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 title: WEL_ECAS_4e_09763_CVR format: 248mm x 204mm spine: 25mm CMYK

AND SOCIETY 4TH EDITION

EDUCATION, CHANGE
Discussion and debate of the
most important issues facing
Australian educators today
Education, Change and Society helps readers situate educational
activity in its broad social and policy contexts. The study of
education can do more than help us understand how individuals
may learn and how teachers should teach. It also helps us

EDUCATION,
understand what is valued in our society, and how ‘winners
and losers’ are created. Life outcomes of the results gained by
young people at various points in their education have broad
consequences at both a social and an individual level.

CHANGE AND
This book will help students understand how the Australian

MOCKLER
CONNELL
WELCH
system has been shaped over time, and how this has influenced
the current institutions and policies that comprise the state of

SOCIETY
education today.

New to this edition

HAYES
PROCTOR
SRIPRAKASH
• Updated introductory vignettes include a scenario that
illustrates one or more of the key themes of the chapter,
demonstrating how the content is relevant to situations that
teachers may face.
• Increased attention to the Australian Professional Standards

BAGNALL
VICKERS
FOLEY
for Teachers to help students transition into their profession.
• Increased content on assessment, including critical responses
4TH EDITION
to modes of assessment.
ANTHONY WELCH
• Completely revised Chapter 14, exploring ways to conduct

GROUNDWATER-SMITH
LOW
BURNS
research, and the implications of adopting one research RAEWYN CONNELL, NICOLE MOCKLER, ARATHI SRIPRAKASH, HELEN PROCTOR, DEBRA HAYES,
framework or another. DENNIS FOLEY, MARGARET VICKERS, NIGEL BAGNALL, KELLIE BURNS, REMY LOW, SUSAN GROUNDWATER-SMITH
• More content on Early Years and the educational contexts of
young children.
• Introduction expanded to incorporate more on Ways of
Seeing in sociological terms to help students learn how to
think in sociological ways.

ISBN 978-0-19-030976-3

9 780190 309763
visit us at: oup.com.au or
contact customer service: [email protected]

WEL_ECAS_4e_09763_CVR_SI.indd All Pages cyan magenta yellow black 15/09/2017 12:18 PM

 vi CONTENTS

5 SOCIAL CLASS AND INEQUALITY 112

Arathi Sriprakash & Helen Proctor
Introduction 113
Conceptualising social class 114
Understanding the relationship between schooling and social class 118
Managing social class inequalities through education: from meritocracy to the
rule of markets 124
Challenging social class inequality: thinking sociologically about schooling practices 134
Conclusion 135

6 CULTURAL DIFFERENCE AND IDENTITY 139

Anthony Welch
Introduction 140
Culture, language and identity in Australian education 141
Australia’s migration history 148
Implications for education 156
The cultures of Australian education 156
Effective multiculturalism in education: policies, programs and parameters 169
Refugees and education 172
Conclusion 178

7 INDIGENOUS EDUCATION 189

Dennis Foley
Introduction 189
History of Indigenous education 191
Disparities in the Australian education system 198
Indigenous identity 201
Background knowledge on Aboriginal education 206
Contemporary issues in Indigenous education 207
The teacher’s toolbox: working with Indigenous students 213
Conclusion 221

8 GENDER 228
Remy Low & Kellie Burns
Introduction 229
Sex 232
Gender 243
Sexuality 254
Conclusion 258

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 CONTENTS vii

9 MAKING EDUCATION POLICY 263

Anthony Welch
Introduction: making policy, making democracy 264
Understanding the policy process: policy in practice 265
Politics of reform or the reform of politics? The changing nature of the state 268
The rise of economics: markets, managerialism and the knowledge economy 276
Diverting risk 289
Diverting funds 291
Conclusion 298

10 SCHOOL SYSTEMS AND SCHOOL CHOICE 305

Helen Proctor & Arathi Sriprakash
Introduction 307
Public and private schools 308
Who goes where? 311
School markets and school choice 313
The operation of school choice 316
School funding in Australia 320
Conclusion 328

11 CURRICULUM 333
Nicole Mockler
Introduction: does Australia have a national curriculum? 333
What is curriculum? 335
Approaches to curriculum design 335
Curriculum: the big questions 336
From intended to enacted curriculum 338
Teachers and curricular decision-making 339
Differentiating and negotiating the curriculum 342
Curriculum in Australia 344
Conclusion: teachers and curriculum work 354

