Within an EXC440 seminar we were asked to consider the effects of policy statements regarding ‘diversity’ on our developing professionalism and pedagogy.
The Melbourne Declaration on Education Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] 2008), is a policy document that is well known to Australian teachers. The following questions frame an analysis of the effects the Melbourne Declaration on Education Goals for Young Australians has had on my developing professionalism and pedagogy.
What appears to be valued in the Melbourne Declaration on Education Goals for Young Australians?
The values evident within this policy document are centred around the 'intellectual, physical, social, emotional, moral, spiritual and aesthetic development' of students and the ability for Australia to prosper economically and experience social cohesion (MCEETYA 2008, pp. 4-5). This reflects a desire for each individual student to develop their abilities in a range of ways, which is further supported by the aim for schools to promote equitable opportunities. As stated in the document, all governments and all school sectors must 'provide all students with access to high-quality schooling that is free from discrimination' (MCEETYA 2008, p. 7). The policy is also influenced by increasing globalisation and the desire for Australia to be able to perform and connect on the world stage. This is evident in the mention of economic growth and the ability for Australian education to provide our students with the skills and respect for 'social, cultural and religious diversity, and a sense of global citizenship' (MCEETYA 2008, pp. 4-5).
Consider the possible reasons why these goals are included...
Goal 1: Australian schooling promotes equity and excellence.
Goal 2: All young Australians become: – successful learners – confident and creative individuals – active and informed citizens.
These goals are influenced by the increasing growth in technology and globalisation. Technology growth allows for people to become more connected as well as the ability for people to find information on their own terms. The people of our world now have more opportunity to travel or immigrate to other countries as well as the ability to connect with people on the other side of the world. These changes lead to the comparison of schools on a global scale, more vocal members of society and increasingly diverse communities, among other things. Due to this, it is important for Australian schools to be equitable and to teach students to be confident in their individuality, as well as, providing them with the skills to be active and informed citizens.
What are the implications for your developing pedagogy?
The values and goals within the document present a number of implications to my developing pedagogy:
1. To consider diverse learners in my teaching and planning.
2. To purposely reflect on whether I am supporting minority individuals or just catering to the majority.
3. To teach my students the skills to engage with, improve on, and criticise the values and ideals of society.
4. To teach the characteristics of capable, critically analytical and ethical individuals.
Why would Keddie’s research suggest that there is little to be proud of?
Within Keddie's research it is evident that, despite the emphasis on supporting diversity and marginalised students within education policy, the current system does little to improve achievement outcomes for such students.
Due to the focus on economic globalisation, it is now common practice for schools to engage in high stakes testing. This practice has had a detrimental effect on supporting marginalised students. As stated by Keddie (2012, p. 3), 'a competitive emphasis on schools' academic performance through high stakes testing has generated a focus on management skills and basic learning.' This focus acts to privilege 'dominant cultural (western) norms' (Keddie 2012, p. 3), and is inadequate in 'addressing issues of student marginalisation.'
Therefore, though it is admirable for the governments and schools to set goals for equity and supporting diversity, current practice does little to achieve these goals.
The Melbourne Declaration on Educational Goals for Young Australians
References:
Keddie, A 2012, Educating for Diversity and Social Justice, Taylor & Francis, retrieved 29 of July 2017, ProQuest Ebook Central.
Ministerial Council on Education, Employment, Training and Youth Affairs, 2008, The Melbourne Declaration on Education Goals for Young Australians, MCEETYA, Melbourne.