Curriculum Hierarchies of Access and Achievement in Rural (New South Wales, Australian) Schools

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Abstract

This paper explores the existence of a curriculum hierarchy in the senior secondary curriculum in rural New South Wales (Australia) schools. It explores the notion that students in rural schools have a reduced curriculum offering compared to their metropolitan counterparts, and that this offering constitutes a curriculum hierarchy that relates to rural educational achievement and / or encourages out-migration from rural schools. Taking a rural standpoint to a spatial perspective the analysis reveals that high value subjects are not offered in many rural schools. However the analysis also reveals that socio-spatial factors and not SES alone mediate access and achievement. This analysis allows a rethinking of policies towards curriculum access and suggests approaches to enhancing rural student achievement.

Author

• Philip Roberts, University of Canberra