Words matter: how the latest school funding report (Gonski 2.0) gets it so wrong [Blog post]

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Hogarth, Melitta. 2018. "Words matter: how the latest school funding report (Gonski 2.0) gets it so wrong [Blog post]." EduResearch Matters: A Voice for Australian Education Researchers. 8 October 2018, pp. 1-6.
Article Title

Words matter: how the latest school funding report (Gonski 2.0) gets it so wrong [Blog post]

Article CategoryLetter
Authors
AuthorHogarth, Melitta
Journal TitleEduResearch Matters: A Voice for Australian Education Researchers
Journal Citation8 October 2018, pp. 1-6
Number of Pages6
Year2018
PublisherAustralian Association for Research in Education
Place of PublicationAustralia
Web Address (URL)https://www.aare.edu.au/blog/?p=3243
Abstract

Much has been said about David Gonski’s second review of school funding in Australia. It is a document made up 46,327 words aimed at advising the Australian Government on how school funding can be used to improve student achievement and school performance.

Within those 46,327 words in the 150‐page document, Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools, the term ‘Aboriginal and Torres Strait Islander ‘ is only used 10 times. This is less than 0.1% of the total focus within the entire document.

KeywordsGonski 2.0, school funding, cross curriculum priority
ANZSRC Field of Research 2020450299. Aboriginal and Torres Strait Islander education not elsewhere classified
Public Notes

Blog post available at supplied URL.

Byline AffiliationsCollege for Indigenous Studies, Education and Research
Institution of OriginUniversity of Southern Queensland
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https://research.usq.edu.au/item/q4yzz/words-matter-how-the-latest-school-funding-report-gonski-2-0-gets-it-so-wrong-blog-post

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