Female and male can be defined by their distinctive physical appearances, but for the gender roles it will change by time to time. In the traditional gender roles, males held authority over females and children, and females did not have any rights to speak up or stand for themselves. After gone through three waves of women’s movement, women’s rights and the status of women on the society have been improved significantly, so does in Australian society. However, the females still continue to have disproportionate role in different situation, such as school, workplace, and family.
According to Bandura (1971), children do not have the ability to understand what their gender roles are, so that they will learn through observation and experience. Children will get the idea of gender roles while they grow up experiencing the gender segregation from school. (Macionis, 2012). After the children understood their gender role through observing, they will pass the definition of gender role through generation to generation. For example, female is meant to be mothers and wives, so that their duties are raising children, and taking care of all household activities. For males, they are the symbol of power, so that their roles are meant to hold authority over everyone in the house, work and earning and income to support the family. Therefore, the social labeling is basically formed by education.
In this paper, it will be focused on the education policy to examine how it shaped the gender relationships in Australia and how do women challenge the policy in their personal and collective lives. Thus, this paper will be divided into three sections. The first section will explain the role of ideology in education; the second section will analyze how the...
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The myth that Australia is a classless society is still, till this day, circulating. With education opportunities differing, depending on your status in society and socioeconomic background, not all Australians share the same opportunity of education. Whether being a middle class citizen or an “elite” or from working class, all education opportunities offered, will be influenced by your financial status and hierarchy in society.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
The human species is qualified as a man and women. Categorically, gender roles relative to the identifying role are characterized as being either masculine or feminine. In the article “Becoming Members Of Society: Learning The Social Meanings Of Gender by Aaron H. Devor, says that “children begin to settle into a gender identity between the age of eighteen months and two years (Devor 387). The intricate workings of the masculine and feminine gender roles are very multifaceted and at the same time, very delicate. They are intertwined into our personalities and give us our gender identities (Devor 390). Our society is maintained by social norms that as individuals, we are consciously unaware of but knowingly understand they are necessary to get along out in the public eye which is our “generalized other” and in our inner circle of family and friends which is our “significant others” (Devor 390). Our learned behaviors signify whether our gender
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Australia has always been portrayed as masculine, heterosexual, and white. For example, the national image that Australians portray are stereotyped as the ‘frontier explorer’, the ‘bushman’, the ‘larrikin’, the ‘digger’, the ‘workingman’, the ‘breadwinner’, or the ‘globetrotting business tycoon’ (Carter 14). Men represent Australia, whereas women are seen in an inferior and domestic light, for example, they are seen as mothers and housewives (Carter
In the society we live in, gender plays a great role, is not biological rader it’s refereed to as a social behavior pattern. It is constructed on male and female character and traditional beliefs. The society has often reflected its passion on gender roles. For instance In the media today women are given roles that suit men which makes them challenge men for their right, they are represented as entertainment for men, women are likely to be the source of leading news stories nowadays.
Why it is like that? Children don’t have social roles, they are just being who they are. And the most awful part is that they must lost the very important part of their individuality. It happens during the process of growing up, when they are being forced and compelled to adopt social norms. It might go smooth or becomes a struggle, but it’s inevitable. Our essence is uncomplete, it’s stocked up with numerous gender stereotypes and gender scripts. But if we strip off all the build-up of these stereotypes, we left to be miserable and lonely human being. Dar Williams song is a nice illustration hoe society slowly but surely imposed its gender rules in our lives. We receive feedbacks and instructions from literally everything. But we not just the receivers. We are active learners and teachers in gender school. We ourselves constantly give feedback and instructions to others. Thus, gender becomes interactive process. It emphasise West and Zimmerman, when they speak about gender accountability, “If sex category is omnirelevant (or even approaches being so), then a person engaged in virtually any activity may be held accountable for performance of that activity as a woman or a man” (West, Zimmerman “Doing Gender”, 1987, p. 136). It seems that every our move becomes gender accountable, and all of us are sharing this duty to maintain each other gender. To the certain extend, it becomes obligation for every individual to keep gender binary active, and we all doing so by
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Inequalities in Australian Schooling: Sociocultural Factors in terms of Cultural Capital, Habitus and Social Reproduction
All of the trends in education I am addressing are related to perceived roles within gender that have been reinforced by society and how they shape the landscape of education. This shaping especially taking place in processes and what expectations children receive, how they interact with education and vice versa (how education interacts with male children).
This topic is also well discussed in many of the standard textbooks, but a bit unevenly and a bit oddly. Thus Haralambos and Holborn (1990), or Barnard and Burgess (1996) have good sections specifically on gender and educational achievement. However, rather strangely, the section on education is treated almost entirely as a sort of empirical matter and not linked very well to the other admirable sections on gender generally, or gender in the family or work sections. This is especially odd in the Bilton et al (1996) classic, written by a team that includes a prominent feminist (M Stanworth) and which has good sections on genderas an organising pespective in the theory and methodology chapters.
...ering the Australian international education industry. Policies such as the ‘Multicultural Education Policy’ produced by the NSW state department of education have helped draw greater attention towards Australia as being a choice for international education. The policy states that international education is a “process based on acceptance of multiculturalism as a fundamental social value” (Banks 2009 pg. 114).
A National Curriculum has been of some importance within the Australian Governments for some time. Previous national planned curriculums have been developed and failed a number of times. The Australian Governments with the guidance of the Melbourne Declaration on Educational Goals for Young Australians have developed ‘The Australian Curriculum’; A planned national curriculum from Foundation to Year 12 covering a variety of learning areas or subjects catering for Diversity, Differences and the needs of the 21st Century. The introduction of the Australian Curriculum is designed to supply all young Australians across the States and Territories an education that is of equal and high standards. This Essay will discuss the structure of the Curriculum, definition of the Curriculum, Outcomes expected to be achieved, Teaching, Learning and Assessment process and the needs of 21st century learners as well as the influences from Learning Theorist and Curriculum Models.