From Attendance Crisis to Participation Crisis Reframing the Indigenous Attendance Problem
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Transcript of From Attendance Crisis to Participation Crisis Reframing the Indigenous Attendance Problem
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From Attendance Crisis to Participation Crisis
Reframing the Indigenous Attendance Problem
Ian Mackie
Assistant Director General
Indigenous Education and Training Futures
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The Need for Innovation
The Equilibrium
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The Four Pillars of Innovation
• Dynamics of Recognition
• Connectedness
• Principles of Persuasion for Principals
• The Service Guarantee
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Where are we?
Data show us Indigenous education has been in a long-term equilibrium.
This equilibrium has been marked by:– low expectations and aspirations among students,
communities and teachers– low student achievement– low student attendance– high student and community marginalisation, suffering
and poverty.
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AttendanceYear Indigenous Non-Indigenous Gap
2006 86.0 92.6 6.6
2007 85.4 92.3 6.9
2008 84.4 91.7 7.3
2009 83.9 91.3 7.4
2010 84.8 91.5 6.8
2011 84.5 91.4 7.0
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Regimes of punishment
2007 2008 2009 2010 2011
Exclusion 811 804 943 931 1030
Cancellation 327 367 529 816 1114
Long suspension
4926 5819 6794 7390 7086
Queensland Department of Education Training and EmploymentData warehouse www.deta.qld.gov.au
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Why attendance is important
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Indigenous Education Achievement
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Reasons for Attendance Crisis
• Poor or hostile parental and carer attitudes towards school
• Poor societal support or an insufficient valuing of education
• Poor teaching & inconsistent attitudes and policies towards non-attendance
• Poor Governmental support in terms of lenient application of the law; unsuitable curriculum and little provision for alternative schooling arrangements
• Poor attitudes among the children in terms of the presence of bullying, peer pressure to skip school, poor self-esteem and lack of career aspirations
• Poor jurisdictional strategies and policies
• Poverty and unemployment and economic stagnation
• Culture gap between boys and girls, rise of sub-cultures
• Problems in research – little evidence of what works (Adapted from Purdie & Buckley, 2010, p. 3).
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Truancy in NSW; Iemma Govt 2008
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Part Two Innovation & Dynamics of Recognition
Recognition & Identity
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The Differentiated Other
Same Other
Trace Resource Exotic Comical Pitiable Resented Feared/Despised
•Consumer Producer Fascinating Erotic
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The Feared/Despised Other
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The Resented Other
We now have a situation where a type of
reverse racism is applied to
mainstream Australians by those who
promote political correctness and
those who control the various taxpayer
funded "industries" that flourish in our
society servicing Aboriginals,
multiculturalists and a host of other
minority groups. In response to my call
for equality for all Australians, the most
noisy criticism came from the fat cats,
bureaucrats and the do-gooders.
Pauline Hanson Maiden Speech – Hansard
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The Pitiable Other
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Comical Other
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The Exotic/Erotic Other
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Other as resource
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Other as Trace
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The Other as Resource & The shape of Australia
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Indigenous Australia
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Bernard Salt: The Australian May 26, 2011
• Net overseas migration… peaked at a historic 316,000 in the year to December 2009
• Dropped to 177,000 the following (election) year.
• The net overseas migration assumption required to deliver the big Australia 180,000.
• We seem to have settled on a trajectory that will deliver the big Australia's 36 million by mid-century.
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David Uren: The Australian, May 06, 2011
If Australia stopped all migration, its population would still grow by 1.1 million over the next 10 years from natural growth:
•The numbers of working age would rise by only 21,000.
•The numbers aged 65 and over would rise by 944,000.
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Part Three
Connectedness
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Defining Connectedness
The extent to which community, family, & students feel personally: •accepted, •respected, •included and •supported
by others in the school environment (based on Goodenow, 1993, p. 80)
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The Connectedness Paradigm
Build the connected:
• Child• Family• School• Community
Community
School
Family
Student
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What’s so good about Connectedness?
Helps with students’:
•academic motivation, academic achievement,
•quality retention,
•emotional & mental health
Helps Prevent:
•Violence
•Alcohol & drug abuse
•Risk behaviours
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Part Four
Principals of Persuasion
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Principal as Persuader/ Compliance Professional
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Architects of Nudge Theory: Richard H. Thaler & Cass R. Sunstein
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Nudge Defined
A nudge is any aspect of the choice architecture that alters people’s behaviour in a predictable way
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Automatic System (Humans)
Is rapid and feels instinctive• Gives us:
• Gut reactions
– the power of inertia
– The tyranny of the default setting
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Reflective system (Econs)
• More deliberate and self conscious;
• E.g. converting speed of delivery in metric into imperial measure;
• Speaking a foreign language (Reflective);
• Speaking native language (Automatic);
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Choice Architect
A choice architect has the responsibility for organizing the context in which people make decisions
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Loss adverseWe are loss adverse
• People are twice as keen to keep something than they are to gain the same thing.
• E.g. UK Govt back down on privatisation of forests. People didn’t want to lose their forests.
• Can we persuade parents & students that schooling is something they own and so should not lose?
• One day of schooling is worth about $60. Don’t lose it.
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Sinful goods
• Immediate benefit
• Later costs
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Standard non-attendance letter
This letter:
Approved by lawyers
Threatens a fine
Is disconnected from the psychology of change
Language is complex
Compliance value?
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Possible nudges: Loss adverseness
Ian has lost 10 days of his schooling this term.
If he loses a lot of days then he will probably lose the chance to get a good job.
Every day counts.
.
Lee’s attendance is above the state average.
Well done.
Every day counts
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From the Mackie Persuasion Matrix
Reciprocity: be the first to give
Authority/Source Credibility- look professional
Consistency/get them to commit publicly
Relativity:Of coffins & Hearing Aids
Scarcity LikingGet them to like you
Social NormsEveryone is saying ‘yes”: I must too.
EgoIn the Marriott Hotel
Narrative transportation
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Part Five Innovation & the Service guarantee
LEL
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The Toxic Pipe Line
Disconnected→ Dropout→Prison
By the time they are in their 30s some 52% of Afro-Americans have been in jail.
http://www.aclu.org/school-prison-pipeline-game
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The Virtuous Pipeline
Connected→ Retained → Educated → Job
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Which Future-in the Present?
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From Hattie 1:What we need
• Remove any disparities between schools and between ethnicity achievements
• Ensure all have adequate resources and teaching to attain appropriate outcomes
• Further reduce competition between schools. Encourage sharing
• Allow schools to become the major unit of evaluation
• Measure success more in terms of teaching & learning effects
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From Hattie 2: What good teachers do
• Establish clear learning intentions
• Provide challenging success criteria
• Employ a range of learning strategies
• Know when students are not progressing
• Provide feedback
• Visibly learn themselves
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From Hattie 3: Such that students…
• Understand what the learning intentions are
• Are challenged by success criteria
• Develop a range of learning strategies
• Know when they are not progressing
• Seek feedback
• Visibly teach themselves