The teaching profession in Australia is in crisis. There is a dramatic shortage of teachers and little prospect of significant improvement in the years ahead. This commentary gives an insider view of what is wrong with the teaching profession. The crisis is a complex problem with complex causes. This view is necessarily partial, with a focus on Queensland, and on teacher workload as a cause of the workforce crisis.
{"title":"Workload and the crisis in Australian school teaching","authors":"Douglas Goldson","doi":"10.46786/ac24.5155","DOIUrl":"https://doi.org/10.46786/ac24.5155","url":null,"abstract":"The teaching profession in Australia is in crisis. There is a dramatic shortage of teachers and little prospect of significant improvement in the years ahead. This commentary gives an insider view of what is wrong with the teaching profession. The crisis is a complex problem with complex causes. This view is necessarily partial, with a focus on Queensland, and on teacher workload as a cause of the workforce crisis.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"61 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Employing a narrative approach, the aim of this study was to contribute to an understanding of how women academics experience career success and challenges, what factors impact success, and how their choices and challenges impact on their career advancement. To investigate the experiences of women academics, a thematic analysis was used in the analyses of six audio-recorded interviews from six women academics consisting of early, mixed and experienced careers in one higher education institute. The findings disclose that women's academic experiences of success were mostly attributed to both hard work and karma (past deeds), and challenges were mostly related to balancing their personal and professional responsibilities. However, the study also reveals that women academics manage their challenges by sharing, staying emotionally stable, and being strictly professional. The findings also indicated that certain religious and spiritual beliefs affect their decision; for example, the adoption of particular practices influence their decision in terms of availing opportunities or overcoming obstacles.
{"title":"Opportunities and Challenges of women academics of Samtse College of Education","authors":"Kinley Seden, Yangdon","doi":"10.46786/ac23.1111","DOIUrl":"https://doi.org/10.46786/ac23.1111","url":null,"abstract":"Employing a narrative approach, the aim of this study was to contribute to an understanding of how women academics experience career success and challenges, what factors impact success, and how their choices and challenges impact on their career advancement. To investigate the experiences of women academics, a thematic analysis was used in the analyses of six audio-recorded interviews from six women academics consisting of early, mixed and experienced careers in one higher education institute. The findings disclose that women's academic experiences of success were mostly attributed to both hard work and karma (past deeds), and challenges were mostly related to balancing their personal and professional responsibilities. However, the study also reveals that women academics manage their challenges by sharing, staying emotionally stable, and being strictly professional. The findings also indicated that certain religious and spiritual beliefs affect their decision; for example, the adoption of particular practices influence their decision in terms of availing opportunities or overcoming obstacles.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77244473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Si‘ilata, Mary M. Jacobs, Martha Aseta, Kyla Hansell, Samuel Tu'itahi
‘Tautai o le Moana’/Wayfinders of the Ocean (TolM) is a partnership between the New Zealand Ministry of Education and the New Zealand Pasifika Principals Association. TolM provides a professional learning and development pathway ‘by Pasifika principals, for principals of Pasifika’ focused on changing education outcomes for Pasifika students who historically have been underserved in the education system. In this article, we highlight school leadership through the metaphor of Pacific wayfinding to demonstrate the importance of Pacific specific leadership for schools serving Pacific learners and families. Tautai data were collected through group talanoa/co-constructed dialogue sessions and individual talanoa sessions. Surfacing themes were connected metaphorically with traditional Pacific wayfinding skills and were enacted through Pacific leadership capabilities that included: adjusting school structures to utilise Pasifika learners’ strengths; surfacing and changing tautai and teacher beliefs to grow learning opportunities for Pasifika learners; valuing and validating Pasifika learner knowledges to support Pasifika success; and developing reciprocal partnerships with Pasifika families.
