Question Time: Ideology in Education

SUMMARY:
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I’m genuinely excited to share this candid Q&A on ideology in education — a must-watch if you care about how Australia educates its kids. The speaker, a long-time education advocate and former ministerial insider, lays out a clear, passionate case for linking Commonwealth funding to evidence-based teacher education and curriculum. He revisits landmark research (including the US Follow Through study) to argue that explicit teaching works best, and laments decades of methods that have left many students illiterate, innumerate and morally/spiritually bereft. There are sharp critiques of universities and bureaucratic capture — the memorable line ‘Dracula is in charge of the blood bank’ nails the frustration with vested interests — plus honest talk about what a minister can and cannot do within legal and cabinet constraints. If you want practical ideas, real-world frustration and a call to put evidence before ideology in our schools, this discussion is urgent, frank and full of lived experience. Please watch, share and join the conversation — education policy affects every family in Australia.

RUMBLE DESCRIPTION:
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I filmed this Q&A because the debate over ideology in education isn’t abstract — it shapes the lives of children and the future of our nation. In this session a long-time educator and former minister speaks without jargon, arguing that teacher education and the national curriculum must be held to evidence-based standards. He explains how tying Commonwealth funding to demonstrable, research-backed pedagogy (especially explicit teaching) would force universities and providers to lift standards — because institutions ultimately follow the money.

The discussion traces decades of research, including the influential US Follow Through project, and asks bluntly why we have tolerated approaches that leave students illiterate, innumerate and, he argues, spiritually bereft. There’s frank criticism of the education establishment — “Dracula is in charge of the blood bank” — and a useful unpacking of ministerial powers and constraints: ministers can act, but only within legal and cabinet limits. We also hear about attempts to set up expert reviews, the politics of appointments, and the difficulty of getting reformers to confront the very institutions that created the problem.

If you’re interested in teacher training, curriculum reform, or how evidence should shape policy, this is for you. I’d love your thoughts: what would you prioritise — teacher training standards, curriculum change, or stronger ministerial oversight? Like, share and comment to keep this conversation alive. Follow for more honest discussions on Australian education and policy.

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