12 TEACHERS 361
Nicole Mockler & Raewyn Connell
Introduction: images of teachers 361
Teachers’ daily work 363
The teaching workforce 369
Teaching as an occupation 371
Wages and conditions 374

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 viii CONTENTS

Teacher organisations 376

Supervision and management 378
Teachers’ careers 380
Conclusion 383

13 GLOBALISATION 388
Nigel Bagnall
Introduction 389
What is globalisation? 389
Historical background and theories of globalisation 391
Australia in the global marketplace 397
International educational standards 399
International curriculum 400
Conclusion 403

14 RESEARCHING EDUCATION 407

Susan Groundwater-Smith & Nicole Mockler
Introduction 407
Teachers reading research 410
(Student) teachers doing research 422
Conclusion 437
Glossary 441
Index 447

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 ix

EDITOR AND CONTRIBUTORS

Anthony Welch (editor of this volume) is Professor of Education, University of Sydney,
specialising in education policy analysis, with interests in Australia, East Asia and South-East
Asia. His work embraces both contemporary Australian education and higher education
reforms, largely in East and South-East Asia, where he analyses reforms, and has advised regional
governments and international agencies. A Fulbright New Century Scholar, DAAD scholar and
Haiwai Mingshi awardee, he has been Visiting Professor in Germany, USA, Japan, UK, Hong
Kong, Malaysia and France. Author or editor of some twelve books, his work has appeared in
many languages. Recent works include Higher Education in South East Asia (2011), ASEAN
Industries and the Challenge from China (2011) and Financing Higher Education for Inclusive
Growth in Asia (2012). Professor Welch also directed the nationally funded research project, The
Chinese Knowledge Diaspora.
Raewyn Connell is Emeritus Professor at the University of Sydney and one of Australia’s
leading social scientists. She is author or co-author of books that include Teachers’ Work, Making
the Difference, Schools and Social Justice and, most recently, Southern Theory. She is known
internationally for her work in gender studies, educational sociology and social theory, and has
tried through an academic career to make social science relevant to social justice.
Nicole Mockler is Senior Lecturer in the School of Education and Social Work at the University
of Sydney. She is co-author/editor of thirteen books, including Teacher Professional Learning
in an Age of Compliance: Mind the Gap and the Australian Curriculum: Classroom Approaches
series. Her research interests are in education policy and politics, particularly as they impact upon
teachers’ work as well as pedagogy and curriculum, and she teaches in the areas of sociology of
education and research methods. Prior to becoming an academic, Nicole was a secondary history
teacher, school leader and education consultant.
Arathi Sriprakash is a Lecturer in Sociology of Education, Cambridge University. Her teaching
and research focus on the relationship between education, social diversity and social disadvantage
in national and international contexts. She is interested in the ways in which sociological
analyses can help to illuminate the intended and unintended consequences of education policy
and practice, particularly in disadvantaged school communities. She has conducted research in
Australia, India and China, and is the author of the book Pedagogies for Development: The Politics
and Practice of Child-Centred Education in India.
Helen Proctor is Associate Professor and a Future Fellow in the School of Education and Social Work
at the University of Sydney and a researcher in the history and sociology of Australian schooling.
Her research looks for historical explanations for current schooling arrangements, with a particular
emphasis on social class and gender. She is co-author of School Choice: How Parents Negotiate the New
School Market in Australia and Australian Schools and Schooling: A History. A former secondary school
English and history teacher, she is a past President of the Australian and New Zealand History of
Education Society and co-editor of the journal, History of Education Review.

