KRISTY RANKIN 30984011

Critical Autobiography
Edu 2311 Schools in Context
Kristy Rankin 4/1/2011

Tutor: Liz Moore

Critical Autobiography By Kristy Rankin

This autobiography will deconstruct the events that occurred throughout my educational life and attempt to provide an analysis of social ideologies that were apparent at this time in connection to these experiences. I will discuss how these discourses influenced my educational achievement from primary to high school and the impact these events had on my way of thinking and socialisation. It will examine my current views on teaching in relation to past and present ideologies and educational theories. During the 1980s my parents were missionaries in Indonesia and on March 17th they gave birth to me in the small town of Serukam, Indonesia. When my sister and brother reached school age my parents decided it was time to move back to Australia and settle down in Perth. This transition was a difficult one as my parents had no recent work experience or equity and relied solely on donations from our local church while they worked in Indonesia. During this period my mum fell pregnant with my younger sister which compelled my parents to further their education, so studying for teaching degrees at university. As a consequence, in the early years of my life we lived on Austudy and in Homes West housing.

It was difficult growing up in a low income house hold. This was due to the fact that the perception of dominant ideology at this time, and still today to some extent, was that people from working class backgrounds were considered inferior to those in the more affluent middle classes. This conservative ideology transferred over into my school years. Economic residential segregation was apparent, restricting the areas in which lower or middle income family could reside which, in turn, contributed to disparities in education opportunities. Students with money were able to go to private schools that had better educational programmes based on increased funding and poorer students were constrained to public schools. Even though equality of opportunity was fostered by the educational system at this time this philosophy did not take into consideration the already existing disadvantages for students from lower
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and middle income families (Argy, 2006). My parents struggled to pay for school supplies and I often didnt have the resources to support my learning.

Despite these disadvantages I would love to say that I accelerated through school with ease but in fact the schooling years of my life were the toughest. As well as the social feature of schooling the standardised procedure of education never interested me. Herbermans Pedagogy of Poverty (1991) was implemented in schools across Western Australia meaning teachers were directive and authoritarian, and students were expected to show full compliance. It didnt promote the education of life skills and this form of teaching was undertaken for the intrinsic value rather than to promote further learning. The Pedagogy of Poverty relies solely on the modernist mind set which is based on the idea that there are indisputable propositional truths and anything that is not in absolute accordance with these truths are to be considered wrong and discouraged (Gary DeLashmutt, 1996). This education ethos promotes the idea that specific educational techniques should be implemented because they are considered to be right, rather than taking into account the various ways in which children learn and employing educational methods to suit the students style of learning. In recent years there has been an ideological shift toward postmodernist theory which, is multifaceted and allows people the freedom to make their own minds up instead of accepting values and concepts without question (Gary DeLashmutt, 1996). I realise now that most of my concerns related to school were shaped by the modernist mind set, and a consequent lack of consideration for different student learning techniques, which resulted in my not achieving self actualisation.

While I was an average student throughout my early academic life, as a consequence, in part, of my faking illness on numerous occasions so I wouldnt have to go to school, I remember that in the first term of 8th grade my English teacher stood me up in front of the class and congratulated me on the fictional short story I had written. He wanted to keep it as an example to show other students. This should have served its purpose of motivating me into becoming an A grade student but instead I dwelled on the social aspect of schooling. The stress of making good impressions on my peers plagued all my thoughts and I found it difficult to keep my mind on the work.

Critical Autobiography Edu2311 Kristy Rankin 30984011

When I turned fifteen my family moved to Brunei Darussalam, which provided an opportunity for social mobility which has been define by theorists as a chance to further ones social class status from that of previous generations (Connell R. C., 2007). Our family went from what was considered a lower income house hold to a dominant financial class. We lived in a substantially larger house with an Amah or what westerners call a maid. I undertook 9th and 10th grade in an International school but due to family circumstances I had to complete my last two years of high school through distance education. At this time it became clear to me that financial status made it substantially easier for me to make friends. I was able to undertake activities that other students were and wasnt embarrassed about not being able to afford the latest clothing or school supplies.

