Inclusive Education

According to Pro Bono Australia’s news article Call for equality for Students with Disability, the right and equality of students with disability still remain poor as they are being denied to have inclusive education. The inclusive education is basically putting students with disability in a regular class with students that do not have disability, and the students with disability only receive special help when they need.

The article says that there are currently a lot of barriers for students with disability to receive inclusive education. I agree with the article as I have seen these barriers in my high school.

One of the problems which I see in my high school that creates barriers for students with disabilities is the lack of basic assisting facilities. Case in point, there is no way for students with physical disabilities to travel between the ground floor and the first floor, as there is no accessible path if you are in a wheelchair. The same situation happens to the toilets and the canteen. Another problematic situation of my high is there is a lack of support staff to help and assist those students in need, especially who have intellectual disabilities.

About the situation in my high school, I would like to share a real story that happened in my school. There was one boy in year 8 of my high school who has some condition of delayed development of the brain, named Jim. Jim’s parents decided to let him go to my high school so that he can have inclusive education.  Jim had all his class with regular kids my school. However, because the support staff in my high school also teach classes, it was not possible for them to always give Jim the special assist when he needs them, both physically and academically. Therefore, what my school did is let three very warm-hearted students help Jim. They entered year 7 with Jim and ever since then, also it was not their official job, they still agree with high school to help Jim as they can when the support staffs are not available. So you can always see the four of them together in the playground. 

It is indeed a very warm story. However, the problem behind it is also very worrying – my high school does not even have enough support staff to assist Jim’s inclusive education. In fact, not only support staffs, but also regular teacher should be trained to be prepared for teaching students with disability. A lack of social justice can be seen as the attributes of social justice also include equity in human development. (Buettner-Schmidt & Lobo, 2012) It is clearly not able to be achieved because many of Australian schools are not fully ready to deliver fair quality inclusive education for students with disability. These barriers will remain until they are fully prepared.

 

Reference

Unknown author (not mentioned on the website). (2013). Call for equality for Students with Disability. Pro Bono Australia. Retrieved on 27/10/2013 from: http://www.probonoaustralia.com.au/news/2013/10/call-equality-students-disability

Buettner-Schmidt, K., & Lobo M.L. (2012). Social justice: a concept analysis. Journal of Advanced Nursing 68(4), 948–958.

How different is a Chinese classroom?

There are usually vast differences in every aspect between education systems from different country. One of many reasons of these enormous differences is influence coming from the cultures and traditions of difference countries. In this blog entry, I show you how different the Chinese education system is compared to the Australia one – by looking at the differences of features of classrooms.

Most Chinese classrooms have very traditional teacher-centred education environment. In these traditional classroom environments, there less freedom and more disciplinary power from teachers. For example, there are usually some strict rules like ‘absolute silence when teacher’s talking’, ‘no questioning until the end of the class’ and etc. In addition, I would like to have a look of one of the unique architectural structure of most Chinese classrooms.

As part of his understanding of correct training, Foucault (1979) believes “The success of disciplinary power derives no doubt from the use of simple instruments, hierarchical observation, normalizing judgment and their combination in a procedure that is specific to it, the examination" (p.170). In my opinion, this idea can be seen as how disciplinary power is applied in a traditional classroom.

As an international student, I have spent my first 9 year of education (primary and junior high school) in China. The architectural structure of classrooms of most primary and high schools in China has some unique features that demonstrate Foucault's thought.

      

The classroom doors (as shown in the drawing) of schools in China is unique. There are usually two doors in one classroom -- a front door, and a back door, both facing the main corridor in the school building. In each door, there is a small window allowing monitoring the situation inside the classroom. Students in the same school year are divided into several 'classes'. Students in each class have lessons, play, and live together every day. There is a head teacher in each class who is in charge of the daily routine of that particular class, such as monitoring the process of study and the communicating with the parents. What was happening when I was studying in China is that sometimes, the head teacher 'sneaks' to the back door of the classroom during a class (when the other teacher are giving a lesson), looking through the small window in the back door quietly for a few minutes, records the misbehaviours of students and leave. 

