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PV 4.3 - 'Education & Social Action'
Volume 4 Issue 3
Teachers and their unions must embrace social justice as a central part of their work if they are to promote equity and tackle injustice, argues Bob Peterson, editor of US magazine Rethinking Schools, in this edited extract from his address to the AEU's annual federal conference.
Without an understanding of the past, students cannot play a full part in a democratic society. And that - despite its claim to promote Australian history - is exactly what the Right wants, says David Kerin.
- Institute of Koorie Education
The failure of government initiatives to improve results for Indigenous children is no surprise when even examples of good practice are marked by patronising and paternalistic attitudes, the Deakin University institute argues.
Early school leavers run a high risk of becoming long-term unemployed, but a north Melbourne collaboration is finding new ways to support them into further education, training and work, with remarkable results. This is true social action, writes Megan Fox, who was closely involved in setting up the project.
A relentless focus on English language and making children feel connected to the school community is giving Cleeland's refugee and migrant students a chance of success, AEU reporter Rachel Power learns. Now teachers are embedding their new practice through a groundbreaking Masters degree.
Should we teach students how to engage in democratic society - or give them hands - on experience of democracy in action by giving them a say in running their own schools? Queensland academic Gilbert Burgh suggests a bit of both may be the answer.
A New Zealand experiment in radical education is helping adult learners - many of them damaged by conventional schooling - to change their lives and the communities around them. Catherine Delahunty, Kotare education co-ordinator, outlines the project's approach.
Fast-growing links between schools in Australia and Timor Leste have brought money and resources to Timorese schools and opened the eyes of Australian students to a wider world. Lee Norris, FSP's recently - retired Australian co-ordinator, charts the landmarks in the charity's short history.
This is the second part of an interview John Graham conducted with Richard Elmore, Professor of Educational Leadership at Harvard University, during his visit to Melbourne as a guest of the Victorian Educational Leadership Consortium, Deakin University and The Department of Education and Training.
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"The National Agenda: Part 1" - June 2007
Contributions invited – please send to Nic Barnard, nic.barnard@aeuvic.asn.au
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