APPA column

Encouraging student participation

GIVEN THAT ONE OF THE MAIN PURPOSES OF EDUCATION IS TO UNDERPIN OUR DEMOCRACY, THE FEDERAL ELECTION JUST PAST PROVIDES A FERTILE FIELD FOR LEARNING OPPORTUNITIES, WRITES MALCOLM ELLIOTT, PRESIDENT OF THE AUSTRALIAN PRIMARY PRINCIPALS ASSOCIATION (APPA).

Malcolm Elliott has been a teacher for 40 years. From 2015-2018 he was president of the Tasmanian Principals Association, representing government primary and secondary school principals. He is now president of the Australian Primary Principals Association (APPA). At election times the media is awash with reports on announcements, appearances and analysis of policies. The complexities of all this are tough for voters to get their heads around, let alone our students, but I think it is essential that we approach this with rigour in our classrooms. This may be done more effectively a little after the event, so to speak.

While newspapers have been flatlining in sales under the pressure of the internet, they nevertheless can provide a very useful ongoing stimulus for discussion – especially for children in the upper primary years, and following an election.

In Tasmania, for example, there are three daily newspapers – each published from the regional centres of the north, northwest and south of the state. A classroom display of front pages can open up discussion, research and cooperative learning based on editorial choices and issues of importance to the regions. Similarly, comparisons of the daily newspapers from the capital cities prove very useful and broaden students’ horizons beyond their hometowns and locations.

And, there are the smaller regional newspapers which provide even closer insights into what matters in those locales. Newspapers too, remain influential enough for mainstream screen media to regularly report on their content and thus provide audio visual supplements to print analysis.

In his paper ‘Beyond Certainty: A Process for Thinking About Futures for Australian Education’, commissioned by the Australian Secondary Principals Association, Professor Alan Reid AM, in regard of the impact of social media says,

Students willing to take on responsibilities are respected by their peers and acknowledged by their schools. Representation is highly valued. But at parliamentary level public confidence in political leaders has clearly been eroded. This is reflected in the ‘un-civil’ way in which our parliamentarians and candidates are treated.

“Users are rarely exposed to points of view that vary from their own – isolating them in their own ideological ‘filter bubble’ (Pariser, 2011), closing minds and reducing the possibility of a truly democratic discourse.” (p. 33)

Teachers and school leaders will need no convincing of the importance of the development of critical literacies under the deluge of internet ‘content’. If it is true that more and more voters are casting pre-poll votes, it would seem that it is even more important that our students are given experiences that enable the development of these capabilities – there is an implication that votes are being cast on impressions of effectiveness, and from digitally manipulated biases, rather than consideration of policy platforms.

The voice of APPA has been amongst those calling for a more civil discourse, or a greater civility, in Australian society. While observing political processes and discussing policy are part of democracy, I believe we have a responsibility to encourage the next waves of socio-political leadership. Of course, by this I mean encouraging our students in the possibilities of active political and social participation. To do this though, the more civil discourse must prevail.

Almost all schools that I visit have some form of student representative body whether it be by teacher nomination or voting; and leadership positions in teams, houses or interest groups.

Students willing to take on responsibilities are respected by their peers and acknowledged by their schools. Representation is highly valued. But at parliamentary level public confidence in political leaders has clearly been eroded. This is reflected in the ‘un-civil’ way in which our parliamentarians and candidates are treated.

Our teachers and school leaders do not need me to tell them the importance of democratic participation and I know there are voluminous examples of great practice around Australia.

I am also aware that many of our politicians go out of their way to welcome students visiting parliaments around the country. You have to book very well in advance to secure a school tour to parliament house in Canberra and there is a highly skilled and dedicated team there to welcome, guide and educate our students.

I do want to add APPA’s encouragement to pursue understanding of and participation in democratic processes – all in the knowledge that the efforts of our teachers will contribute to the strength of our civil society. EM

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