In my opinion, the window in the door of the classroom is the use of simple instruments which allows the process of hierarchical observation, normalizing judgement as an examination (of behaviours). Through those windows, the teacher can apply hierarchical observation to the students by monitoring the situation inside the classroom. If there is any misbehaviour, the head teacher can apply normalizing judgement to the students via penalising or by contacting their parents. The two parts together can be seen as a kind of examination to maintain behaviour regulation.

 

It is very different when you compare those classroom to the Australian classrooms. In my high school (I have been study here since my year 11), there are no windows in the door of classrooms and the classroom is much more active than those in China. From the above, it is possible to sense that the difference of the main focus of the two difference education systems, the Chinese one has much more disciplines and focus more on the process of passing knowledge whereas the Australian one has much more freedom and focus more on the creativity and independent thinking.

Reference:

Michel Foucault, (1979). Discipline and Punish. Ringwood, Penguin.

Can we ever stop the bullies?

A reflection on a current educational issue in Sydney relating to culture and identity

It is evident that bullying has been an issue that concerns not only the education system in NSW, but also within Australia and the world. There may be numerous reasons why one would choose to bully another, but regardless of what it may be, it all connects back to both identity and culture. Cases concerning racism are possibly one of the most commonly seen reasons for bullying, as there are sadly “…stereotypes of people who get bullied based upon seeming different (to one another) in some way” (Butler, 2007:6). It is crucial to understand that through education, both identity and culture are themes that must be taught thoroughly to students in school, as they assist in developing morals, values and better understanding about themselves and their peers. However, with the presence of bullying within schools, it is difficult for a student to embrace their identity and/or culture if it is the reason that they are being targeted by a bully.

Based on an individual’s appearance, many can be targeted by bullies due to the racial tensions between one person and another. Wadham, Pudsey and Boyd state that “it is vital to understand what culture is and how it is connected to the education system…” (pg. 13) however, it is clear that differences amongst a group of people can lead to misunderstandings which in turn may transform into bullying. Bullying can significantly harm the individual, which reminds us of the fact that more definite and firm rules must be enforced in schools more consistently, since such an experience can alter one’s identity, possibly for the worst.

This is one of the reasons why is it necessary to enforce the idea that bullying must be stopped and prevented amongst youths, as it will cost them possibly, their future. In the Sydney Morning Herald article titled “High school bullies risk their careers” written on May 25^th this year, states that “any person 22 or younger who wants to get a job at a registered club will need to get a verbal referee heck from their high school” (AAP, Sydney Morning Herald 2013). This program made by ClubsNSW in the Murray region aims to reinforce the idea that bullying can have a sort-of ‘karma’ effect – it may possibly interfere with their future career(s). Through this, we can see perhaps a beacon of hope in order to convince these students that different cultures and identities are not sufficient reasons to bully another person, and that instead, these differences should be embraced, rather than targeted.

However, as our identities and beliefs are constantly changing, society can constantly hold influences against a person, leading to the endless cycle which causes bullying in schools. Bullying must be combated against, and it should not ever be disregarded as a ‘minor issue’ in schools. Bullying still occurs today, and it may be performed through a number of ways, whether it is physically in the school yard, or faceless over the internet. Regardless of how it is done, it is without a doubt that bullying is a major issue relevant to culture and identity within education.  More must be done in order to decrease the number of cases of bullying seen within schools.