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 x EDITOR AND CONTRIBUTORS

Debra Hayes is an Associate Professor in the Sydney School of Education and Social Work at
the University of Sydney. She is co-author of Literacy, Leading and Learning: Beyond Pedagogies
of Poverty, and Re-imagining Schooling for Education: Socially Just Alternatives. Her research
concerns inequities in education and how these are constituted by schooling discourses and teaching
practices. Debra works closely with school and system-based educators in the public system, as well
as community-based workers and organisations. A former secondary school science teacher, she is
working with Craig Campbell on a biography of Jean Blackburn.
Dennis Foley is Professor in the School of Management, University of Canberra and has
published across a range of disciplines in humanities and management. His work reviews the
education of Indigenous Australians within Australian settler society, advocating the inclusion
of an Indigenous epistemology and pedagogy. A Fulbright Scholar, he studied the links between
education, microeconomic reform and improved life chances. He has held postdoctoral
fellowships at the Australian National University’s Centre for Aboriginal Economic Policy
Research and the National Centre for Indigenous Studies. Books include Repossession of Our
Spirit and Successful Indigenous Australian Entrepreneurs.
Margaret Vickers is Emeritus Professor of Education at the University of Western Sydney.
She is co-author of Refugee and Immigrant Students: Achieving Equity in Education and
Crossing Borders: African Refugees, Teachers and Schools. Her research focuses on social justice
issues, gender, early school leaving and youth in transition. Margaret began her working life
as a secondary school teacher, and her career includes senior appointments in the Australian
public service and the Paris-based OECD (Organisation for Economic Co-operation and
Development).
Nigel Bagnall is an Associate Professor in the School of Education and Social Work, University
of Sydney. A respected researcher in the field of international education, his teaching in
international schools led to a doctorate on the International Baccalaureate (University of
Melbourne, 1994). His books include Youth Transition in a Globalised Marketplace (2005),
International Schools as Agents for Change (2008), Education and Belonging (2011) and Global
Identity in Multicultural and International Educational Contexts (2015). An initiator and original
author of the first edition of Education, Change and Society (2007), he has published in Spanish,
French and Portuguese.
Kellie Burns is a Senior Lecturer in the School of Education and Social Work, University
of Sydney. Her research and teaching focus on the intersections of gender, sexuality, sexual
health, citizenship, media cultures and schooling. She is co-author of Mediating Sexual
Citizenship: Neoliberal Subjectivities in Television Culture (2017).
Remy Low has been a secondary social science teacher, a lecturer and tutor in Gender and
Cultural Studies, and an academic advisor for youth transitioning into higher education
in western Sydney. He is currently a Lecturer in the School of Education and Social Work,

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 EDITOR AND CONTRIBUTORS xi

University of Sydney. His teaching and research draw on critical theories and historical inquiry
to explore contemporary policies and practices in education, with a particular focus on issues of
identity and difference.
Susan Groundwater-Smith is Honorary Professor in the School of Education and Social Work,
University of Sydney. Her work has focused on the ways in which teachers may engage with
research in the interests of improved practice and how they may be supported in this endeavour.
Exemplified in her co-authored publication, Facilitating Practitioner Research, she has given
additional attention to procedures by which children and young people may make a significant
contribution to educational research. Related books include Participatory Research with
Children and Young People (2015) and Engaging with Student Voice in Research, Education and
Community: Beyond Legitimation and Guardianship. A summary of her academic development
can be found in From Practice to Praxis: A Reflexive Turn (2017).

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 xii

ACKNOWLEDGMENTS
All the authors thank the anonymous readers of the original book proposal and chapters. Their
suggestions and positive responses were much appreciated. We also thank Oxford University Press
for its support for the project.
Thanks too to Craig Campbell for final checks of most chapters. All the authors acknowledge
and thank their undergraduate and graduate students over many years who have engaged with
their teaching, especially those who have boldly told them when a particular approach has or has
not worked. This book would not exist without you.

The author and the publisher wish to thank the following copyright holders for reproduction
of their material.
Allen & Unwin for the quote on pp. 130−31 from Connell, R. W., Ashenden, D. J., Kessler,
S. & Dowsett, G. W. (1982). Making the difference: Schools, families and social division, Sydney:
Allen & Unwin, pp. 141–3. Quote on pp.164−65 is from ‘An opportunity to tackle the
complex issues behind violence’ by Anne Davies, The Sydney Morning Herald, 19 December
2005, this work has been licensed by Copyright Agency Limited (CAL), except as permitted
by the Copyright Act, you must not re-use this work without the permission of the copyright
owner or CAL. Springer for the quotes on pp.246−47 republished with permission of Springer
Science and Bus Media B V, from ‘Throwing like a girl: A phenomenology of feminine body
comportment motility and spatiality’. Human Studies, 3(1), 137–56, pp. 146−7; pp. 153−154;
permission conveyed through Copyright Clearance Center, Inc. Taylor and Francis Ltd for the
quote on p.9−10 from Bottrell, D. (2007). ‘Resistance, resilience and social identities: Reframing
‘problem youth’ and the problem of schooling’. Journal of Youth Studies, 10(5), 605. Reprinted by
permission of the publisher (Taylor & Francis Ltd, http://tandfonline.com). UNSW Press for
the quote on p. 104 from Gibson, K. & Cameron, J. (2005), ‘Building community economies in
marginalised areas’, in P. Smyth, T. Reddel, & A. Jones (Eds.), Community and local governance
in Australia, Sydney: UNSW Press., 160. xkcd.com for the cartoon on p.416, https://xkcd.
com/552/.
Every effort has been made to trace the original source of copyright material contained in
this book. The publisher will be pleased to hear from copyright holders to rectify any errors or
omissions.