“Tautai o le Moana”/海洋探路者(TolM)是新西兰教育部和新西兰太平洋校长协会之间的合作项目。TolM为Pasifika校长提供专业的学习和发展途径，专注于改变历史上在教育系统中得不到充分服务的Pasifika学生的教育成果。在本文中，我们通过太平洋寻路的比喻来强调学校领导，以展示太平洋特定领导对为太平洋学习者和家庭服务的学校的重要性。Tautai数据通过小组talanoa/共同构建对话会话和个人talanoa会话收集。表面主题隐喻地与传统的太平洋寻路技能联系在一起，并通过太平洋领导能力制定，包括:调整学校结构以利用太平洋学习者的优势;揭示和改变教师和教师的信念，为帕西菲卡语学习者增加学习机会;重视和验证Pasifika学习者的知识，以支持Pasifika的成功;发展与帕西菲卡家庭的互惠伙伴关系。
{"title":"Pacific wayfinding educational leadership through Tautai o le Moana","authors":"R. Si‘ilata, Mary M. Jacobs, Martha Aseta, Kyla Hansell, Samuel Tu'itahi","doi":"10.46786/ac23.3787","DOIUrl":"https://doi.org/10.46786/ac23.3787","url":null,"abstract":"‘Tautai o le Moana’/Wayfinders of the Ocean (TolM) is a partnership between the New Zealand Ministry of Education and the New Zealand Pasifika Principals Association. TolM provides a professional learning and development pathway ‘by Pasifika principals, for principals of Pasifika’ focused on changing education outcomes for Pasifika students who historically have been underserved in the education system. In this article, we highlight school leadership through the metaphor of Pacific wayfinding to demonstrate the importance of Pacific specific leadership for schools serving Pacific learners and families. Tautai data were collected through group talanoa/co-constructed dialogue sessions and individual talanoa sessions. Surfacing themes were connected metaphorically with traditional Pacific wayfinding skills and were enacted through Pacific leadership capabilities that included: adjusting school structures to utilise Pasifika learners’ strengths; surfacing and changing tautai and teacher beliefs to grow learning opportunities for Pasifika learners; valuing and validating Pasifika learner knowledges to support Pasifika success; and developing reciprocal partnerships with Pasifika families.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81825316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A 2022 paper by Tara McAllister lists ‘50 reasons why there are no Māori’ in university science departments, giving a range of examples of Māori experience of personal and structural racism within the edifices of science and research in Aotearoa New Zealand. In support of McAllister and the larger social and intellectual project of Kaupapa Māori to which her work contributes, this commentary offers ethnic socio-economic inequality as the ‘51st reason’ and explains how it causes the permanent disparity of very few working scientists who identify as Māori.
{"title":"The 51st reason why there are so few Māori in science","authors":"G. Stewart","doi":"10.46786/ac23.4369","DOIUrl":"https://doi.org/10.46786/ac23.4369","url":null,"abstract":"A 2022 paper by Tara McAllister lists ‘50 reasons why there are no Māori’ in university science departments, giving a range of examples of Māori experience of personal and structural racism within the edifices of science and research in Aotearoa New Zealand. In support of McAllister and the larger social and intellectual project of Kaupapa Māori to which her work contributes, this commentary offers ethnic socio-economic inequality as the ‘51st reason’ and explains how it causes the permanent disparity of very few working scientists who identify as Māori.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"45 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91406357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What started as a review of John Ralston Saul’s On equilibrium, turned into a reflection on the changing nature of modern schooling, where lack of equilibrium provides a guiding idea of what is wrong with school—an instance of a more widespread malaise—and where restoring equilibrium provides a hope for improvement.
{"title":"What can (lack of) equilibrium tell us about modern schooling?","authors":"Douglas Goldson","doi":"10.46786/ac23.8292","DOIUrl":"https://doi.org/10.46786/ac23.8292","url":null,"abstract":"What started as a review of John Ralston Saul’s On equilibrium, turned into a reflection on the changing nature of modern schooling, where lack of equilibrium provides a guiding idea of what is wrong with school—an instance of a more widespread malaise—and where restoring equilibrium provides a hope for improvement.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"28 20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90792306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning to address the unprecedented, and increasingly existential, challenges confronting humanity requires the development of increased levels of intersubjective agreement about goals, normative principles and values, as well as effort to apply normative ideals to the needs of society. Yet deliberations about such questions have often been hamstrung by tendencies towards either extreme relativism, on the one hand, or rigid orthodoxy, on the other. Drawing on the work of Bernstein (1983), Seung (1993) and others, this article explores efforts to move beyond the traditional dichotomy between objectivism and relativism in processes concerned with the generation and application of knowledge for the purpose of contributing to constructive social change. To gain insight into how such an approach might find expression in an educational setting, the preliminary results of a case study of the approach to ‘moral empowerment’ taken by a Baha’i inspired school in Macau are discussed.
