TOPIC 3A VERY (BRIEF) HISTORY OF SCHOOLING.By Jessica, Lorna, Michaela and Rikki

HISTORY OF AUSTRALIA’S RURAL SCHOOLINGo Sunday Schools were

the main source of education in the colonial era.

o Most Aboriginal students were excluded from non-mission schools

-this racism also included other cultures who had migrated (Chinese, Indian etc.)

HISTORY OF AUSTRALIA’S RURAL SCHOOLING…• In rural Australia early years Sunday schooling suited

children from farming families *Children were able to help out on the farm during the week and attend school on the Sunday while the family was at church• Due to the dominant occupation of agriculture in

rural Australia the enrolments in schools fluctuated with the seasons.

HISTORY OF AUSTRALIA’S RURAL SCHOOLING…• To keep enrolment numbers high students from poor/

working class children had to go to school with wealthier children

• The wealthier supporters of the schools weren’t happy and wanted education to be preserved ‘as a mark of privilege or distinction’ (Welch, 2013)

• It was difficult to maintain constant teaching staff due to the isolated areas (similar to today)

HISTORY OF AUSTRALIA’S RURAL SCHOOLING• As our technology

developed rural schools were able to use pedal powered radios.

• This was labelled school of the Air. It enabled families and communities along with educators to communicate with the rural areas of Australia.

THE CURRENT ERA OF AUSTRALIAN SCHOOLS

RURAL SCHOOLS• Greater sense of

community involvement• Lower participation in

school due to costs of travel

• Literacy rates are low among the Indigenous communities

• Getting staff is still a big issue with rural schools due to isolation

URBAN SCHOOLS• Resources are closer at

hand• Plenty of schools to

choose from• Staff in plentiful supply• The distances traveling to

school are smaller.• Due to better resources

closer students tend to do better in an urban setting.

THE CURRENT ERA OF AUSTRALIAN SCHOOLS• There is a real gap between urban and rural

schooling and we need to be aware of it and how we can help reduce the gap.

THERE HAS ALWAYS BEEN A GAP BETWEEN RURAL AND URBAN SCHOOLING. IN A WORLD FULL OF RESOURCES AND TECHNOLOGY, WHY DO YOU BELIEVE THAT IS?

Focus Question.

EVOLUTION OF EDUCATORS• 1600-1800s• Religion MUST be taught• At least one teacher to every 50 families• No teacher training required

• 1800s• Women were allowed to teach because of the

maternal and domestic aspect• 1840s teachers were only paid $20-22 A MONTH

• 1900s• 75% of teachers were women• Classrooms became more democratic

PRISONERS OF THE PAST• Teachers were expected too:• Fill lamps, trim wicks and clean chimneys• Bring a bucket of water and a scuttle of coal

each day• Make pens for the students• Male teachers may take ONE evening a

week for courting purposes• After 10 hours in school, teachers may

spend remaining time reading the bible or other good books.

• Female teachers who marry or engage in unseemly conduct were dismissed

• Lay aside a decent sum from each pay for their benefit during declining years so that they will not be a burden on society

PRISONERS OF THE PRESENT

• Teachers are expected too deal with:• Student differences• The curriculum• Time constraints• Technology and its updates• Differing assessment strategies• Counsel students• Keep parents informed• Student-teacher ratios

PUBLIC VS PRIVATEPublic PrivateSupport from the principal Teachers have no voice on

the council unless represented by the principal

Teachers have more discretion to control their own work

Authoritative principal

Staff all seem to work together as a team

Teachers kept in categories

Not as many teacher-directed after school activities apart from teachers that go out of their way to organise them

Seem to have a lot more extra-curricula activities that teachers are expected to be involved in.

Fewer constraints on teachers work

IS THERE A DIFFERENCE BETWEEN THE TYPE OF TEACHER YOU WANT TO BE, AND THE TYPE OF TEACHER YOU THINK YOU SHOULD BE? WHY?

Focus Question

CHANGES IN SCHOOLS-RIKKI• Schools are seen as -established by the government-places were children should attend-places to provide children with knowledge, skills and attitudes to equip them to participate in society

CHANGES IN SCHOOLS• Schools in the

1850’s had classic classroom with blackboard, standardised desks, globes, wall charts etc.

• Todays classrooms aren't that different aside from whiteboard's and smart boards and with newer technologies such as iPads and computers.

CITIZENS BUILT AT SCHOOLS• Parents viewed school not just a place to

learn knowledge but to also reinforce good behaviour , teach good values and to become a good citizen in society.

• Schools can help students develop a sense of identity and belonging to a community

• The way in which schools determine the idea of the citizens they wish to produce, is due to the social and cultural aspects of society at the time.

ATTENDANCE AT SCHOOLS• In the country students from agricultural families

were often irregular in their attendance due to the families need for them on the farm

• This is still an issue in todays society that students go to school around their farming commitments

• A similar issue is arising in urban settings as more students in high school are getting after school jobs, even though the work hours don’t impact the attendance they do affect children’s ability to perform in class.

• Gender is also an issue impacting attendance, especially in earlier times where male education was more valued than female.

SHAPING SCHOOLS• Governments have put

money into schools since early on in school history but not at the same rate they do today

• But they have always had some say in what is taught to students in the schools that they provided support.

• That has become more common in todays society.

• Other interested parties in education are:

-employers-parents-Catholic education systems-independent private schools-teachers

SHAPING SCHOOLINGThe economy plays a big role in shaping schools-In the 19th century most jobs didn’t require higher level of literacy and the required skills could be learnt on the job-1950’s-60’s the higher education such as tertiary was becoming more valued in regards to employment-and in the 21st century the division of hi-tech (rich) and low-tech (poor) has caused the government to set education to economic needs.

WHAT DOES THE FUTURE HOLD FOR US AS TEACHERS?THE PAST..... THE FUTURE?

DESIGN A CONCEPTUAL DRAWING OF A SCHOOL OR CLASSROOM THAT REFLECTS YOUR IDEAL PEDAGOGY - AND THAT YOU BELIEVE WOULD BENEFIT STUDENTS AND TEACHERS TO THE GREATEST EXTENT POSSIBLE (TRY NOT TO THINK OF CLASSROOMS IN A HISTORICAL WAY).

YOU HAVE A LIMITLESS BUDGET. GO NUTS!

MESSAGE FROM TEACHERS• https://www.youtube.com/watch?v=9T8ovbl

vQM0

REFERENCES• Welch, A. (2013). “The City and the Bush”.

Education, Change and Society (third ed.)Melbourne, VIC. pp 55-77.

• Curtner-Smith, M. (2002). “Methodological Issues in Research.” In Laker, A. (Ed.), The Sociology of Sport and Physical Education: An introductory Reader. Routledge; Oxon, UK. Pp. 36-57.

• Kalantzis, M and Cope, B. (2012). “Life in Schools”. New Learning: Elements of a Science Education. Cambridge University Press; Port Melbourne, VIC. Pp. 38-79.