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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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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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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I have a dreadful confession to make: I chose not to study at the University of Melbourne. Got the marks, went elsewhere. My family and teachers attributed this bizarre behaviour to the perversity of adolescence. It is true that I knew little about myself, and even less about the world, but I could see that I would not last a week at the University of Melbourne. One look at the place had put me right off. Coming from a provincial high school, you could feel it in the air – the automatic, often unconscious, snobbery of rich private schools. You can find them today weighing into current debates with their personal testimony, citing the private benefits that their University of Melbourne degree brought them, asserting that they could have paid a lot more for it than they did, attacking compulsory amenities fees in the same breath, and (noblesse oblige!) finding ingenious ways to create safely limited opportunities for the ‘genuinely disadvantaged’.

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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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