References:

1. Butler, V. (2007). Young people’s experiences of, and solutions to, identity related bullying: Research report.  Retrieved September 27, 2013, from: http://www.barnardos.org.uk/26211_barnardos_report_e.pdf  
2. AAP (May 25^th 2013) “High school bullies risk their careers”, Sydney Morning Herald, accessed on September 26^th: http://www.smh.com.au/nsw/high-school-bullies-risk-their-careers-20120525-1z8lg.html
3. Wadham, B., Pudsey, J., & Boyd, R. (2007). "Chapter 1: What is Culture?" "Culture and Education" Sydney: Pearson Education 

The killing of South Korean youths: currently in existence. Culprit: the ‘Education Fever’

In South Korea, it is without doubt that students and their families will do whatever it takes to improve their education. Sacrifices are made in order to ensure that these students are provided the best possible education anyone can possibly have. To some parents in Australia, this may be understandable, but not to the extremes that the South Korean people face in relations to education. What extremes you may ask? Well, according to an article written on 22^nd October this year and published on ABC News by Michael Janda, he states that students in South Korea spend an average of 14 hours of studying per day. Yes, you read that correctly – each day. This tremendous amount of time dedicated solely to studying is frightening to many, and it’s gradually taking its toll on the students. Korea has one of the highest suicide rates in the world, with numbers mainly involving young people when major exam results are released (Janda, 2013).  

So, why is this happening? The main culprit: ‘Education Fever’

The ‘Education Fever’ is “a cultural obsession with education and educational credentials as a primary means of societal success and recognition” (Woolley, 2013). This ‘fever’ is deeply embedded into the nation’s culture based on traditional cultures such as Joseon Confucianism (the institution of the civil service examination) and the modern Korean family structure. However, it is due to the recent influence of neo-liberalism that the Korean society has experienced a transformation, leading them to the expansion of the private education market sector (Yang, 2011:81).

Through Confucianism, it enhances the importance of family structure – the child must uphold the parent’s wishes, and be respectable to their parents by obtaining a successful education. Likewise, Confucianism also reinforces the necessity in status structure within Korea, as it is a definite hierarchical society where education is deemed to be the key to success (Sorensen, 1994:35). And so, it is through the application of the Confucian culture within Korean education that forces the common Korean student to achieve high results for the sack of their future.

However, through the manifestation of the ‘education fever’ in modern Korea, it has become gradually evident that such methods are placing financial burdens among numerous families, as well as altering relationships between both parent and child. Therefore, education inequality has increased between children who attend public and private schools. In 2011’s OECD research paper on “Social Justice in the OECD”, it displays that success in Korean education was through Korean parents’ willingness to pay for education yet, access to education has not been evenly distributed among the Korean society (pg. 22). In 2011, South Korea only ranked 19^th out of the 31 countries, scoring below the OECD average (OECD, 2011:23). Eventually, if the government does not actively assist in this increasing inequality between public and private education, the gap in access to education will gradually increase significantly.

Hence, due to the deeply embedded culture found within Korean society, it has affected Korea’s current education system, causing spaced extremes on the spectrum. Not only is there a huge difference in the quality of education between students, it has also affected them physically and mentally, causing many to turn to suicidal actions. Without proper funding and assistance from the government, this inequality within education will continue to manifest, whilst also killing the innocent youths of the country.

References:

1. Janda, Michael  (22^nd October 2013), “Korea’s rigorous education system has delivered growth, but it is literally killing the country’s youth”, accessed 22nd October: http://www.abc.net.au/news/2013-10-22/a-korean-education/5037704
2. Yang, Young-Kyun (2011). Education and Family in Korean Society. The Review of Korean Studies, 14(1), 57-87
3. http://www.hamilton.edu/news/story/kim-examines-korean-fever-for-education
4.  Sorensen, Clark (1994). Success and Education in South Korea. Comparative education Review, 38(1), 10-35
5. Tischler, Daniel (2011). Social Justice in the OECD – How Do the Member States Compare? 

Indigenous Disadvantage

Indigenous disadvantage

The indigenous population of Australia have constantly been disadvantaged compared to the non-indigenous population. This has occurred historically throughout the 20th century. Currently there are many programs in place to provide more opportunities to study and diminish the gap between indigenous and non indigenous students.

