Trends in education
We live in an interesting age; change is occurring faster than ever, thanks to globalisation in an increasingly connected world. The concept of family has changed drastically over the last 50 years. My own family is so different than the one I grew up in; I can see differences in psychology, relationships and attitude in my children that are most likely related to this change. This is why I have chosen to examine the “family matters” as a trend and issue that influences education (OECD, 2016).
A trend can be defined as a change or development in a general direction (“Oxford Dictionary,” n.d.). Definitions of family tend to be influenced by context and location however the UN proposes that “the family is the basic unit of society and should be protected by appropriate legislation and policy”.
Due to rapid modernisation, family structure is changing in developed countries and trends such as slower family formation, higher divorce/separation rate etc. are also now being seen in developing countries. Children from diverse family types attend school; not only from nuclear and extended families, but families fragmented by migration (for reasons such as famine or war). Families and their structure perform important socioeconomic and cultural functions and are important for child development. (United Nations Population Information Network, n.d.)
Governments are increasingly expected to address issues brought about by change in family structure (e.g. by increasing access to social benefits & childcare), also influenced by changes in value systems. Modernisation has increased the value placed on higher education, bringing about higher levels of social and financial stress on families. Responsibilities traditionally held by families are placed more on schools, e.g. teaching basic aspects of physical and mental health, cooking, driving & behaviour! Is the transfer of these responsibilities contributing to the lack of self-confidence and resilience that we see in our young people? Increasing levels of stress and other health/mental health related factors mean family members are no longer available to provide these basic, vital roles. I see it as being similar to learning through an authentic context; when you learn in an abstract context (i.e. at school rather than home) it has less meaning; you are less connected with self, have less resilience, and are less likely to transfer these skills in response to future change. As a consequence, teaching “soft skills” such as resilience are becoming vital in the classroom.
OECD trends in changing diversity of family structure are mirrored in the New Zealand context; single parent families, blended families, same-sex families to name a few. However, it’s also been shown that change in family structure alone doesn’t necessarily significantly impact achievement. So it may not be the change itself, but the differences in children’s lives as a result that brings about adverse outcomes. But who’s to say that changes to family structure are negative? A change in family structure may effect a positive outcome to a child – it’s the quality of family ties and resources that are available that are important. I was once told by a maternal mental health worker (2004) “happy mum, happy baby”. Although it’s a bit of a cliche, a “safe, stable, happy” environment is essential to developing young people with self-confidence. (Biddulph, Biddulph, & Biddulph, 2003; OECD, 2016). These issues are evident in my own school community, exacerbated by socio-economic issues. Some students in my classroom have attended >3 schools in one year due to family disruption. Family influence is a key lever for high quality outcomes for both social and academic achievement. Dysfunction influences not only educational outcomes in an academic sense, but is also linked to higher rate of mental health problems. Schools can sometimes provide safe environments for students who do not have them at home; high educational expectations from school (as well as family) can positively influence academic achievement regardless of socioeconomic background.
Evolution of family influences evolution of education - one trend of many which will continue to impact on teaching practice, locally and globally.
References & Links
Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The Complexity of Community and Family Influences on Children’s Achievement in New Zealand: Best Evidence Synthesis. Retrieved from https://www.educationcounts.govt.nz/__data/assets/pdf_file/0006/7692/bes-community-family-influences.pdf
OECD. (2016). Trends shaping education 2016 (Trends Shaping Education). OECD Publishing. https://doi.org/10.1787/trends_edu-2016-en
Oxford Dictionary. (n.d.). Retrieved October 10, 2017, from https://en.oxforddictionaries.com/definition/trend
United Nations Population Information Network. (n.d.). The Family, its Roles, Composition and Structure. Retrieved October 9, 2017, from http://www.un.org/popin/icpd/prepcomm/official/rap/RAP4.html
Hi Ali,
ReplyDeleteI agree with the UN's proposition that the family is the basic unit of society. Even though the concept of what constitutes a 'family' has evolved rapidly in my lifetime, the underlying principles of love, nurture, safety, support and sense of connectedness and belonging can and do happen across the differing formats of family structure. It is up to all of us to accept these differences in family make-up even though they may not be the way we choose to to build our own family unit and this applies particularly to us as teachers. After all, who are we to judge what is an acceptable family unit when so many of us are in different circumstances to what we grew up in? I, for one, never intended to raise my children more-or-less alone, but that's how it's happened.
What I do struggle with somewhat is the seemingly increasing demands on us as teachers to take on more and more aspects of parenting, in particular appropriate behaviour. Is it that parents are abdicating their responsibilities, or is it because their working hours are no longer always 9-5 and there is a constant juggle to pay the bills and provide for the family that leaves little time for much else? No doubt it is a combination of all of this and more. I feel fortunate, though, that my school espouses the Cornerstone Values as, no matter what the family unit comprises, these values are basic to living in any society. I also feel confident that school is a haven for some students and that this security will assist them to reach their learning potential in spite of other less positive influences there may be in their lives. Teachers can and do make a difference!