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When Parliament resumes, one outstanding item of business will be Penny Wong's bill dealing with religious schools' capacity to discriminate against students on the basis of gender identity or sexual orientation. I support the bill subject to the proviso that religious schools should remain free to teach their doctrine respectfully and reasonably.
Various bishops and Catholic educational leaders last week assured their communities and the Australian public that Catholic schools do not exclude the enrolment LGBTIQ young people. In actual fact, Catholic schools are being encouraged to do more than not exclude.
Tony Taylor's study of the funding of Australian schools from the time when Menzies first aided Catholic schools until today explains how school funding has come to pose such an intractable problem for governments. It is also a lament for so many lost opportunities to build an educational framework that would open opportunity to all.
I was in a lecture with 50 pre-service teachers preparing to transition into the profession. One student spoke up saying he was afraid to teach in Catholic schools, fearing he'd be reprimanded if he said 'the wrong thing'. In fact, a church school comes alive when teachers and students breathe an air of freedom.
American-British writer Amanda Foreman is campaigning to return authors such as Austen, Dickens and Eliot to curricula in famous schools. But teachers have told her that a generation reared on smartphones and iPads finds such authors too ‘difficult'. So what? is my inward cry.
Recently Gilbert Baker, the man who designed the rainbow pride flag, died. The flag was designed to be a symbol for the LGBTIQ movement, representing the diversity of the community. Within the same news cycle, it was reported that Catholic Notre Dame University in Sydney had had pride flag stickers torn down from its student association office. Schools' main concern should be the welfare of students, but that is difficult when they have an arm tied behind their backs in regards to LGBTIQ students.
In September Sydney's Daily Telegraph ran the headline 'Schoolyard Terror Blitz', reporting that 'schoolteachers will be given access to radicalisation information awareness kits explaining how to identify students at risk and what they should do to intervene as concerns grow about the rise of teen terrorists'. As the government prepares to address the involvement of schoolchildren in violent extremism, a controversial program in the UK shows a dangerous path that Australia must avoid.
A cyclist since my youth, I was intensely annoyed when campaigners first tried to enforce cycle helmets. I loved the wind rushing through my hair, and believed my safety could be left to my responsibility. Others might have wondered if I overestimated my sense of responsibility. It was hardly compatible with the practice of never applying the brakes when going down hills on country roads, or with the view that traffic rules applied only to cars. Later, I came to see that individual freedom must be considered in its context of human relationships.
Various state based legislation argues that education in government schools should be secular in nature, but it does not rule out a place for religion in the general curriculum. To argue that religions should have a greater place in the school curriculum is not to proselytise. Rather it is to recognise that, while we are a secular society, students need to encounter a more transcendent sense of life that incorporates a strong moral, spiritual and ethical dimension.
Religious schools have emphasised the transmission of faith and an ethical way of life through a network of relationships, symbols and processes. But this is now being tested, with the dominant view that values and faith are a private matter best hosted inside the family. The operative goals of schools become the academic and economic advancement of individuals, with religious classes and rituals little more than decoration and rhetorical branding.
Allowing such a flimsy discipline as management to co-opt an area as important as education, as appears to be the trend, is as absurd as it is saddening. Education has been with us for thousands of years and encompasses some of the most profound thinking the civilisation has produced. Management thinking has been with us for a few decades and has accomplished next to nothing.
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