Saturday, October 13, 2012

Can You Have Your Cake and Eat it Too?

Monolingual Australia
This blog shadows my first blog post, “Politics – It all comes down to Politics!” – looking further into linguistics in secondary schooling. I discuss the advantages and disadvantages of increasing the level of high school students studying foreign languages.

On October 7th, 2012, The Age released the article – “French? Italian? It's all double Dutch to many”. The article features Clara Haberberger – a VCE linguistics student. The article delivers the value she finds in multilingualism, “Learning another language doesn't just mean you can communicate in another language - it means you are also absorbing another culture and learning to understand other people and where they are coming from.”[i] This can barely be argued – learning another language does benefit an individual in many aspects – it is not just acquisition of the language, but the culture and history that accompanies it; learning a second language also offers great cognitive development which is believed to aid in the acquisition of a third, fourth, etc. language.

Clara classes Australians as having a monolingual mindset – “There seems to be the attitude that once you've got English under control, why do another language? Because English is the world language.” By this – she is raising a concern shared by the Australian Education system – and its politicians. The Melbourne Declaration on Educational Goals for Young Australians updated its goals in 2008, with its new demands stressing “the need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship”, followed by the need to become “Asia literate”, engaging and building strong relationships with Asia (MCEECDYA 2008: 4).”[ii] Hence a political push to introduce second languages into state schools is underway.
I would like to think that this ‘monolingual mindset’ is a result of Australia’s unique girt-by-sea-ness. It is understandable that many European schools provide their students with a secondary European language – and American schools teaching Spanish considering the close relations with South America, but Australia is different: there are no other countries physically boarding us.

This isn’t to suggest that we should stay this way – of course we as Australians would benefit greatly from picking up another language, but what language and at what price? Obviously a lot of hours are required to develop another language – so how would it fit into the 9am-3pm school day? This means classes will have to be cut short or have to be replaced entirely.

In the article, Clara points to the focus on science and mathematics as the reason why the languages have been neglected. This assumption is on well grounds with Julia Gillard promising that by 2020 “Australia should be among the leaders in reading, science and maths and for providing high quality and high equity education” (presumably – the top 5)[iii]

So what will it be, government? Will you choose the languages or the sciences? We know that after all your decisions stream from the best interests of the economy – so what will take precedence – they both offer great economical benefits!?


[ii] Christina Ho (2011). Respecting the Presence of Others: School Micropublics and Everyday Multiculturalism, Journal of Intercultural Studies. Pg. 605
Posted by at 1 comment:

Politics - It All Comes Down to Politics!


Politics - It all comes down to Politics!

On October 7th, 2012 – The Sydney Morning Herald released the article, Minding your language a virtual reality. The article addresses the ‘dilemma’ of state school students not learning a second language in school – with the current Victorian levels of almost 60% of state students currently not undertaking a second-language course. The article tell a promise for change by Ted Baillieu, the Premier of Victoria - “a language revival - in which every Victorian student up to year 10 would be required to take on a language by 2025, starting with prep in 2015”; the restrictions of state education staff capacities to achieve this goal; and the Victorian government’s modern way of creatively overcoming such an obstacle – using of virtual classrooms.[i]

My initial thoughts of the article were steered towards the ‘dilemma’ – what makes it so necessary for Australian state students to learn alternative languages: is it apart of our culture to embrace multiculturalism? And if it is such a crisis, why can’t the government employ the graduates required to provide each state school with the staff necessary to teach these languages, instead, for example the of sharing one teacher among eight schools to provide language classes through videoconferencing (as mentioned in the article). But then I took a closer look – its politics! All of it - pure politics, and this I will explain with the help of Leonardo.[ii]

