Abstract
A national curriculum in Australia (The Australian Curriculum) may represent an
attempt to bring a common experience to all Australian students. It is premised on a notion that shared experiences are part of the national psyche. However, in this presentation, we challenge this approach and argue that the experiences of students living in remote parts of Australia, or those whose home language is not Standard Australian English; or those whose culture is not that of mainstream urban Australia, may be particularly disadvantaged. Other priorities may be necessary for students who consistently are unable to make benchmarks in numeracy (and literacy) which are foundational to active and successful participation in Western practices. Drawing on experiences from remote work, we seek to illustrate how a national intended curriculum will not necessarily improve education provision for students living in remote areas, but most particularly Aboriginal and Torres Strait Islander students for whom the language of instruction is different from the home languages. A multifaceted approach to understanding equity, and by implication, exclusion, is needed, if the goals of a quality education for all Australians are to be met
attempt to bring a common experience to all Australian students. It is premised on a notion that shared experiences are part of the national psyche. However, in this presentation, we challenge this approach and argue that the experiences of students living in remote parts of Australia, or those whose home language is not Standard Australian English; or those whose culture is not that of mainstream urban Australia, may be particularly disadvantaged. Other priorities may be necessary for students who consistently are unable to make benchmarks in numeracy (and literacy) which are foundational to active and successful participation in Western practices. Drawing on experiences from remote work, we seek to illustrate how a national intended curriculum will not necessarily improve education provision for students living in remote areas, but most particularly Aboriginal and Torres Strait Islander students for whom the language of instruction is different from the home languages. A multifaceted approach to understanding equity, and by implication, exclusion, is needed, if the goals of a quality education for all Australians are to be met
| Original language | English |
|---|---|
| Title of host publication | Engaging the Australian National Curriculum: Mathematics - perspectives from the field |
| Editors | Bill Atweh, Merrilyn Goos, Robyn Jorgensen Dianne Siemon |
| Place of Publication | Australia |
| Publisher | Mathematics Education Research Group of Australasia |
| Chapter | 6 |
| Pages | 116-133 |
| Number of pages | 18 |
| ISBN (Print) | 9781920846268 |
| Publication status | Published - 2012 |
| Externally published | Yes |