When people talk about education of remote Aboriginal and Torres Strait Islander students, the language used is often replete with messages of failure and deficit, of disparity and problems. This language is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including the National Action Plan—Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivity Commission's biennial Overcoming Indigenous Disadvantage report. These data, briefly summarised in this article, paint a bleak picture of the state of education in remote Australia and are at least in part responsible for a number of government initiatives (state, territory and Commonwealth) designed to ‘close the gap’. For all the programs, policies and initiatives designed to address disadvantage, the results seem to suggest that the progress, as measured in the data, is too slow to make any significant difference to the apparent difference between remote Aboriginal and Torres Strait Islander schools and those in the broader community. We are left with a discourse that is replete with illustrations of poor outcomes and failures and does little to acknowledge the richness, diversity and achievement of those living in remote Australia. The purpose of this article is to challenge the ideas of ‘disadvantage’ and ‘advantage’ as they are constructed in policy and consequently reported in data. It proposes alternative ways of thinking about remote educational disadvantage, based on a reading of relevant literature and the early observations of the Cooperative Research Centre for Remote Economic Participation's Remote Education Systems project. It is a formative work, designed to promote and frame a deeper discussion with remote education stakeholders. It asks how relative advantage might be defined if the ontologies, axiologies, epistemologies and cosmologies of remote Aboriginal and Torres Strait Islander families were more fully taken into account in the education system's discourse within/of remote schooling. Based on what we have termed ‘red dirt thinking’ it goes on to ask if and what alternative measures of success could be applied in remote contexts where ways of knowing, being, doing, believing and valuing often differ considerably from what the educational system imposes.

background

John Dewey and Educational Pragmatism

Red Dirt Thinking on Educational Disadvantage

In his 1998 article, The Sociology of a Not So International Discipline , Ole Waever suggested to assess the development and organization of the International Relations (IR) discipline through a three-tier comparative sociological research framework. It is by looking at the intellectual, institutional, and political layer of IR, so he argued, that one can fully understand the specificities of IR as a complex social field of work as well as the particular forms of knowledge that are developed in this field. In the years following its publication, Waever’s article was joined and followed up by a growing and increasingly sophisticated body of literature studying IR scholarship. Yet, a thorough reading of this literature shows that the emerging sociology of IR has come to focus strongly on only two of Waever’s three analytical layers: It is the intellectual and political layers of IR that garnered significant attention thus far, whereas work about the field s institutional layer remains surprisingly scarce. This forum seeks to address this gap by means of promoting a dedicated engagement with the field’s institutional determinants: How is the institutional layer of IR organized in different places? How is the discipline embedded in distinct sites? And how is it governed by material and immaterial institutional constraints? To answer these questions, the forum s six individual contributions focus on conventional university departments and hybrid sites of international relations alike. In doing so, the forum s ambitions are both to highlight the empirical diversity of sites and settings where specialized knowledge about international relations is produced, shaped, and re-instantiated, and to illustrate how a focus on the institutional layer of IR can become an important vector for opening up the literature to insights from related fields of study.

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/pdf/sites-of-knowledge-re-production-toward-an-institutional-4a2xaq7gir.pdf

Sites of Knowledge (Re-)Production: Toward an Institutional Sociology of International Relations Scholarship

A DIALOGUE OF LEARNING: THE EXPLORATION OF A SERVICE-LEARNING PRACTICUM AND THE DEVELOPMENT OF DEMOCRATIC EDUCATIONAL VALUES By Margaret Starr Phillips Pienkowski, Ph.D. A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2017. Director: Kurt Stemhagen, Ph.D., Associate Professor, Foundations of Education School of Education Using a hybrid portraiture interpretivist case study methodology, this study explores the development of democratic educational values of pre-service teachers who participated in a “nested” service-learning practicum during their first semester in a secondary teacher preparation program. In this nested model, both the pre-service teachers and the middle school students with whom they worked participated in service-learning. The study is in response to the findings of previous researchers that democratic educational values have, in many classrooms, been pushed aside by the pressures of the standardization and accountability movement and by the belief that democratic educational values are critical to a public educational system which supports civic identity and participation. Data collected over the course of one semester included reflective journals, blog postings, observations of the service-learning seminar, observations of teaching practices in the field, and audio-recorded semi-structured interviews. Four participants were interviewed three times each, and all four participants were observed both in the service-learning seminar and in their field placements. While this study did not find that participation in a nested service-learning model led to pre-service teachers becoming active agents of change, it did find that the nested service-learning experience helped the pre-service teachers to begin to lay a solid foundation in their understanding of basic democratic educational values, in their plans to embrace democratic educational values in their future classrooms, and in their view of themselves as democratic educators.

/pdf/a-dialogue-of-learning-the-exploration-of-a-service-learning-48eei1hm5n.pdf

A Dialogue of Learning: The Exploration of a Service-Learning Practicum and the Development of Democratic Educational Values

..................................................................................................................... v LIST OF TABLES .......................................................................................................... vii LIST OF FIGURES ....................................................................................................... viii LIST OF ACRONYMS AND ABBREVIATIONS ........................................................ ix CHAPTER

background or methods

Teaching practices in management accounting and finance.

Recent political events in the Western world emphasize the need for changes in the current education system, in particular a move towards the promotion of values of peace. This chapter will focus on why an exam-driven education system is detrimental to promoting peace in education. It will outline why peace education is necessary and makes tentative recommendations to be implemented in the UK. Strategies are developed through studying Australian and Japanese education systems, drawing key lessons for the UK and other European nations. Consequently, it will reaffirm that providing young people with political and moral literacy will create a learning experience based on their environment and instill a sense of responsibility and respect for common humanity in a globalized world.

John Dewey and Educational Pragmatism

Citations

Red Dirt Thinking on Educational Disadvantage

Sites of Knowledge (Re-)Production: Toward an Institutional Sociology of International Relations Scholarship

A Dialogue of Learning: The Exploration of a Service-Learning Practicum and the Development of Democratic Educational Values

Teaching practices in management accounting and finance.

Promoting Peace Through Education: Creating Globally Competent Learners in the UK

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