So, let me start with Martin Dixon - a Liberal Party of Australia member of the Victorian Legislative Assembly  and currently serving as the Minister of Education. The article quotes him saying, “ We've got to set the scene in terms of convincing the community about the importance of learning another language.” Keep in mind that this push follows his return from a trade mission to China; his focus of course on improving the proficiency of young people in Mandarin. This would definitely benefit the students on an individual level – introducing them to another culture and by broadening their horizons, to be clique. But is that his desired effect? Is he not trying to increase the chances to connect on an international trading level through the use of language; to boost the economy – such an idea runs parallel with what Leonardo says, that “the role and status of culture: deemed secondary and an effect of the base, superstructural features, like family, church and education, became significant but not determining aspects of history and struggle. They were depicted as ideological fields where cultural processes bear the imprints of the economy.” [iii]

So his input, purely economically minded; purely political, but not entirely unrelated to culture. It is suggested that culture is branded by the economy - “economics may not be the root of social process but rather its destiny, its final resting place. It may not be the cause but an effect of social processes.”[iv] So while Mr. Dixon’s motives stem from being economically minded they greatly influence cultural political decisions in education.

Now let’s take a closer look at the intentions of Mr. Baillieu! Under what circumstances did he commit to such a demanding promise? – That’s right: in his pre-election speech (of course). So, it is also evident that he had some political motivation’s driving his actions too.

By evaluating the motives of these two influential political men that steer the reins of our state schools,  the economy should be recognised as a driving force behind cultural politics – which is considered as a “the production of meaning” as opposed to “means of production.”  So, although the state education system might be the subject, cultural politics and the economy guide what is ‘important’ in our schools.


[ii] Z. Leonardo (2010). Affirming Ambivalence, Introduction to Cultural Politics and Education. Pg. 1
[iii]Z. Leonardo (2010). Affirming Ambivalence, Introduction to Cultural Politics and Education. Pg. 1
[iv]Z. Leonardo (2010). Affirming Ambivalence, Introduction to Cultural Politics and Education. Pg. 10
Posted by at No comments:

Creating a cosmopolitan society through Technology and Education


In “Education and its cosmopolitan possibilities” (2008) Rizvi discusses the impact and changing patterns which globalisation has had in creating a cosmopolitan society and the role it has played in education and the student learning process. The 21st century has been famous for its rise in technological advancements and creations which has altered and changed the lives of people all around the world. Information communication technologies (ICTS) have played a major role in this change, for example with the I-phone revolutionising the social, cultural and economic way of life. ICT’S have also shortened the gap of time and space as students can interact and converse with students from all over the world without travelling or using the phone. As students can now communicate with other students from all over the world it increases their cross- cultural understanding and mutual respect for different ethnicities, religions and practises allowing them to be more accepting , creating what Rizvi   (2008) describes as “cosmopolitan learning” (p.111). The high speed of internet access has excelled trade and communication activities across international boundaries, and as a result people are more connected now than ever before providing as Rizvi notes, cultural knowledge and exchange.  With this view in mind, education methods have changed over the years with teachers using technology as a source of both instruction and communication for their students, for example in my high school we used email to converse with teachers if we had any questions or issues.  “Students left to their own devices” by Lina Morris ( SMH, 8/10/12) talks about the ‘electronic scratchpad’ called the boogie board tablet which is used as an alternative to paper in helping children with poor muscle control in improving their handwriting skills and spelling. Morris describes the boogie board tablet as a cheap technological educative tool which motivates and engages young learners; it helps share ideas and promotes collaborative learning and group work. The boogie board tablet is an example of the increasing use of technological tools in education which if teachers use responsibly and usefully can enhance the quality of education. Teachers should not use technological tools without any purpose or aim; it becomes a quality tool if it creates a positive learning environment such as forming new ways of communication and understanding amongst peers which will help promote the importance of a cosmopolitan society (Rizvi, 2008 p. 107).
To conclude I want to note the importance which technology has had in improving education as it has introduced new methods of learning such as that described by Morris ( SMH, 8/10/12) that can enable students to build a cosmopolitan society through accepting the new and the unfamiliar and listening and tolerating the ideas and beliefs of others.  Rizvi illustrates “Kant’s view of cosmopolitanism thus implies a particular form of moral education, designed to teach students the universalism of moral theory and understanding” (2008, p. 106). This quote symbolises the importance which technology has had in advancing a cosmopolitan society as cross national and cultural interaction has provided students with the knowledge of how to communicate and respond to people of various traditions and customs, for example what is a morally appropriate or inappropriate topic of conversation. As people from over the world can learn to understand and respect another’s customs and beliefs and also learn to share commonalities it will build a cosmopolitan society.
On the other hand I must point out that although ICTs have been positive in developing cross-national understanding and respect it can also have negative effects such as helping political uprisings or protests ( Rizvi , 2008 p 101) . Social media sites such as Facebook can also be places for people to bully, verbally abuse and start fights which places pressures on schools to monitor, block and restrict access to these sites in classrooms. However some schools cannot afford the high costs of the monitoring instalments and programs which emphasises inequality between the rich and poor schools. In saying this, the government should fund and distribute these programs to schools who cannot afford it (SMH, 8/10/12).
The constructive and effective use of education technology tools revolutionise the teaching and learning for students, enabling and educating them to use ICTs appropriately outside of school which will help them create a cosmopolitan society as they engage in cultural, social, political and economic exchange with people and nations all around the world.
  • Reid, C & Sriprakash, A. The possibility of cosmopolitan learning: Reflecting on the future directions for diversity teacher education in Australia. Asia-Pacific Journal of Teacher Education, 40 (1), 15-29, 2012.
  • Rizvi, F. (2008). Education and its cosmopolitan possibilities in B. Lingard, J. Nixon & S. Ranson ( eds.), Transforming learning in schools and communities: the remaking of education for a cosmopolitan society (pp. 101-116). London: Continuum
  • Wadham, B. Pudsey, J .Boyd, R. Culture and education, Pearson Education Australia, Chapter 1: What is culture? pp. 1-33
  • Morris, L, The Sydney Morning Herald, October 8th 2012, Students left to their own devices: while technology could revolutionise learning, budget constraints are impeding its intake: accessed on the 13th of October 2012.  http://www.smh.com.au/technology/technology-news/students-left-to-their-own-devices-20121007-277h7.html





