Disrupting Perception: Mapping An Understanding Of Educational Attainment
Keywords:educational attainment, concept mapping, rhizoanalysis, cultural change
Educational attainment is widely recognised as a â€˜wickedâ€™ problem in Australia for which a range of interventions have been developed. The North West of Tasmania is a rural and regional community, which has been a focus for such interventions due to its relatively low rates of retention to Year 12 and low tertiary participation rates. This paper seeks to move beyond narratives of deficit through a project aimed at exploring and representing the scope and range of activities undertaken in the region to address and support educational attainment. We begin with the question: â€˜How can communities, perceived to be deficit models, be provided with evidence of activities aimed at impacting educational attainment in a meaningful way?â€™Â We used concept mapping to re-present the variety, type and audience of activities in the region.Â Concept mapping provided a means of processing a dynamic assemblage of data to represent existing work and to explore possibilities. This process disrupts deficit discourses and enhances stakeholdersâ€™ knowledge of educational attainment in the region and invites future mapping and more complex understandings of ongoing cultural change.
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