Educational outcomes for Indigenous and non-Indigenous Australians can never be legitimately compared as both have been constructed within the framework of western, white culture. Political Economy Theory describes the function of in and out groups within society, and illustrates how the establishment of different groups or “races” has facilitated the construction of class structures and stereotypical roles for individuals from minority groups. The stratification of Indigenous Australians into the lower economic class has resulted in poorer living standards, limiting their access to education and post school options.
The Post Modern perspective explores the intersection and commonalities of individuals across cultural and economic groups, provoking us to ask how society members from different cultural background, who share similarities, remain in separate economic and class spheres? Why do minority groups …show more content…
The barrier to achieving the same educational outcomes as non-indigenous children lays in the way that western society have excluded indigenous culture in our education system. The Neo-Marxist perspective explains how the dominant cultural group, which owns and controls the media and means of production, perpetuates the western educational model (Western, 1983, p.23). The inclusion of traditional indigenous ways of knowing in the curriculum could allow for higher learning outcomes for indigenous and non-indigenous Australians as stated by Andrews and Carlson (2016, p.788). The eight ways of learning model is a perfect illustration of how this may be done (Dowski, 2012, Online) this approach would respect and value knowledge that is not strictly generated by the Western, European
The Post Modern perspective explores the intersection and commonalities of individuals across cultural and economic groups, provoking us to ask how society members from different cultural background, who share similarities, remain in separate economic and class spheres? Why do minority groups …show more content…
The barrier to achieving the same educational outcomes as non-indigenous children lays in the way that western society have excluded indigenous culture in our education system. The Neo-Marxist perspective explains how the dominant cultural group, which owns and controls the media and means of production, perpetuates the western educational model (Western, 1983, p.23). The inclusion of traditional indigenous ways of knowing in the curriculum could allow for higher learning outcomes for indigenous and non-indigenous Australians as stated by Andrews and Carlson (2016, p.788). The eight ways of learning model is a perfect illustration of how this may be done (Dowski, 2012, Online) this approach would respect and value knowledge that is not strictly generated by the Western, European