The Making of "You" as a Student
EDCX246 Assignment 1a
As a primary school student growing up in a major agricultural town, I can say with certainty that my school was one of mostly ‘Conservative’ orientation, but with an undercurrent of ‘Liberal’. I believe this largely influenced my identity, and led to a specific construction of child (Jones, 2011).
This essay will discuss how a predominantly ‘Conservative’ orientation unintentionally shaped my childhood and adolescence, affected my views and expectations of sex and gender, and formed my idea of sexuality.
I attended a Co-Educational Catholic School in Moree, New South Wales. Being a student at a Catholic school in a Cotton-growing town, the approach was one that took a majorly
‘Conservative’ orientation – so to fit inside the norms of society (Jones, 2009) and to abide by traditional values (Apple, 2005), along with student preparation for life rather than work (Jones,
2009). To reach this goal, the school imparted values consistent with the Catholic diocese and our middle-class society (McQueen, 2009), and we were seen as the ‘Romantic Children’ (Jones, 2009) constructed by the idea of ‘childhood innocence’ (Tait, 2013), but still capable of personal development. The ‘Conservative/Liberal’ discourse employed throughout my primary schooling influenced a lot of my learning. We were not segregated by gender; providing all students with choices and opportunities that allowed for our own personal growth, such as textiles, sporting opportunities, music/choir, and discovery through exploration and excursions. Although we were a co-educational school (suggesting ‘Liberal’ orientation) the beliefs of the Church were instilled into us regularly, through Church visits, prayers and Charity works, and an exclusive Christian curriculum (Jones, 2009) transmitted through authoritative figures like the Principal, Priests and school leaders – leading back to the ‘Conservative’ discourse.
Having a childhood ruled by Romantic discourse
As a primary school student growing up in a major agricultural town, I can say with certainty that my school was one of mostly ‘Conservative’ orientation, but with an undercurrent of ‘Liberal’. I believe this largely influenced my identity, and led to a specific construction of child (Jones, 2011).
This essay will discuss how a predominantly ‘Conservative’ orientation unintentionally shaped my childhood and adolescence, affected my views and expectations of sex and gender, and formed my idea of sexuality.
I attended a Co-Educational Catholic School in Moree, New South Wales. Being a student at a Catholic school in a Cotton-growing town, the approach was one that took a majorly
‘Conservative’ orientation – so to fit inside the norms of society (Jones, 2009) and to abide by traditional values (Apple, 2005), along with student preparation for life rather than work (Jones,
2009). To reach this goal, the school imparted values consistent with the Catholic diocese and our middle-class society (McQueen, 2009), and we were seen as the ‘Romantic Children’ (Jones, 2009) constructed by the idea of ‘childhood innocence’ (Tait, 2013), but still capable of personal development. The ‘Conservative/Liberal’ discourse employed throughout my primary schooling influenced a lot of my learning. We were not segregated by gender; providing all students with choices and opportunities that allowed for our own personal growth, such as textiles, sporting opportunities, music/choir, and discovery through exploration and excursions. Although we were a co-educational school (suggesting ‘Liberal’ orientation) the beliefs of the Church were instilled into us regularly, through Church visits, prayers and Charity works, and an exclusive Christian curriculum (Jones, 2009) transmitted through authoritative figures like the Principal, Priests and school leaders – leading back to the ‘Conservative’ discourse.
Having a childhood ruled by Romantic discourse