What arose in one of my other classes is the idea of the
Australian education system not refining its curriculum to address its
geographical and economic situation. By this, I refer to the ever increasing
globalisation that nations are participating in, and how in turn this is
affecting our schooling system and environment. More and more people are on the
move, many international students preferring a Westernised education. As such, the Australian education system has been designed to provide
foreign students with an American style education but in a friendlier setting.
This is achieved by aligning the curriculum to that of those used by the US and
UK systems, but differentiating through proximity, safety, tolerance, as well
as other non-academic services such as tourist benefits and climate. As such, many foreign students,
particularly those from Asia, are using the Australian education system as a
“booster” or a jump-start into a system or program that will lead them into
other Western nations. Many of these students will either return home or
migrate elsewhere, having used Australia as a stepping-stone.
However
it is also important to note how globalisation is making an impact on primary
and secondary schooling within Australia. In particular, the recent push to
include Asian languages in schools as a mandatory subject. Both the previous
Rudd and Gillard government’s have stated the importance of the Australian
children learning an Asian language at school. However, neither has implemented
successfully an education plan that promotes the value of learning Asian
languages, despite arguing the importance of preparing our students and future
workforce for the ‘Asian Century’.
The
video below highlights dialogue currently surrounding the idea that Australian
schools need to accommodate a centred approach on Asian languages:
Australia
has a curriculum that is similar to the US and the UK, especially in regards to
the business and technology sector - programs that only reflect Anglo-American
notions of “global knowledge” (Marginson, 2007:22). It does not really support
its region, and neglects the fact that it shouldn’t operate under a curriculum
that does not represent its geographical location and identity. Australian
society is primarily monocultural and neglects the potential resources
provided by its cultural and linguistic diversity (Marginson, 2007:22.).
Evidentally, as McAndrew (2007:240) comments, “Everywhere, lip service is paid
to the benefits of multilingualism in a globalized world, but the link between
this emerging normative ideal and actual presence of speakers of multiple
languages… has not been fully exploited”. Ultimately, if Australia wants to
compete on the world scale, it may need to tailor its education curriculum to
one that includes and promotes diversity as well as Asian culture.
Marginson, S. (2007)
“Global Position and position taking: the case of Australia” in Journal of
Studies in International Education, 11, pp.5-32
McAndrew, M. (2007) “The
Education of Immigrant Students in a Globalized World: Policy Debates in
Comparison Perspective” in Orozco, M.M.S (ed.) Learning in the global era:
International perspectives on globalization and education, University of
California Press: Berkeley and Los Angeles, pp.232-251
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