Learning and Diversity in Schools (original) (raw)

Education and Policy:A snapshot of policy evolution, how it is perceived and the reality of its function as a social equaliser in the education sector.

Abstract There is a position that Government will undertake its work in a responsible way that allows for the provision of education in Australian society with a just and equitable hand. While this may be a utopian idea of the role of education in a democratic society, the literature provokes different thinking. It suggests that policy development is misplaced within political ideologies and lost amidst the grinding gears of government departments at both federal and state level as it makes its way into schools, and therefore to those it impacts upon. This thesis explores the co-relation between the intended purposes of educational policy, its possibility for social equalising and its eventual impact for those who live the consequences of enacted policy at a local level. This includes a glimpse at past educational policy and the ideologies that inform them, the mechanisms of society which enforce change to policy and the eventual outcome. Its significance, in a wider context, is that current policy agendas which seem to readily enhance the benefits for all students, and by that fact should benefit our society, are being excessively argued, negotiated and delayed. The methodology/methods used in this thesis use bricolage to bring together rich experiences, narratives and contextual connectivity. This has value because the case and commentaries component gives a snapshot of the impact of policy, and how it is viewed by educators who use it and are part of its mechanisms. It also highlights the absent, what is of concern with the interpretation and use of policy at the local level, as many assumptions are made by teachers and administrators based upon their own lives and experiences. Three specific policies were considered by the participants – literacy, homework and reporting. This thesis presents the thinking of key stakeholders in a school around three significant topics and related policy on the work of students, teachers and school accountabilities. The insights provided highlight how many students are disadvantaged on the basis of educational policy that fails to acknowledge both the context and circumstances of their lives. As a result, these students are viewed as being deficient rather than being viewed for what they can do. The educational policies considered are written in a way that teachers working with these students are increasingly being constrained in their responses to these student’s needs, generating poorer learning opportunities.

United Kingdom: Challenging diversity in education and school life

2011

Executive Summary Education in the United Kingdom has been an important site of debate about the scope of acceptance, toleration and respect for post-immigration communities and new immigrants. Geographical and political particularities have played a role in these debates and more generally in how national or local solutions to challenging situations have been developed.

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Education and Learning for Social Inclusion

Mannion, G. (2005) 'Education and Learning for Social Inclusion'. In M. Barry (Ed.) Youth Policy and Social Inclusion: Critical Debates with Young People. Pp 73-96. Routledge. Hardback: 041531903X; Paperback: 0415319048.