History

In the First half of the 20th century, non-indigenous students had free access to primary and secondary education. Indigenous students in remote areas such as the Northern Territory only had access to missionary education. The first government funded education for remote indigenous students in the Northern Territory did not occur until 1949. (Ford, 2008, Ford, pg 83, 2012).  The notion of “locked-in Inequality” (Rothmayr, 2004, Ford, 2012, pg 83) is applicable to the indigenous students in the Northern Territory. Poor health and housing, low educational opportunity and economic disparities derived form earlier locked in monopolies, contributed to the contemporary inequality present. (Roithmayr, 2004, Ford, pg 83, 2012)

Since the introduction of the NAPLAN in 2008, results continue to show very poor outcomes for indigenous students especially in the Northern Territory. The gap between the results of indigenous and non-indigenous students according to NAPLAN results is quite high. Research into issues that may be affecting there poor academic results have found that health issues are also affecting learning. Hearing loss was present in over 80% of students in any one time (Howard, 2004, pg 96, Ford, 2012)

Current Results

There has been a steady increase the percentage of indigenous population completing year 12 interpolated from the 2001 census to 2011 census. This has increased from 19.4% in 2001 to 25.4% in 2011. 

The following table compares the ratio of indigenous students to non indigenous students completing year 12 from 2001 to 2011.

The statistics indicate there has been an improvement in the educational levels of indigenous students. A gap is still present between the indigenous and non indigenous students and consequently affects the job prospects of the indigenous population. Indigenous programs such as “Close the Gap” have addressed the educational issues present within the indigenous population but it is imperative that factors such as poor housing and health be addressed as well. These factors correlate to the educational outcomes achieved by students. 

Though there have been improvements in the last decade, more effort is required to diminish the significant gap between the indigenous and non indigenous population of Australia. The issue with the living conditions need to be address as well as the teaching strategies for indigenous students. Indigenous students need to be taught the value of education to be able to succeed with education.

References

Biddle, Nicholas, 26 AUG 2013, New census figures show that closing the education gap is still a long way off for Indigenous Australians, SBS News, retrieved from http://www.sbs.com.au/news/article/2012/06/21/analysis-indigenous-education-still-behind

Margot Ford (2013). Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia, Race Ethnicity and Education, 16:1, 80-102, DOI: 10.1080/13613324.2011.645570

How my culture and identity shaped my education

My education has experienced two major distinctive phases in two countries. My schooling in China before university and two years in an Australian university so far allow me to draw a comparison between my educational experiences and reflect on how my culture and identity influenced my education.

The culture I was exposed to had an enormous impact on my experience within education. Before I moved to Australia, I was immersed in a culture where more emphasis was put on grades than anything else in school. Going to a top university was considered by most people as the only path to a decent life. As a consequence, my school life was purely about getting good grades. When I was in high school, all the P.E., music, and art classes were cancelled and replaced because they would not be tested in the university entrance exam (the equivalent of HSC). It was believed that our valuable time was better to be spent on “more important classes” such as Maths, Physics, Biology, and Chemistry. My education was greatly affected as some knowledge was selectively left out. Now I often feel embarrassed about my ignorance in music, arts, and my lack of interest in sports.

This culture also indirectly altered my learning patterns and strategies. In high school, we were taught to unimaginatively memorise facts to score well on tests. Teachers used to write down or read out answers on the board for us to copy and memorise. After years, I gradually learnt to study for the test rather than for the knowledge. Rote learning seemed to work better for me and my learning strategy was cramming before exams. However, having spent two almost two years in university, I am starting to realise that my old ways of learning are becoming much less effective. Courses like “Culture, Identity and Education” require critical thinking and reflection that are based on the overall understanding of the course content. When there aren’t right or wrong answers, rote learning and cramming wouldn’t help at all.