Our advancement in the social hierarchy made apparent the disparities in the treatment of children from different social classes within the educational system. Children from lower social classes were often considered to be less intellectual in comparison to those from classes higher on the social ladder. This idea has been passed on through generations but there has been no conclusive evidence to prove this theory. Connell et al (1982) allude to the interplay of influence between education and social disadvantages arguing that Schools play a part in reproducing social inequality are derived from specific ideological constructions woven into the attitudes and behaviours of educators in just the same way that all of us are influenced unknowingly by ideology . I wonder sometimes if this contributed to teachers investing less attention on my advancement in education than on those students from dominant social classes. Even though these inequalities exist, it is my opinion that these disparities between social classes can be altered and eventually eradicated if teachers self reflect and develop new initiatives to promote inclusivity within schools. However the years spent in Brunei were exceedingly different than those residing in Australia. This was not entirely linked to my families social mobility but to the extreme cultural differences.

Brunei was a patriarchal culture which promoted hegemonic masculinity, men were expected to support their wives financially and women needed to be covered appropriately when in public because the Muslim religion believed that a womans
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body was reserved for, and should only be viewed by, her husband (Safra Project, 2001). This ideology, however, didnt apply to expatriates but we were encouraged to respect the local culture by wearing appropriate clothing. Women and men with in Muslim society have specific expectations in accordance with their gender roles. In Muslim culture women and men are viewed equally in terms of human nature and moral equality. However, the genders have very different requirements; women are viewed as house wives and men the money makers. These gender stereotypes are in some degree also existent in western society but time and knowledge has dissipated a majority of these disparities. This experience really shaped who I am today as it has allowed me to gain cultural understanding and be able to integrate this knowledge into my education and, in the future my teaching methods. It has made me realise that it is important to educate children in schools in the value of cultural diversity, to assist in the reduction of fear towards the unknown and promote respect and understanding for multiculturalism within Australia (Welch, 2008). Relating my experiences with Welchs article on multiculturalism made me realise that it is important for teachers to have cultural understanding and to encourage immigrant students to remain connected to their native culture. This relationship will assist in building their cultural identity and in turn help them to become successful in their education (Welch, 2008).

The experiences expressed in my autobiography illustrate the ideologies that exist within the educational system and society during my childhood. It demonstrates the social disparities between the classes and the discrimination towards people from lower economic groups. Educational programmes were based mainly on the modernist view point during my primary school years. Teachers were considered authoritarians and students were limited to the learning techniques they could employ.

Critical Autobiography Edu2311 Kristy Rankin 30984011

References

Argy, F. (2006, April). Equality of Opportunity in Australia Myth and Reality . Retrieved March 15, 2011, from The Australian Institute of Equality of Opportunity : https://www.tai.org.au/documents/downloads/DP85.pdf Bruner, J. S. (1996). Culture, Mind, and Education. In J. S. Bruner, The Culture of Education (pp. 1-43). Massachusetts: Harvard University Press. Connell, R. C. (2007). Education, Change & Society. Melbourne: Oxford University Press. Connell, R. W., & Connell, R. (1982). Making the difference : schools, families and social division. Sydney: George Allen & Unwin. Gary DeLashmutt, R. B. (1996). Postmodernism and You: Education. Retrieved March 15, 2011, from Xenos: http://www.xenos.org/ministries/crossroads/doteduc.htm Haberman, M. (n.d.). The Pedagogy of Poverty Versus Good Teaching. Retrieved March 15, 2011, from NSW Department of Educatin: https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_haberman.pdf Margery Austin Turner, K. F. ( 2009, February 01). Residential Segregation and Low-Income Working Families. Retrieved March 15, 2011, from Urban Institute : http://www.urban.org/publications/411845.html Net Industries. (n.d.). Social Class-Effects. Retrieved March 15th, 2011, from Net Industries: Education, Knowledge and Information: <a href="http://social.jrank.org/pages/594/SocialClass-Effects.html">Social Class - Effects</a> Newman, G. (2010, Janurary 13). Socialisation into gender role stereotypes. Retrieved March 16, 2011, from Gender, Culture and Society: http://sc6214.wetpaint.com/page/4.+Socialisation+into+gender+role+stereotypes Safra Project. (2001). sexuality, gender and islam. Retrieved March 16, 2011, from Safra Project: http://www.safraproject.org/sgi-genderroles.htm Welch, A. (2008, May 19). Cultural Differences and Identity . Retrieved March 16, 2011, from Sydney Department of Education: http://sydney.edu.au/arts/research/nation_empire_globe/research/Connell

