When thinking about the title," low grades for
casual teachers in NSW schools?" (Patty 2013), my immediate assumptions were
academic scores such as ATAR scores or university results. But does bad grades
define bad performance? Why is it that lower socio-economic backgrounds achieve
lower results if they have an expectation for casual teachers and teachers
within those schools? In the case of
this article, it explains that casual teachers sent to rural areas are intended
to improve.
According to the article,
"one quarter of the 49,300 casual teachers registered by the call-centre
have not worked recently, and some are no longer seeking casual
work." But why are so many casual
teachers not active? I've come to some assumptions that it may be because of
location, job-seeking, salary or perhaps just lost of interest which reflects
upon Apple's story about "Cheap French Fries" (1996, p. 1-5). The
lack of 'good' casual teachers may be because location and resources are
inadequate when compared to metropolitan areas. Such examples evoked by Apple
are "legitimate" (1996, p. 4) matters such as "to register a
child for school, a parent had to register the birth of the child at the local
hospital or government office - few which existed in these slum areas".
Parent's expectations of children's future
education level, by gender and geographic remoteness. As reported by parents of
children aged 8-9 years. (March 2011)
Parents' views about
neighbourhood safety, quality of parks and access to basic services, by
geographic remoteness. As reported by parents of children aged 8-9 years. (March
2011)
As Clark (2006, p. 275)
points out, "All else being equal, one group of people receives less of
something than do the rest: money. Black haired people get $50 per week to live
on while 'other' haired people receive $100 per week. Yet it costs $75 per week
to maintain the form of life deemed to be a fit and proper life for all
citizens of the perfect world to lead. While many continue to live the life to which
they are accustomed, some are now no longer in a financial position to do so,
as they find their income no longer sufficient to allow them to enjoy the
benefits that their better off fellow citizens continue to enjoy." Those
who work at rural areas, according to the poll above, are receiving less
facilities and quality in their environment. Low quality resources therefore
mean less attention towards these areas, although it is noted as there is a "
"panic" over falling standards, dropouts, and illiteracy" (Apple
1996, p. 6) and the article itself is a concern for low grades and performance,
" Mr Whitfield said schools that were unhappy with a casual teacher’s performance
did not rehire them." (Patty 2013).
This approach of displayed
unhappiness may also impacted on rural and regional vacancy attraction because teachers
who are sent to rural areas may had situations that affected their performance
whilst the higher ups only see their teaching as unworthy. In respect to the
polls above, those who live in lower socio-economic backgrounds have lesser expectations
to go into higher education, so student behaviour within the classroom will
reflect upon their values of education. 'Good' and 'experienced' teachers are
needed for rural and regional areas but the obvious problem is that money and
good environments are biggest attractions for these teachers. In order for more
teachers to go to such areas, the governments will need to improve attractions
and benefits, which is difficult to add because of ongoing economy problems.
Deputy Director General of NSW Education, Peter Riordan said ‘‘improvement is always
possible’’ but I believe that we should aim for a better mindset for education
as improvements for this area is a must.
Aifs.gov.au. 2013. Families in regional, rural and remote Australia - Facts Sheet - Australian Institute of Family Studies. Retrieved 4th October 2013 from http://www.aifs.gov.au/institute/pubs/factssheets/2011/fs201103.html
Apple, M (1996).
Cultural Politics and Education. New York, NY: Teachers College Press. pp. 1-21
Anna
Patty (4th October 2013). Low
grades for casual teachers in NSW schools: State Political Reporter. Retrieved 4th October 2013,
from http://www.smh.com.au/national/education/low-grades-for-casual-teachers-in-nsw-schools-20131004-2uyct.html
Baxter, J.,
Gray, M. and Hayes, A. (2011).Families
in regional, rural and remote Australia.
Melbourne, Vic.: Australian Institute of Family Studies. Retrieved 4th
October 2013 from http://www.aifs.gov.au/institute/pubs/factssheets/2011/fs201103.html
Clark, J. (2006). Social justice, education and schooling:
Some philosophical issues. British Journal of Educational Studies, 54 (3), pp. 272--287.
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