00_WEL_ECS_4e_09763_TXT_SI.indd 12 4/09/2017 11:44 AM

 xiii

INTRODUCTION
Now in its fourth edition, Education, Change and Society continues to hinge around several key
purposes.
Of these, probably the first is to help readers situate educational activity in its broad social
and policy contexts. The study of education can do much more than help us understand how
individuals may learn and how teachers should teach. The way any society educates its people
provides important insights into how those societies work; how they are made and ordered. It
helps us understand what is valued in that society, and how ‘winners and losers’ are created. We
have only to look at the life outcomes of the results gained by young people at various points in
their education to see that the way our society organises the education of young people has broad
social, as well as individual, consequences.
Australia continues to experience a period of major reform in education. The way that
schools, school funding, school markets, universities and the responsibilities of government for
education are organised have all been subject to quite radical reform in recent decades. After
coming to power in 2007, the Rudd and Gillard Labor governments increased the pace of change
significantly, even promising an ‘educational revolution’. The change of government in 2013 to a
Liberal–National Coalition has seen a move in different policy directions. Major elements such as
the needs-based funding of schools remain contested, as does policy towards higher education.
This is not unique to Australia. Rapid educational change is also occurring in Europe, North
America and Asia, including trends towards nationalism, a critical response to globalisation
and a growing resistance to the rising tide of migration and refugees. There is a great need to
enhance our understanding of the nature and consequences of such change, and particularly the
implications for education. We need to prepare ourselves for informed intervention if necessary,
whether as students, teachers, parents or simply as active citizens.
As a consequence, the focus of this book embraces both the local and the global contexts of
educational change, and relations between the two. The early chapters focus on young people and
families, and the later chapters focus on national and international policy and curriculum. It has
never been more important for students of education to be able to understand the connections
between the local and the global in explaining contemporary educational change. But it is not
enough to understand the connection between local and international events; it is also necessary
to appreciate how the Australian system has been shaped over time, and how this has influenced
the current institutions and policies that comprise the state of education today. Helping to
understand ‘How did we get to here?’, history assumes an important role in several chapters,
explaining the current operation of education in Australia.
The book is organised in ways that encourages discussion—indeed, contest—of its text. Each
chapter not only describes and analyses what is going on, but also interprets the evidence in
particular ways. None resiles from putting forward a point of view. While this is quite proper,
indeed to be expected in a social science work dealing with major social phenomena that are
themselves contested, it also serves as a springboard to debate and discussion. The educational and
social welfare status of so many of Australia’s Aboriginal and Torres Strait Islander peoples, that

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 xiv INTRODUCTION

remains a huge problem and urgent challenge, provides one such example, and there are several
others.
Discussion of the issues raised in this book is encouraged, with the use of boxed texts in each
chapter. These provide evocative comments and grounded examples of matters that the chapters
discuss more broadly. At the end of each chapter a number of focus questions are offered. They
not only help readers identify some of the writers’ key points, but should provoke thought and
discussion beyond the text. Where this book is used as part of a course of study, some of these
questions could easily be used as starting points for students’ own essays, tutorial discussions and
even research, if the various frameworks covered in Chapter 14 are used as suggestions that can
help shape a small research project.
Education, Change and Society is widely used as a textbook; however, it should not be seen
as self-contained. This is where the suggestions for further reading are significant. The book
provides a platform for discovering and exploring the wealth of research and writing on the social
contexts of education and policy studies in Australia and beyond. There are also some suggested
websites to explore. These and other sites must be read critically. As with all texts, websites vary
dramatically in terms of credibility and authority. Some belong to interest groups that are not
so much focused on looking at all sides of a question, but are designed to support very specific
agendas in education. In a universe of ‘alternative facts’ and ‘post truth’, the task of the educator to
critically interrogate facts, evidence and interpretations becomes all the more important.
The contents of this book point to the issues that its authors consider highly significant for an
understanding of Australian education today. Questions raised in this book include:
• What impact has globalisation had on Australian schools?
• How do Aboriginal students experience Australian schools?
• What impacts do neoliberal policy agendas have on schooling?
• How do the new school markets and parental choice operate?
• Why are Australian schools funded in such peculiar ways?
• Who writes policy documents and for what purpose in education?
• Why did state, private and corporate schools emerge as they did in Australia?
• How do social class and gender differences affect schooling and its outcomes?
• How do cultural differences affect the schooling of students and their communities?
• How does the transition of youth from school to work operate?
• How does the world of education in cities differ from that in regional, rural and remote
schools?
• How does what is taught in schools—the curriculum—relate to the preceding questions?
• What constitutes the work of teachers, and can teachers ‘make a difference’?
For teachers, research can be an important tool to investigate issues within the classroom and
beyond. A special feature of the book is treatment of various ways to do this, and the implication
of adopting one or another research framework. For students of education, a research project
could usefully be developed, based on the discussion in Chapter 14. Using one of the research