Posted by at No comments:

Creating mutual respect and understanding in Education for a cosmopolitan society


The education policies and curriculum needs to suit the changes which occur in the 21st century especially the large increase of diversity. Australia is regarded as one of the most multicultural countries in the world and as noted by Reid and Sriprakash there has been an increase in the diversity among student teachers who represent the changing communities in western Sydney. In saying this it is clear that diversity is increasing and there are larger cultural and ethnic differences between children and teachers in education now than in the past. In order to create a cosmopolitan society as the article expresses, education policies need to focus on human rights rather than group rights (Reid, C & Sriprakash, A , 2012, p. 19). This means that multicultural schools with diverse backgrounds should focus on educating the students of acceptance and mutual respect for others regardless of their social status, their race, ethnicity or sexual orientation. Teachers need to cater to children of all ethnicities and backgrounds and the teacher training programs need to recognize the increasing diversity among teachers and should train them to identify similarities and things they have in order to create a understanding and cosmopolitan society.
 The Prince Albert daily herald local news on the 30th of September issued Matt Gardeners headline “Tapestrama promotes diversity and understanding” which explores the idea of different cultures working and coming together to unite and understand as a community. Gardner comments on the beauty of cultures intercepting to gain an educative experience and become accepting of each other’s values and beliefs, something which has often distanced people from another due to either fear of integration and separation from their own culture. “Even my class, for example last session I had a Chinese women helping a Pakistani women learn how to drive.. the culture might be different but the experience is the same”(paherald, September 2012), this quote illustrates that although people can come from different backgrounds there are commonalities which can exist between them and similar life experiences that can unite them such as sharing or enjoying the same food, family life, residence or religion . 
In turn, a diverse school can create a positive environment if people can learn to live and understand one another which are vital attributes in this increasing multicultural society we live in. Education is the starting point to this success and if students can learn from their teachers how to communicate and identify common interests or beliefs with people who might appear different, it will build social and cultural harmony and form a cosmopolitan environment in which instead of diversity dividing people it will bring them together through what they share in interest and what they can learn from another.  .
If people can let go of their fear towards change and can learn to become more accepting of new things, for example if students learn to accept change in high school, through different subjects each year with different peers and learning to accept the positive changes they can bring to their lives then it will help create a hybrid society. In saying this, it will benefit not only the students in their future prospects but in all domains of life.