{"title":"Knowledge, education and social change: Exploring efforts to move beyond objectivism and relativism.","authors":"V. Ali","doi":"10.46786/ac22.3569","DOIUrl":"https://doi.org/10.46786/ac22.3569","url":null,"abstract":"Learning to address the unprecedented, and increasingly existential, challenges confronting humanity requires the development of increased levels of intersubjective agreement about goals, normative principles and values, as well as effort to apply normative ideals to the needs of society. Yet deliberations about such questions have often been hamstrung by tendencies towards either extreme relativism, on the one hand, or rigid orthodoxy, on the other. Drawing on the work of Bernstein (1983), Seung (1993) and others, this article explores efforts to move beyond the traditional dichotomy between objectivism and relativism in processes concerned with the generation and application of knowledge for the purpose of contributing to constructive social change. To gain insight into how such an approach might find expression in an educational setting, the preliminary results of a case study of the approach to ‘moral empowerment’ taken by a Baha’i inspired school in Macau are discussed.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88004253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maurice Kinsella, Jonathan Wyatt, Niamh Nestor, Susan Rackard, J. Last
In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.
{"title":"Supporting students’ transition into higher education: Motivation enhancement strategies","authors":"Maurice Kinsella, Jonathan Wyatt, Niamh Nestor, Susan Rackard, J. Last","doi":"10.46786/ac22.8193","DOIUrl":"https://doi.org/10.46786/ac22.8193","url":null,"abstract":"In this article, we explore first-year students’ transition into higher education (HE), focusing on the motivational factors that enhance their engagement. We argue that Student Support Professionals (SSPs) can play a pivotal role in heightening student motivation, given the broad range of academic, administrative, and pastoral responsibilities that this role entails. Against this background, we ask two questions: Firstly, how should we understand student motivation with specific regard to its antecedents, manifestations, and consequences? Secondly, what motivation-enhancement strategies can SSPs integrate into their practice to build a productive relationship with students? Drawing on self-determination theory (SDT) insights, we provide a taxonomy of student motivation, arguing that: Motivation exists in a continuum of self-regulation, motivation is contextual, motivation is multidimensional, and motivation is causally significant. Building on this taxonomy we offer practical guidance to SSPs who are looking to catalyse students’ intrinsic motivation, identifying three specific motivational enhancement strategies, namely: Fostering competence by establishing realistic expectations between oneself and students; fostering relatedness by providing resources for holistic student engagement; and fostering autonomy by empowering students in their decision-making. We argue that central to SSPs’ ability to foster engagement is possessing a conceptual and experiential understanding of student motivation, which can heighten their ability to respond to students’ needs. SSPs should approach this process of motivation enhancement as collaborative—working with students to discover both motivational impediments and motivation-enhancing resources to better engage with their HE experience.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75352935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Schools are crucial sites in the politics of social and cultural transformation. However, we should not limit our work to the internal structures, processes, and content of schooling. The struggles in schools should be organically connected to community-based struggles outside of schools. Therefore, critically democratic action in education needs to transform not only schools, but also the communities and societies in which these schools are situated. Actions in and around schools are even more powerful and long lasting when they are closely connected to real people and real movements and mobilizations outside as well as inside the places where so many of us work.
{"title":"Do educators’ responsibilities stop at the classroom door?","authors":"M. Apple","doi":"10.46786/ac21.7219","DOIUrl":"https://doi.org/10.46786/ac21.7219","url":null,"abstract":"Schools are crucial sites in the politics of social and cultural transformation. However, we should not limit our work to the internal structures, processes, and content of schooling. The struggles in schools should be organically connected to community-based struggles outside of schools. Therefore, critically democratic action in education needs to transform not only schools, but also the communities and societies in which these schools are situated. Actions in and around schools are even more powerful and long lasting when they are closely connected to real people and real movements and mobilizations outside as well as inside the places where so many of us work.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91007438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using India as an example, this paper considers how education may be complicit in the global rise of political tensions. To do so, it suggests what educational institutions could have done to prevent it, but also what they might now do.
{"title":"Forms of complicity in Indian education","authors":"F. Rizvi","doi":"10.46786/ac21.6385","DOIUrl":"https://doi.org/10.46786/ac21.6385","url":null,"abstract":"Using India as an example, this paper considers how education may be complicit in the global rise of political tensions. To do so, it suggests what educational institutions could have done to prevent it, but also what they might now do.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78688619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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