽  
Indigenous Australians ◽  
Australian Government ◽  
Education Systems ◽  
Indigenous Children ◽  
Australian Education ◽  
Closing The Gap ◽  
Torres Strait

Australian education systems have long been challenged by the gap between Indigenous and nonIndigenous student outcomes. All levels of Australian government, as well as Indigenous leaders and educators, however, continue to meet the challenge through exhortation, strategies and targets. The most prominent of such strategies is ‘Closing the Gap’, which gives practical expression to the Australian Government’s commitment to measurably improving the lives of Indigenous Australians, especially Indigenous children.

scholarly journals Meeting Country and Self to Initiate an Embodiment of Knowledge: Embedding a Process for Aboriginal Perspectives

2016 ◽  
Vol 45 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Anthony McKnight
Keyword(s):  
Social Justice ◽  
Aboriginal People ◽  
New South ◽  
Ways Of Knowing ◽  
School Of Education ◽  
Cultural Experience ◽  
South Wales ◽  
Regional University ◽  
Australian Education

Social justice is often the primary framework that directs academics to embed Aboriginal perspectives into teacher education programmes. The effectiveness and limitations of social justice as a catalyst and change agent was examined when six school of education academics from an Australian regional university were introduced to Yuin Country as knowledge holder. This paper argues that social justice in Australian education systems can contribute to the colonial control of knowledge production. At the same time, however, social justice may provide a means for non-Aboriginal people to experience Aboriginal ways of knowing and thereby to diversify their thinking. A cultural experience with Yuin Country played a central role in connecting and separating social justice to provide a balance in relatedness, disrupting the colonial emphasis of Western binary thinking that only separates. The academics shared their ideas and feelings in relation to Aboriginal people and culture before, during and after the cultural experience Mingadhuga Mingayung (McKnight, 2015) of two significant Yuin Mountains on the far south coast of New South Wales. The research described in this paper explored the academics’ journey with Country to investigate the role of social justice thinking to unveil and or conceal Aboriginal perspectives as Country.

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