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 INTRODUCTION xv

models sketched in that chapter, perhaps working with a fellow student on a topic of common
interest, is another way to further explore issues in contemporary education.
Whether or not students undertake such a research project, the role of research is increasingly
significant in education, and to teachers in particular. The pace of educational change is great, and
teachers need to know how to read, interpret and do research so that their work and their school’s
operation can respond well to the developing challenges. A research assignment based on the
frameworks outlined in this book is conceived as a first project, one that begins to raise the levels
of awareness about what constitutes useful research questions, methods, data and conclusions.
We wish you well in the use of this book. The authors of this fourth edition have worked hard
to increase its contemporary relevance. We hope that it will provide a stimulus to good thinking
and provide some useful perspectives that will help you understand the ways that education in
Australia operates.

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00_WEL_ECS_4e_09763_TXT_SI.indd 16 4/09/2017 11:44 AM
 1

1
YOUNG PEOPLE AND SCHOOL
Debra Hayes

CHAPTER OVERVIEW
After reading this chapter, you should be able to answer the following questions.
• How does schooling play an active role in maintaining and reproducing inequality in
society?
• Why do some groups of students achieve consistently better outcomes from schooling
than others?
• How do schools close the achievement gap for young people whose families experience
socio-economic disadvantage or other forms of social exclusion?
• What types of educational research contribute to understanding the lives of young people?
• How do the political views of teachers shape their pedagogical practices?
• What are some of the ways that power operates in classrooms?

SORRY, BUT YOU CAN’T BLAME GENES

Are poor people poor because of inferior genes?

In the light of the findings of the human genome project … that idea is no longer
defensible.
The implication … is that if we changed society … we could virtually eradicate
not only low academic performance ... but also criminality and problems such as
substance abuse.
… genes have been found that have a significant influence on physical traits like
height ... But Britain’s leading geneticist – Robert Plomin – hasn’t found any
specific DNA variants that have a significant effect on differences in our psychology.
Scientists call this the missing heritability. But there are strong grounds for
supposing … it’s non-existent.
This is an edited version of an article by Oliver James, ‘Sorry, but you can’t blame your
children’s genes’, published in The Guardian (30 March 2016). Reprinted courtesy of Guardian
News & Media Ltd.

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 2 EDUCATION, CHANGE AND SOCIETY

Introduction
Schools work well for some groups of students, but not for all. This is an enduring and
unintended feature of schooling. Young people whose families experience socio-economic
Social exclusion hardship, or some other form of social exclusion, are likely to perform less well or leave school
takes into account earlier than their more affluent peers. In this chapter, the negative implications of incorrectly
issues other than
attributing this difference to heritable characteristics are discussed, and alternative ways of
a lack of material
resources in understanding this feature of schooling are outlined. In Chapter 2 we elaborate on different kinds
understanding of families and the many worlds of childhood, but our concern in this chapter is to trace ways
the factors of thinking about differences between families, and how these differences are linked to young
that create and people’s educational pathways.
sustain different
forms of social
disadvantage.
For young
people, exclusion
Schools, teachers and families
matters more Schools bring individuals together for the purpose of providing young people with an education.
than economic The purpose of education does not need to be limited to ensuring that young people are equipped
deprivation—and
to contribute productively to society. In addition to this utilitarian function of schooling,
it hurts more
(Skattebol et al.
education has the potential to prepare young people to pursue and enjoy their own interests,
2012). develop their talents and engage in social and cultural interactions with others that enrich their
lives. Ensuring that all young people receive this type of education contributes to a just society
and to the health and well-being of all its citizens.
A fair go at school for all young people is a global issue of concern and a matter of social justice.
Most of us are familiar with the institution of schooling because we have been to school. Schools
also feature as a common backdrop in books, films and television programs. However, the sum
of these experiences is unlikely to provide sufficient intellectual resources to understand how
schooling functions in society.
The fact that schools work better for some students than for others may be accounted for
in a variety of ways. A common explanation is variation in individual traits, such as interests
and ability that develop and change with time. The effects of place and access to educational
resources are also important considerations. Inequitable outcomes from schooling are not limited
to differences between individuals, they are also linked to the characteristics of groups, such as
whether young people are from affluent families or families living in poverty, and whether they
are Indigenous or non-Indigenous. While these factors may be linked to success at school, the
mechanism by which they work is less clear. We begin by considering the role of teachers, then
examine different ways of explaining why schools work better for some students than for others.
Teachers have the opportunity to influence the lives and chances of young people. The
significance of their role is perhaps second only to that of parents and other caregivers. These
professionals shape not only what young people learn but also what they value, believe and

