Equity and Equality in Australia's Education System
Equity and Equality in Australia's education system
There is an ongoing debate in the field of educational research and practice in Australia regarding the scope of equity and equality of opportunity within the nation’s education system. In their published article, Donnely & Caro (2008), present two opposing opinions in approaching the question. Donnely (2008) suggests that overall Australia is a country that has high equity and high quality in its education system and that the nation “does better than many other countries in overcoming disadvantage.” (Donnely & Caro, 2008, p18). Caro (2008) opposes this view, putting forward an argument that suggests Australia has an education system that privileges the already privileged and marginalizes children from lower socio-economic backgrounds; she primarily blames government policies over the past decade for “undermining and under-funding public schools.” (Donnely & Caro, 2008, p.19).
The following paper will focus on analyzing and evaluating the strengths and weaknesses of their arguments in an attempt to determine which of their views is a more convincing portrayal of the reality of social equality within the Australian education system. Donnely (2008) focuses his positive view of social equality on an assumption that it is “simplistic to argue that Australia’s current education system reinforces traditional forms of social disadvantage and social inequality.” (p.19). In his argument he focuses blame on poor quality teaching, poor curriculum, and an insufficient level of classroom interaction on the “degree to which individuals are able and willing to work hard and overcome perceived disadvantages.” (Donnely & Caro, 2008, p.19). Donelly (2008) highlights a policy action taken by the Whitlam Government in the 1970’s, known as the Disadvantaged Schools Programme, and states that it was in his view, “wasteful and pointless” (p.18). Perhaps this is an indication that Donnely would view any similar action by
There is an ongoing debate in the field of educational research and practice in Australia regarding the scope of equity and equality of opportunity within the nation’s education system. In their published article, Donnely & Caro (2008), present two opposing opinions in approaching the question. Donnely (2008) suggests that overall Australia is a country that has high equity and high quality in its education system and that the nation “does better than many other countries in overcoming disadvantage.” (Donnely & Caro, 2008, p18). Caro (2008) opposes this view, putting forward an argument that suggests Australia has an education system that privileges the already privileged and marginalizes children from lower socio-economic backgrounds; she primarily blames government policies over the past decade for “undermining and under-funding public schools.” (Donnely & Caro, 2008, p.19).
The following paper will focus on analyzing and evaluating the strengths and weaknesses of their arguments in an attempt to determine which of their views is a more convincing portrayal of the reality of social equality within the Australian education system. Donnely (2008) focuses his positive view of social equality on an assumption that it is “simplistic to argue that Australia’s current education system reinforces traditional forms of social disadvantage and social inequality.” (p.19). In his argument he focuses blame on poor quality teaching, poor curriculum, and an insufficient level of classroom interaction on the “degree to which individuals are able and willing to work hard and overcome perceived disadvantages.” (Donnely & Caro, 2008, p.19). Donelly (2008) highlights a policy action taken by the Whitlam Government in the 1970’s, known as the Disadvantaged Schools Programme, and states that it was in his view, “wasteful and pointless” (p.18). Perhaps this is an indication that Donnely would view any similar action by