My identity as an international student also affected my education experience in Australia to some extent. Often, I am more hesitant to ask questions, to express my opinions in discussion, or to speak in class or in social situations. It is because of the fact that English is my second language and it makes me worried that I might not be able to articulate or make embarrassing mistakes. Lacina (2002) pointed out that many international students face challenges with English used in social situations although they can perform well in classrooms (p. 22). Sometimes I am also not able to engage in group activities and discussions when they are related to certain topics. For example, in the first year management class, we were asked to talk about Australian politicians. At that time I didn’t even know who Tony Abbott was and no background information was given. So during the whole discussion, with no background knowledge, I wasn’t able to participate. Also, in education classes, students often talk about their experiences such as multiculturalism, racism, and how the teachers addressed these issues in their schools, none of which I could relate to because I had no similar experience.

References

Lacina, J.G. (2002). Preparing international students for a successful social experience in higher education. New Directions for Higher Education, 117, 21-28. doi:10.1002/he.43

Don't Be Ashamed Of Who You Are

“Culture is not something that belongs purely to the past; it is an integral and inalienable part of what we are today and will become tomorrow”.

I can honestly say that this quote by Macdonald (1991) truly summarizes my entire experience with education, culture and identity. Perhaps I should also confess that to this day, I continue to grapple with its meaning and reality. But what is life’s journey without a little struggle and confusion?

Eighteen years ago, my humble little family of four decided to move from Surabaya and create a new home in Sydney. At the time, a growing tension and conflict between the natives and Chinese in Indonesia was advancing over East Java. My family’s Chinese background made us particularly vulnerable to the violence and anger from the natives, and so my parents made the difficult decision to flee our home country and move to Australia. 

On my first day at Wahroonga playgroup, I recollect being introduced to the first Caucasian person I had ever met. She was an elderly lady helping out at the center; I can remember her warmth and friendliness to me, even when I did not understand a single word of English that came out of her mouth. Unfortunately, when I eventually began to learn the English language, I encountered my first personal racial attack. After around six months of settling into the playgroup, I recall coming home crying one day, because a little boy had said to me, “E.T. knew to go home. You, Chinese should learn to go home as well”. I don’t believe that at that age I wholly understood the true meaning behind that racial slur, however it was enough to inform me that to that boy, I was unwanted in this country because of my race. In hindsight, I realize that perhaps it was through this event that I started to develop a deep resentment and embarrassment towards my Asian heritage.

Consequently, throughout my primary and high school years, I admit that I made a considerable effort to ‘mix in’ with my Caucasian classmates, and avoid at all costs to be identified as ‘one of the Asians’. This was not all that challenging as approximately ninety per cent of my grade comprised of kids of European background.

In retrospect, it seemed that my efforts to camouflage myself was in fact a focused desperation to ignore and neglect my Asian culture. In this way, the lack of solid grounding in my identity ultimately left me feeling misplaced and empty. It was not until I learnt to accept and recognize my cultural uniqueness that I attained a sense of self-value and belonging. 

The importance of a accepting one’s identity and thus maintain a consistent self-view is emphasized by Suh (2002). His work is supported by Maslow (1954), who argues that one’s identity is established when an individual’s multiple view of themselves is congruently organized:

“Inner conflicts need to be merged and coalesced to form unities for the person to self-actualize”.

In essence, these findings suggests that a consistent sense of identity was a prerequisite condition of psychological well-being, as persons “had a more clear self-knowledge, were more assertive, and most notably, had self-experiences that were less affected by the perspectives of others”.

In conclusion, it seems that my educational experience has played a considerable role in my search for identity. I have found truth in Macdonald’s (1991) quote – my culture not is one that purely belongs to the past, nor can it be an aspect overlooked within my identity. Accepting it and maintaining a consistent self-view were the most important steps to discovering who I am today and will become tomorrow. 

References:

Macdonald, G. (1991) ‘What is culture?’, Journal of Museum Education, Vol. 16, No.

1, pages 9-12

Maslow, A. (1954) Motivation and personality, New York: Harper & Brothers.

Suh, E. (2002) ‘Culture, identity consistency, and subjective well-being’, Journal of

Personality and Social Psychology, Vol. 83, No. 6, pages 1378-1391