Corporate PowerPoint Presentation 01 red

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International Conference 22nd- 24th June
2007 University of Stirling
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Bounded and Fluid Contexts and Identities
Implications for Pedagogies of Life-Long
Learning

• Professor Parlo Singh
• School of Education and Professional Studies Gold
  Coast, Griffith University

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Social Disadvantage

• high levels of under-employment,
  individualisation, exploitation and casualisation
  of workforce
• increased levels of working poor
• high levels of inequality in income
• increased levels of social exclusion for
  vulnerable categories of labour

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A White History of Australia

• Terra Nullius
• Immigration Restriction Acts

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Increased racial tensions conflict amongst
diverse cultural groups
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Tensions between Indigenous Non-Indigenous
Australia
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Tensions between white and non-white
Australians
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Beach Riots 2005
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Children overboard? The Tampa Affair
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www.truthoverboard.com/story1.html
150.theage.com.au/view_bestofarticle.asp?stra...
www.truthoverboard.com/story1.html
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Large increase in full-fee paying Asian
international students studying in Australian
secondary schools and higher education sector
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(No Transcript)
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Recognition reconciliation in SORRY DAY
Marches
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RESEARCH PROJECT

• cultural identity
• schooling knowledge
• equitable educational outcomes for students
  living in poor or low socio-economic areas

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Marginalisation Low Socio-Economic Status
Schools

• Principal
• recent immigrants are marginalised from their
  cultural backgrounds
• working class- labouring-type occupations which
  no longer exist ? unemployment/ underemployment
• single parent or pension-type family situations

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Turning Around Disadvantage

• challenging negative public discourses about
  public schools poor suburbs
• turning around student enrolment, participation
  achievement outcomes
• improving working conditions for staff by
  generating a supportive learning community
• sustaining curriculum pedagogic reforms

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Social Justice Views

• HOD-SJ
• equality of opportunity (procedural)
• equality of outcomes (distributive)
• equality of respecting difference (enabling)

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RESEARCH METHOD

• Interviews community members, parents, school
  administrators, heads of departments, teachers
  students
• Field Notes - school policies, curriculum unit
  plans, lesson plans
• Classroom lessons audio-recordings of lessons,
  teachers reflections on lessons

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Interviews with Community Members

• Ministers of Religion wives Uniting Church,
  Seventh Day Adventist, Assemblies of God,
  Methodist
• Professionals training providers, cultural
  education advisors, volunteers on school
  councils, curriculum committees
• Semi-skilled community workers cultural
  consultants, teacher aides
• Unskilled workers community liaison officers,
  mothers of students

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Student Interviews

• Gender 15 Male, 18 Female
• Educational achievement 10 high, 23 low
• Home Language 42 exclusive Samoan/Pacific
  Islander language spoken at home

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Teacher Interviews

• 55 teacher interviews
• Classroom teachers across all key learning areas
• Specialist ESL teachers
• Heads of Department

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Cultural Identity Difference

• Cultural Difference Theory
• Cultural Frame of Reference
• Postcolonial Challenges
• Cultural Productions
• Contact Zones
• Transculturation Hybridity

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Pedagogy

• Intellectual engagement
• Connectedness to school learning
• Reference School Reform Longitudinal Study.

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Knowledge Flows

• Generated in multiple sites
• Disseminated by multiple means
• Grows exponentially
• Enhances productivity
• Knowledge/Truth Nexus

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Curriculum Pedagogic Renewal

• Whole School Approach
• School Networks into Wider Community
• Systematic Approaches to Transition
• University School Partnerships

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• Theorising Framing
• what informs the selection, sequencing, pacing
  criteria for evaluating acquisition of knowledge
• who controls knowledge flows, where, when how

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Pedagogies of Engagement

• School knowledge connected to learners knowledge
• Criteria for learning performance made explicit
  
• Generative of socially supportive learning
  environment

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Pedagogic Discourse

• Instructional skills, concepts, facts, knowledge
• Regulative techniques of
• self-problematisation self-regulation

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So What?
However intractable the problems may seem, we
cannot resign ourselves to failure - any more
than we can hide behind the contemporary version
of Social Darwinism which says that to reach back
for the poor dispossessed is to risk being
dragged down (Keating, 1992)
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Conclusion

• cultural identity difference
• pedagogy learning design
• new modes of knowledge generation, dissemination
  recontextualisation