Posted by at No comments:

Equity in Education


Christina Ho emphasizes the importance of “respecting the presence of others” (p.610) and she demonstrates that through a diverse school community with children from different socio-economic, religious and cultural backgrounds, that it will have a positive impact on not only the education of the students but on their future in the real world as they will experience to accept, learn, grow and share with people from who they share differences with. Ho also illustrates that schools are places in where everyone’s own opinions and views are voiced allowing them to achieve positive social and life skills especially in a new era of the communication industry (p.606).  In the present day most jobs and professions require people to excel in forms of good customer service, respect for colleagues and efficient team work which all require the tolerance and respect of others views and opinions; multicultural schools help promote these attributes and skills which will benefit students in the long term. 
On the 4th of September 2012, the Sydney morning herald’s article titled “diverse, disadvantaged and doubly dedicated” states that whilst 62 % of parents at Braybrook secondary school earn one of the lowest incomes in Australia it is one of the most multicultural schools. The article signifies the positive impact diversity has had such as learning to speak in different languages, illustrating the cross-cultural sharing helping to promote tolerance and respect for others.  It signifies Ho’s idea of the benefit of multiculturalism in schools however just as Ho, the article also re-affirms that schools in low-socioeconomic areas or disadvantaged communities are more likely to have a diverse range of students from different cultural backgrounds. In my opinion school choice is a significant factor which can alter which cultures attend different schools especially through word of mouth through different parental groups and the socio-economic background of the parent; however it can be generally said through ABS statistics that generally students will go to the school closest to their residence. Braybrook has many children from multicultural backgrounds in which they will speak more than one language, the increase in funding for the literacy programs has had a positive impact on the results as they achieved greatly. This emphasises the importance of different schools supporting the needs and requirements of all their students in order to help them reach their full potential. Although Braybrook exists in a low-socioeconomic area, its diversity has been the key for success and will help its students to develop good social skills. This will enable them to learn how to connect and communicate with people of different backgrounds and show respect and tolerance for the views and opinions of others. Overall this will help increase their number of job opportunities as most jobs require excellent group work and social skills in which they would have excelled at during their schooling period. Increasing the number of job opportunities can change their socio-economic status and create a brighter future and enhance their overall quality of life.
Schools are environments which should create these different options and opportunities, regardless of the social-cultural or economic background of family. 
Schools should have policies in which can help close the gap of inequality by giving everyone a fair go, for example increasing funding on certain programs which will benefit the wider school community such as that illustrated by Braybrook’s literacy program. Both Ho and the news article has illustrated that diversity is a positive marker in school communities which can strengthen peace and equality and erase hatred and misunderstanding in the world.

Posted by at 1 comment:

1. A Personal experience in Education and school choice.


Education has always been an important part of my upbringing and cultural values. As my parents migrated from a war torn country they placed a high value on the quality of life and the opportunities that we can be given especially if we work hard through school and so education has always been emphasized and viewed as highly important throughout my life. Religion and family are the most important factors of my cultural life and so this also had an impact on the decision making process of my parents when they were choosing a school for their children including myself to attend from primary school to high school. My parents sent all seven of us to catholic schools as they believed a high emphasis on God and our religion was a vital factor in our education and our future, they also believed that it would continue our strong beliefs which we developed before school at home and continue the shared sense of identity we hold as a family and to the rest of the members of our religion.
As noted by keyway and Bullen (2001), schools compete in order to attract certain clients with similar values and ideologies that they share with the school and which they will be comforted by. Parents feel the need to choose a school that reflects the family’s home life and which their children will find comfort in the similarity between the schools practices  beliefs and curriculum to that of their own cultures. My parents were attracted to the schools in my district which offered a curriculum which matched my personal interests and talents as well as my personality, religion and ethnic background. The location of my primary school was in an area which my ethnic race predominantly reside, in the western suburbs. The image of my high school portrayed catholic values, morals and issued a compulsory catholic study from years 7-10. They were strict on uniform and the principle was a religious leader (Nun/sister). As the School was an independent private school , my parents chose to pay for their wants and needs in order to re-affirm their children’s sense of cultural pride and religious values which would shape my identity today. Before secondary school I identified as catholic and after it I still do which illustrates the impact and important role that signs and symbols play within a school community, it has the potential to help shape and construct someone’s identity. For example, if I was sent to a school that didn't have catholic studies as a compulsory subject in their curriculum then I believe I wouldn't associate myself with having a strong religious or catholic identity.  
Overall throughout my education experience, I believe that someone’s identity will be reflected through the values, ideologies and curriculum of the school, and only if someone rejects it will they develop their own creative identity instead of a shared one.
  • Keyway, J & Bullen, (2001). Consuming children: Education-Entertainment-Advertising. Buckingham: Open University Press. Chapter 5: Designer Schools, packaged students. (pp. 121-150)
  • Wells, A.S, Lopez, A, Scott, J & Holme, J.J, “Charter schools as postmodern Paradox”: Rethinking Social Stratification in an age of Deregulated school choice, Harvard educational review :69, 2 , ( 1999), pp.172-202.

Posted by at No comments:

Friday, October 12, 2012

Signs, Symbols and Education

On the 2nd of August 2012 the Australian Paper made clear of the continuing disappointing results the Australian team is facing in the 30th Olympic Games at London. The news article is a perfect example of cultural interests and forms which in this case would be targeting the passionate sport fanatics in Australia and those Australians who hold a great sense of national pride. The article’s main focus is Australia’s swim team and their downfall in the games. The title “Swim team heads for worst Olympics in 20 years as Magnussen misses gold” clearly reflects the large emphasis on Australia ‘sporting culture as disappointment comes rarely. In relation to the reading of culture and identity Widham, Pudsy& Boyd talk about Stuart halls circuit of culture which is made up of representation, regulation, identity, production and consumption. These ideas come together to express five elements that symbolize meaning or representation for an Individuals cultural identity. This article is exclusively concerned with the Australian team in the Olympics and is aimed at the patriotic Australian citizens and sport fans, the representation of this is seen through its title and the symbol for our success over the years in swimming is highlighted by the symbolic gold medal. 


In saying this, those who aren't Australian, who are not sport fans and not patriotic won’t identify, be interested or consumed by the “Australian article”. Similarly in education students will be faced with many subjects which they might or might not identify with depending on their cultural background and identity which they have formed over their life experiences and upbringing. In terms of sport in education many students might have been raised in a family who have a high emphasis on physical activity and therefore will excel and be more tempted to engage and participate in subjects such as PDHPE or sports science. 
In contrast those students whose cultural background has an emphasis on theoretical subjects such as maths and English will be less likely to engage in sport activities. Here halls circuit of culture can illustrate an individual’s success and achievement in the subjects outlined in the school curriculum. However the question can be posed whether or not the school curriculum should be altered to suit the wide cultural diversity of students in Australia. To end I must note that that a sign or symbol just like the title of the Australian article plays a very significant part in the cultural identity of an individual; hence and individuals religious beliefs, values and interests either can enhance or decline their results in certain subjects.

 The Australian News , Jeffery N & Smith W,  August 02, 2012 10:40AM, Accessed on the 3rd of August 2012. http://www.theaustralian.com.au/sport/london-games/swim-team-heads-for-worst-olympics-in-20-years-as-magnussen-misses-gold/story-fne3a96w-1226441210234
Wadham, B. Pudsey, J .Boyd, R. Culture and education, Pearson Education Australia, Chapter 1: What is culture? pp. 1-33
Posted by at No comments:
Subscribe to: Posts (Atom)