Critical Autobiography Edu2311 Kristy Rankin 30984011

Appendix Social Class- Effects Net Industries. (n.d.). Social Class-Effects. Retrieved March 15th, 2011, from Net Industries: Education, Knowledge and Information: <a href="http://social.jrank.org/pages/594/Social-Class-Effects.html">Social Class Effects</a> This site indexes various documents on social class and other child development issues. It provides a list of references that may be relevant to the topic that is being searched, making it an easy resource to find specific information. The articles on social class discussed are measurements of class and the effects of these disparities. It supplies important information for people in the education system on the inequalities that exist in society for people from different social classes. These documents illuminate the effects these disparities have on student educational achievement and provide a basis on how teachers and other influential people can reflect and change these inequalities. The Pedagogy of Poverty Versus Good Teaching. Haberman, M. (n.d.). The Pedagogy of Poverty Versus Good Teaching. Retrieved March 15, 2011, from NSW Department of Educatin: https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_haberman.pdf This document written by Matin Haberman gives an insite into the pedagogy implemented in the educational system that effected and still effects student development negatively. It provides teachers with an understaning of how directive teaching when implemented solely can hinder a childs learning potential. Example of what this pedagogy entails and examples of how this can be changed to benifit children are expressed. It also discusses postive teaching techniques that allow children from all social classes to learn to the best of their abilities. This is an important document for teachers to read to become the best educators possible.
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The Culture of Education Bruner, J. S. (1996). Culture, Mind, and Education. In J. S. Bruner, The Culture of Education (pp. 1-43). Massachusetts: Harvard University Press. The Culture of Education is the publication of numerous essays on education by Jerome Bruner. It examines the different educational theories and practices that have been expressed by philosophers over the years. This book is an essential read for teachers as it discusses a variety of problems existent in the educational system and provides new approaches for teachers to take to improve these issues. Chapter one Culture, Mind, and Education gives an important look at the influence of a students culture in relation to their education achievement and how teachers can cultivate this need.

Gender, Culture and Society Newman, G. (2010, Janurary 13). Socialisation into gender role stereotypes. Retrieved March 16, 2011, from Gender, Culture and Society: http://sc6214.wetpaint.com/page/4.+Socialisation+into+gender+role+stereotypes This website provides teachers with information about Gender stereotypes and the impact on student learning. It discusses the disparities in gender and the negative affects it can have on children. This website also explains the contributing factors to gender stereotypes and how they enhance these disparities. This is extremely useful to teacher or those in the education profession as it provides actions they need to be aware of when teaching or interacting with students to prevent discrimination between the genders. It gives examples of verbal and non-verbal language that divide the genders, explains the state laws and policies about gender stereotyping and how media also influences gender inequalities.

Critical Autobiography Edu2311 Kristy Rankin 30984011

Cultural Differences and Identity Welch, A. (2008, May 19). Cultural Differences and Identity . Retrieved March 16, 2011, from Sydney Department of Education: http://sydney.edu.au/arts/research/nation_empire_globe/research/Connell This document is beneficial in providing teachers with an understanding of multicultural Australia. It examines the different challenges of immigrants and culturally diverse individuals within the education system. The article discusses the importance of including cultural education into the Australian curriculum and provides examples on what type of cultural aspects should be included into these educational programmes to ensure students achieve self actualisation. Educational implications of not including multicultural understanding into the curriculum are examined, which is valuable for teachers to read as it allows them to evaluate and reflect on their own cultural background and the significance of including cultural aspects into their teaching programmes.

Critical Autobiography Edu2311 Kristy Rankin 30984011