NDB. Levelling the Playing Field (edited 15 Sept 24)
The seminar, co-convened by Sharon Aris of the TASA Sociology of Education Special Interest Group, commenced with a warm welcome to participants and an introduction to the theme centered on the challenges and opportunities faced by diverse students within educational systems. Sharon emphasized the importance of acknowledging the custodians of the land, paying respect to Aboriginal and Torres Strait Islander peoples, and fostering an inclusive atmosphere. She then highlighted educational disparities in Australia, referencing Program for International Student Assessment (PISA) data to illustrate the widening achievement gaps influenced by socioeconomic status, and discussed the ambitious targets set by the University Accord aimed at increasing educational attainment among disadvantaged students.
The seminar featured presentations from three speakers, beginning with Gracie Lolicato, who examined the role of flexi schools in the education system. She critiqued the notion of education as a meritocracy, pointing out the systemic injustices that limit opportunities for marginalized students. Gracie’s discussion included the challenges faced by underperforming students in flexi schools, the inadequacy of the curriculum, and the reliance on deficit discourse that perpetuates stereotypes. Despite technical difficulties during the presentation, Gracie and Sharon maintained a positive attitude, showcasing their collaborative spirit in overcoming challenges.
Merete Schmidt followed with insights from her study on regional university students, highlighting the unique challenges they face, such as structural disadvantages and limited resources. She emphasized the importance of regional campuses in supporting educational aspirations and called for a better balance between online and on-campus learning to enhance accessibility. Dr. Neville Buch then critiqued the current educational landscape, advocating for a broader approach to education that transcends mere training and addresses historical gaps in the sociology of education. He underscored the need for a reimagined educational framework that fosters community participation and cognitive understanding.
The seminar concluded with a panel discussion led by Alexis Monado, featuring undergraduate students who shared their diverse experiences transitioning to university. The conversation highlighted the challenges faced by non-native English speakers, the differences in academic expectations, and the importance of social inclusion and academic support. Participants discussed strategies to enhance the learning experience, such as flexible class delivery and student-led initiatives, emphasizing the need for accessible and inclusive educational opportunities. Overall, the seminar provided a platform for critical discussions on equity in education and the necessity of adapting educational practices to meet the diverse needs of students.
Source: Read A.I. of the Levelling the Playing Field
The Australian Sociological Association Sociology of Education Special Interest Group, and UNSW School of Social Sciences present ‘Levelling the Education Fields: How do diverse students negotiate education systems between constraints and opportunities’ a symposium that considers the different education fields that make up the wider education system and how different students negotiate these spaces. It’s emphasis is particularly on transitions between education systems, and who is succeeding here, who is being left behind and what are different ways we can think about what success looks like? Speakers, a student panel and academic panel will interrogate questions about what an inclusive education actually means, what does good practice look like, where are the key practice and policy challenges? This is particularly of relevance to educators, university teachers, education policy specialists and students.
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Neville Buch
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