Date of Award
2023
Degree Name
Master of Philosophy (School of Education)
Schools and Centres
Education
First Supervisor
Associate Professor Dianne Chambers
Second Supervisor
Associate Professor Shane Lavery
Abstract
The aim of this qualitative research was to investigate the perceptions of Year 5 and 6 students, their teachers and the school principal of their Australian identity and the school’s role in the development of Australian identity. The study explores participants’ perceptions of their own identity and investigates where and when students feel they are taught about Australian identity.
The research also investigates where and when the principal and teachers feel the school develops students’ Australian identity. The review of the literature highlighted three areas that formed the conceptual framework for the study. The three areas were national identity; curriculum; and active citizenship. These bodies of literature directly relate to the theme of the research, Australian national identity formation.
The epistemological approach for this research was constructivism. The theoretical perspective chosen for this study was interpretivism. The phenomenological methodology underpinning the research sought to understand the perspectives of the eleven participants. Semi-structured interviews, student drawn pictures, field notes and a researcher generated journal were the methods of data collection used in the study. Data were thematically analysed using Braun and Clarke’s seven step process.
Findings revealed common values, citizenship, and a strong sense of belonging as important attributes of the participants’ perceptions of their own Australian national identity. Further, the HASS curriculum subjects of history, civics and citizenship and school-based practices were found to reinforce the development of national identity in Year 5 and 6 students. The results provide insights into implementing the Western Australian Year 5 and 6 civics and citizenship curriculum on active citizenship in a multicultural classroom to enhance student development of their sense of Australian national identity. A contemporary 4 pluralistic interpretation of student’s national identity may lead to a more active and integrative Australian national identity.
HASS curriculum enhancements providing specific guidance for teachers on participatory civic activities, explicit content on Australian national identity linked to shared national values, and a focus on more contemporary historical events would enhance development of a sense of Australian national identity in Years 5 and 6 students. Further research on the efficacy of active citizenship elements of the curriculum in multicultural classrooms comprising students with multiple national identities would be valuable. Adopting a contemporary and inclusive approach in Australian classrooms will enhance active citizenship learning outcomes and improve students’ development of their Australian national identity.
Publication Details
Nahajski, R. (2023). The Perceptions of Year 5 and 6 Students, their Teachers and the School Principal of their Australian Identity and the School's Role in Developing Students' Australian Identity. [Master of Philosophy (School of Education)]. The University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/406