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 CHAPTER 1: Young People and School 3

understand. This is not to suggest that young people are uncritical of adult influences in their
lives, but rather to emphasise the constant and wide-ranging nature of a teacher’s influence. For
this reason, the term pedagogy is often used to encompass the broader purposes and effects of the Pedagogy
professional practice of teachers. the educational
Teachers are not health workers, aid workers or social workers, although they share many practices of
teachers that
of these workers’ concerns. Instead, the challenges faced by teachers are pedagogical in nature.
are intended
Teachers are charged with finding ways of working with and for their students to close the gaps in to support
achievement between different groups, and to help all young people make a successful transition students’ learning
from childhood to adulthood. outcomes,
In this chapter, a fictional teacher named Julie is introduced. Although she is not real, Julie is including the
acquisition of
based on the real experiences of many teachers. Her ‘story’ provides a means by which to explore knowledge and
how teachers’ pedagogical practices are influenced by their background and values, as well as the skills, and the
contexts in which they work and live. development
of values and
dispositions that

JULIE’S ‘STORY’ contribute to their

well-being and
Julie works as an assistant principal at a small primary school in the outer suburbs that of society.
of an Australian city. She has just returned to work after giving birth to her second
child. She and her partner need two incomes to meet their mortgage payments, pay for
childcare, maintain two cars, take an annual holiday and have the occasional meal out.
Julie sees the ageing of the teaching profession as an opportunity to advance
her career quickly. Although her starting salary was comparable to that in other
professions, she knows that she needs to take on administrative positions in order to
maintain its comparability, which will decline the longer she remains in the profession.
While her children are little, the holidays provide her with added incentive to stay in the
profession.
Julie and her partner are salaried middle-income earners. They both completed
school and received some form of post-school training. Before they had children
they enjoyed travelling, and regularly went to the theatre and concerts. Julie and her
partner have a large circle of friends who lead very similar lives; they met many of
those friends through their first child Sophie’s pre-school friendships. This group of
families shares many characteristics. For example, they have secure housing, they
have similar leisure interests and they share an expectation that their children will
complete school and go on to university or some other form of post-school training.
In contrast, many of the children who attend Julie’s school have insecure housing,
which means that they often have to move from one school to another. Languages
other than English are spoken in about four in ten households. Unemployment is
about twice the national average. The most common occupations are clerical and

Debra Hayes

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 4 EDUCATION, CHANGE AND SOCIETY

administrative work, technician and trade work, labouring, machinery operation and
driving. Most children come from parent couple families, but about three in ten are
from one-parent families.
It is not unusual for Julie to lie awake at night worrying about how to make a
difference in the lives of her students. The kind of difference she wants to make is
to ensure that her students receive similar outcomes from schooling as their more
affluent peers.

Pause and reflect

1 What do you think are the main challenges that Julie faces in working in this school?
2 How might she prepare herself to meet these challenges?
3 Do you think that Julie can make a difference in the lives of her students?

Paulo Freire (1994) described the kind of teaching that contributes to justice and equity in the
world as the ‘pedagogy of the oppressed’. Central to his work and writing was a way of thinking
about power that explained how it is unfairly distributed, and how it may be transformed through
radical social awareness and liberating action. Freire offered a critical way of understanding
education and described how teachers can play a part in contributing towards social justice, as
discussed in the ‘Theory to practice’ box.

