Education

This is an honest, modest report of what students and teachers across the country think about the teaching of Australian history in schools. Anna Clark has allowed her subjects to speak for themselves; being a scrupulous historian, she has not edited their offerings. So we hear words like these: ‘Now they’re having like record numbers [at Anzac Day], and like huge ceremonies all over Australia and they’re like young people that respect it’; and ‘Reading a textbook, when you have to like read three pages of a textbook, and then the teacher’s like, “Do the questions”...’ An enduring value of this book will be its record of teenagers’ spoken English in the first decade of the twenty-first century. It makes for rather tiresome reading, but it is salutary to be constantly reminded of where students are at, like.

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Virginia Lowe has carved an academic career in the area of ‘childist criticism’ based on the responses of very young children (particularly her own) to books. Shortly after their daughter, Rebecca, was born in 1971, the Lowes began to read to her. Virginia recorded the process in a daily journal. Three years later, when their son, Ralph, was born, she recorded his reactions as well, and continued the journal in detail for about eight years. It comprises some 6,000 pages covering almost 2,000 books and the children’s engagement with them, and it formed the basis of her PhD thesis, of which Stories, Pictures and Reality: Two Children Tell, is a reworking.

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If we cannot end now our differences, at least we can make the world safe for diversity.
President John F. Kennedy, Address to the American University, Washington DC, 10 June 1963

In March 1966 the first students arrived at Flinders University. They were typical of their time. Men outnumbered women two to one. Most lived at home with their parents, their background overwhelmingly middle class. A survey in the first years of the new institution confirmed that Flinders students were not politically radical. A slim majority indicated support for the government of Harold Holt. Only a handful opposed American and Australian involvement in Vietnam. If conservative about political change, Flinders students did not forgo commencement day pranks, with a mock Russian submarine being pushed into the university lake. Four decades ago, most students starting at Flinders were destined for teaching or the public service.

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On a cold, grey day in February this year, economist Larry H. Summers announced his resignation as president of Harvard. Though some undergraduates gathered in Harvard Yard to wave signs saying ‘Stay Summers Stay’, the rift with faculty and the governing board proved too much. Summers issued a dignified letter to the Harvard community, shook hands with well-wishers, and disappeared.

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I first met Sir Bruce Williams as a wise and wry voice in sceptical register at meetings of the Senate and its Finance Committee at the University of Sydney in the late 1990s. His service to these bodies followed a distinguished career as an academic, economist, university administrator and adviser to governments on policy formulation and implementation in higher education, science and technology. His is a public life that now extends over half a century and spans both Australia and the UK. The most prominent segment in Williams’s long and influential association with higher education in Australia is his time as vice-chancellor of the University of Sydney from 1967 to 1981, a period that he characterises as ‘discontent and disruption’: student and staff ‘revolt’, the protest movements against the Vietnam War and apartheid. It also saw the beginning to some modifications of the university’s hierarchical and gender structures ... (read more)

Commissioned by the Liberal Party thinktank, the Menzies Research Centre, this book has as its subject the ‘crisis’ in education. It opens with an endorsement by Malcolm Turnbull and closes with a Glossary of Edubabble, the entries of which include: progressive education, fuzzy maths, political correctness, black armband, whole language and phonics. If Turnbull’s enthusiastic foreword and the title of the glossary are not enough to suggest the conservative politics of the book, the cover is a dead give-away. The words Why Our Schools Are Failing are written as if in chalk on a blackboard, wistfully signifying a time in the past when teachers stood at the front of the class and transmitted knowledge in a neat cursive script using a dependable technology.

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In a much-quoted passage at the end of the General Theory of Employment Interest and Money (1936), John Maynard Keynes remarked, with some whimsy, on the power of policy intellectuals like himself:

The ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else. Practical men, who believe themselves exempt from any influences, are usually the slaves of some defunct economist. Madmen in authority, who hear voices in the air, are distilling their frenzy from some academic scribbler of a few years back. I am sure that the power of vested interests is vastly exaggerated compared to the gradual encroachment of ideas.

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The travails of Australian universities have increased in recent years, for well-aired reasons. These considerable difficulties followed unsettling and much criticised structural transformation initiated during the Dawkins era. They have been accompanied by pressures for international benchmarking of performance, the rapid growth of information technology, and an added impetus to form international networking alliances.

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This books has a number of admirable qualities. In times when open subscription to a social justice agenda runs the risk of ridicule, it is a brave book. It does not shy away from identifying the universities – specifically, the sandstones – as integral to any explanation of why Australian secondary education is inequitable. And both authors work in one: the University of Melbourne. The book also builds a compelling case for curriculum and structural reform. Through the careful analysis of issues such as retention and dropout rates, the relation between poverty and achievement, and between gender and achievement, it argues potently that our education system is disturbingly riven by persistent inequalities of opportunity.

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Although the World Wide Web was begun in 1990, it didn’t really get going in a big way until 1994, with the First International World Wide Web conference held at CERN in Switzerland. That was less than a decade ago. And that should give us pause. Think how important the Web has become in those few years. Consider, too, what sort of computer you were using in 1994 and compare it to what you deploy now (assuming you’re not a holdout). No pause there. It’s been an ongoing vertical projection that is no doubt just the beginning of an enormous change that will affect almost every aspect of our lives. Of course, we’ve heard this technological refrain over and over (with various apocalyptic shadings), and we probably believe it to be true. Still, we’re not likely to get excited about it. We’ll deal with it when it comes. In many instances, it’s already here, but we haven’t fully noticed. In part we’ve simply accustomed ourselves to some of the demands of a ubiquitous silicon-based technology, and in part we’ve remained unaware of what’s headed our way in the form of a techno-savvy younger generation. We seldom see into the future because we usually look in the wrong direction: the future’s not ahead, it’s behind us, and it’s coming up fast.

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