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From Attendance Crisis to Participation Crisis Reframing the Indigenous Attendance Problem

From Attendance Crisis to Participation Crisis Reframing the Indigenous Attendance Problem. Ian Mackie Assistant Director General Indigenous Education and Training Futures. The Need for Innovation. The Equilibrium. The Four Pillars of Innovation. Dynamics of Recognition Connectedness

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From Attendance Crisis to Participation Crisis Reframing the Indigenous Attendance Problem

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  1. From Attendance Crisis to Participation CrisisReframing the Indigenous Attendance Problem Ian Mackie Assistant Director General Indigenous Education and Training Futures

  2. The Need for Innovation The Equilibrium

  3. The Four Pillars of Innovation • Dynamics of Recognition • Connectedness • Principles of Persuasion for Principals • The Service Guarantee

  4. 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.

  5. Attendance

  6. Regimes of punishment Queensland Department of Education Training and Employment Data warehouse www.deta.qld.gov.au

  7. Why attendance is important

  8. Indigenous Education Achievement

  9. 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).

  10. Truancy in NSW; Iemma Govt 2008

  11. Part Two Innovation & Dynamics of Recognition Recognition & Identity

  12. The Differentiated Other • Same Other • Trace Resource Exotic Comical Pitiable Resented Feared/Despised • Consumer Producer Fascinating Erotic

  13. The Feared/Despised Other

  14. 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 The Resented Other

  15. The Pitiable Other

  16. Comical Other

  17. The Exotic/Erotic Other

  18. Other as resource

  19. Other as Trace

  20. The Other as Resource & The shape of Australia

  21. Indigenous Australia

  22. Bernard Salt: The AustralianMay 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.

  23. 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.

  24. Part Three Connectedness

  25. 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)

  26. The Connectedness Paradigm Build the connected: Child Family School Community Student Family School Community

  27. Helps withstudents’: academic motivation, academic achievement, quality retention, emotional & mental health Helps Prevent: Violence Alcohol & drug abuse Risk behaviours What’s so good about Connectedness?

  28. Part Four Principals of Persuasion

  29. Principal as Persuader/ Compliance Professional

  30. Architects of Nudge Theory: Richard H. Thaler & Cass R. Sunstein

  31. Nudge Defined A nudge is any aspect of the choice architecture that alters people’s behaviour in a predictable way

  32. Is rapid and feels instinctive Gives us: Gut reactions the power of inertia The tyranny of the default setting Automatic System (Humans)

  33. 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); Reflective system (Econs)

  34. A choice architect has the responsibility for organizing the context in which people make decisions Choice Architect

  35. We 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. Loss adverse

  36. Immediate benefit Later costs Sinful goods

  37. Standard non-attendance letter This letter: Approved by lawyers Threatens a fine Is disconnected from the psychology of change Language is complex Compliance value?

  38. 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 Possible nudges: Loss adverseness

  39. From the Mackie Persuasion Matrix

  40. Part Five Innovation & the Service guarantee LEL

  41. 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

  42. The Virtuous Pipeline Connected→ Retained → Educated → Job

  43. Which Future-in the Present?

  44. 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

  45. 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

  46. 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

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