THEORY TO PRACTICE
The politics of practice
• Freire, P. (1994). Pedagogy of the oppressed. New York: Continuum.
Teachers and others who want to make a difference engage in different forms of
advocacy that are linked to their political beliefs. Paulo Freire was a radical thinker
who believed that teachers should engage their students in critical liberating dialogue
involving reflection and action leading to independence. Freire referred to this as
‘praxis’. Freire believed that teachers must value and respect the experiences of
their students, including how they speak (syntax) and other markers of their family
background and origins, while also giving them access to dominant forms of language
and knowledge. Freire claimed that political views are linked to action, and that
teaching is a form of political action that is exercised through institutional power and

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 CHAPTER 1: Young People and School 5

results in a range of outcomes. Freire described a range of political beliefs and their
associated actions. While he was a radical thinker, he was concerned about the impact
on education of other ways of thinking, such as elitism and conservatism. Below are
some contemporary political beliefs. Read these descriptions and pause to reflect on
the questions below.
• Neoconservatives believe that markets provide the best mechanism for delivering
education and health care, and that individuals are responsible for making use of
markets to obtain economic independence and well-being. They believe that through
enterprise and hard work individuals can take care of their basic needs and gain
additional benefits.
• Socialists intervene to ensure that those who are marginalised have access to
support and resources that will enable them to participate in society. They believe
that the economic processes and social structures in a society should be used for
the benefit of all its members, and that governments should intervene to ensure
that resources are more equitably distributed.
• Radicals attempt to subvert political, economic and social structures which they
consider oppressive. They believe that these structures need to be transformed in
order to achieve justice and a more equitable society.

Pause and reflect

1 What is the likely impact on educational policy of the political beliefs listed above?
2 How would you describe your own political stance? How might this stance influence
the type of teacher you become?
3 What contemporary political views are not represented in the above classification?

Researching inequity
What happens at school really does matter. Achievement and participation at school are not
dependent only upon the characteristics of children, since there is great variation in what schools
and teachers are able to achieve. Therefore, it is important to understand why some groups
of students generally do better at school than others, and why some schools and teachers are
more successful at closing this achievement gap. This has been a long-term issue of concern
in education, and researchers have drawn upon a range of ways of thinking (epistemologies)
and investigative approaches (research methods) to understand the problem of inequality in
educational outcomes.

Debra Hayes

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 6 EDUCATION, CHANGE AND SOCIETY

For example, psychologists have looked to concepts such as motivation, historians have traced
the impact of changes in society, and sociologists have considered the impact of class, race,
ethnicity and so on. Each of these ways of thinking about differences in educational outcomes can
be matched to appropriate investigative approaches. For instance, psychologists might develop
scales perhaps in the form of surveys, historians commonly engage in documentary analysis that is
sometimes supplemented by interviews, sociologists also use surveys and might supplement these
with, for example, interviews, observations and policy analysis. A form of educational research
that has proven particularly useful in exploring differential outcomes in education is called
Ethnography ethnography. This approach is used mostly by sociologists of education.
an approach An early ethnographic study conducted by Oscar Lewis used a detailed description of five
to conducting days in the lives of five Mexican families to paint portraits of the experiences of families living in
research that
poverty. In Five Families, Lewis (1966) developed the idea of a ‘culture of poverty’. It suggested
combines
sustained field that families who live in poverty lack or are deficient in the resources, values and attitudes that
work in particular contribute to success, and that these deficiencies explain, at least in part, why they are poor.
contexts with While Lewis’ study was conducted at a much earlier time and in a specific context, the concept
methods of inquiry of a culture of poverty continues to inform how some people answer the question, ‘Why do
that produce
historically,
some groups of students do better at school than others?’ This kind of logic is illustrated in an
politically and ethnographic study of a Western Australian high school, in which Martin Forsey (2007) spent
personally many months as a ‘fly on the wall’, particularly in its staff common room. He described how some
situated accounts, of the teachers (pseudonyms used) explained the impact on the school of more affluent families
descriptions,
moving into a nearby suburb.
interpretations
and Warraville was sometimes reported to be a dangerous place. On two occasions,
representations Deputy Principal Liam used the public address system to announce reports
of human lives, of unsavoury characters lurking in Warraville. He warned students to be extra
actions and
careful if they had to move through the area. Teachers commented often enough
interactions.
on Warraville’s propensity for producing the rougher students, the ‘bad eggs’, as
Donald, one of the senior staff members, called them. He described the general
student body as comprised of ‘nice, basic kids who get on very well and don’t have
too many problems with bullying or pecking orders’. Linking this to the their ‘white
Caucasian, middle-class background’, he suggested that ‘even if they come from
different cultures’, by which he was referring to students who were not white, ‘well,
they almost fit that mould, and they get on very well’. When I asked him to clarify
this point he nodded in the direction of Warraville and said, ‘Well, we have a socio-
economic group that were over there and they seem to be disappearing very quickly.’
In addition to his teaching job, Donald also works as a part-time real estate
agent. His reference to the current Warraville population disappearing reflected his
knowledge of land values in the area. Based on this he surmised that: ‘The general
middle-class to lower socio-economic population in the school is changing, because
the lower socio-economic group is moving. Warraville is disappearing. It is now a
very sought-after area so you will see the socio-economic group lift’.

