- What does an inclusive revolution look like in practice?
- How can educators feel confident and committed to achieving the best possible outcomes for every student?
- How can educators recognise and effectively plan for academic, social, emotional, physical and cultural differences within schools?
In the PETAA 2021 Conference’s closing keynote session, Dr Misty Adoniou helps us to see what revolution looks like in practice for achieving educational outcomes.
Misty begins by telling us that, if we want change, we cannot just be spectators. We have to make a difference. “There are plenty of reasons for us to change what happens in education in Australia, and this conference has shown us so many strategies for revolution.”
“I don’t think you can get excellence unless you’ve got equity in place,” Misty says.
There is something wrong with the education system, and it does need a revolution. Misty further explains this by looking at the etymology of the word “revolution” so we can figure out what we need to do, and how to start the process from a different place.
The difference between being poor or rich in Australia is about 2 and ¾ years of schooling, and this is why educators can’t be spectators; they must be on the frontline affecting change. Research shows us how to meet our goals for education, so why aren’t the approaches that work, those that are assets-based and inclusive, becoming the mainstream?
Misty asks: What would happen if we started our curriculum planning from the starting points of our kids? What if we gave them a new starting point, like how Adam Goodes and Ellie Laing’s new book Somebody’s Land gives a new starting point for Australian history?
Next, she moves onto the topic of our classrooms themselves. First, she asks educators to question the programs that land in our classrooms. Is there enough room in those programs for each of our students to see themselves? Can we carve out enough space for all of our students? Ask a question of your principal, system leader, or network leader: is there room for students to be themselves?
She also says we need to make our schools language friendly, by welcoming students’ home linguistic and culture experiences into school. This helps to affirm their identities and build positive awareness and attitudes.
Finally, Misty offers steps for what we need to do in this revolution.
“We need you to join the revolution. We need you to notice when systems are suffocating diversity and call it out.”