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It's that time again, when exhausted teachers are wondering whether they'll make the distance and finish the school year with their sanity more or less intact. It's also the time when they have to endure snide remarks about 'a really cushy job' and 'all those holidays'. But it's not a cushy job. I know: my brother and I were third-generation teachers.
It's a common cry among progressives that teachers should get paid more. In some instances, this is true. What is, however, more pressing are the poor working conditions that force teachers to choose between students and their own wellbeing and lead them to leave the profession in droves.
Data published by the ABC has revealed the shockingly low threshold for entry into tertiary teaching programs. On one hand, there are some legitimate concerns here. But the problem isn't with who gets accepted to university; it's with what happens to them while they are there.
For the past several years, education has been treated as solely a technical problem. One of the pitfalls of this is that political will becomes a function of money, which in turn rests on political expedience between federal and state governments, further complicated by external lobbying. Education gets ground to a grain.
The Victorian Government plans to introduce performance pay for teachers. The teachers' union has objected on the grounds that teachers are special. Its argument is faulty. Performance pay is not wrong for teachers because they are special, but because it is wrong for everybody.
'Matthews!' the headmaster called. I kept walking. 'Matthews!' I walked on. 'Mister Matthews!' I turned and said, 'Yes?' 'Did you not hear me?' 'I answer to Brian or Mister Matthews, nothing in between.' We were enacting our miniscule part in a process that would grow through the decade.
Teachers unions are painted as self-interested clubs whose safeguards for hard-working, quality teachers also extend to the lazy and incompetent, at students' expense.
Earlier this month, a federal parliamentary committee recommended that teachers should receive higher pay, as an incentive to attract quality recruits and to improve retention. But a new policy could undermine the collective quality of school education.
If you're a teacher, acknowledging that you most likely have an LGBTQ student can give a whole new sense to your sex-ed lessons. It means you understands you're not just teaching straight kids about gay sex, but helping the queer teen in your classroom make smart decisions.
Dance and music are as innate as breathing. Babies dance while in the womb, and the Yuletide can be prime time for 'playing music, singing and dancing [as a] healthy outlet for their emotions'. As William Stafford observed, kids dance 'before they learn there is anything that isn't music'.
From the minute we enter the education system, we experience barriers. We are segregated when we arrive at primary school, placed in 'special' units or classes. Here our needs are subsumed into the collective needs of the group. From the outset our educational outcomes are at the whim of the people who are in the position of power.
Dominant ideals of masculinity do not materialise out of thin air. They are produced and reproduced by people, institutions, policies and other social forces, and there are places in Australia where efforts to promote or defend traditional ideals of masculinity seem particularly energetic.
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