01_WEL_ECS_4e_09763_TXT_SI.indd 6 4/09/2017 12:00 PM

 CHAPTER 1: Young People and School 7

Kate, one of the science teachers, expressed a similar sentiment about the socio-
economic status of the student population being ‘on the rise’. She spoke to me about
how rough the school was when she first arrived there in the mid-1980s, but over the
years this had changed and the kids were now much nicer and happier. When asked
to account for this shift, she hypothesized that the school’s loss of roughness might
be attributable to recent gains in local real estate prices and the increased affluence of
the people moving into the area (Forsey 2007, p. 67).

The teachers associated the socio-economic group that was in decline at Warraville with
danger. They identified the ‘bad eggs’ in the student population as coming from that particular
group. These views are not limited to teachers and they are not representative of how all teachers
think, but they are commonly used to explain differential outcomes from schooling. Such
explanations are underpinned by ways of thinking that associate success or failure at school with
the presumed behaviours and attributes of groups, often informed by stereotyped assumptions,
rather than how these groups are positioned within society through larger historical, political and
economic forces. Importantly, teachers who hold these views are likely to expect students from
families who experience economic hardship, or some other form of social exclusion, to not do well
at school. Importantly for teachers, deficit ways of thinking about difference in education offer
weak solutions for bridging the achievement gap between students from different backgrounds.
Other types of ethnography have focused on the lived experiences of students and their
families, thus providing a different account of the link between poverty and education. Paul
Willis’ (1977) classic Learning to Labour: How Working-class Kids Get Working-class Jobs
focused on twelve working-class ‘lads’ growing up in the English Midlands; it illustrated in rich
detail their understanding of how working-class culture was poorly valued within the context
of schooling. Their accents, their parents’ jobs, and their social and sporting interests counted
for little within the educational institution. Willis related how, through the development of an
oppositional school culture, many of them railed against the way they were positioned, but in
so doing effectively sealed their fate as underachievers at school. The ‘lads’ faced an unenviable
choice: success at school or retaining their working-class identities, including family bonds and
traditional pathways to blue-collar employment. Willis’ study details how society and schooling
play very active roles in maintaining and reproducing inequality. It represents a sophisticated form
of what is often called ‘reproduction theory’, which posits that institutions created by societies,
such as schools, and the practices of these institutions, such as pedagogies, contribute to some
groups of students consistently doing better at school than others. (See the ‘Research in action’
box in Chapter 3 for further discussion of Willis’ work.)
The landmark Australian study Making the Difference: Schools, Families and Social Division
(Connell et al. 1982) was written when reproduction theory (as illustrated by Willis 1977) was
challenging deficit theories (as illustrated by Lewis 1966) about inequity in education. The authors
acknowledged that ‘The reproduction paradigm wrought a revolution in theory, but has had rather
thin effects on practice’ (p. 28). They ‘were bothered by the increasing abstractness and dogmatism

Debra Hayes

01_WEL_ECS_4e_09763_TXT_SI.indd 7 4/09/2017 12:00 PM

Another Random Scribd Document
with Unrelated Content
 Fol. But nowe, forsothe, man, it maketh no mater;
For they that wyll so bysely smater,
So helpe me God, man, euer at the length
I make hym[823] lese moche of theyr strength;
For with foly so do I them lede,
That wyt he wantyth when he hath moste nede.

Fan. Forsothe, tell on: hast thou any mo?[824]

Fol. Yes, I shall tell you, or I go,

Of dyuerse mo that hauntyth my scolys. 1280

Cr. Con. All men beware of suche folys!

Fol. There be two lyther, rude and ranke,

Symkyn Tytyuell and Pers Pykthanke;
Theys lythers I lerne them for to lere
What he sayth and she sayth to lay good ere,
And tell to his sufferayne euery whyt,
And then he is moche made of for his wyt;[825]
And, be the mater yll more or lesse,
He wyll make it mykyll worse than it is:
But all that he dothe, and yf he reken well, 1290
It is but foly euery dell.

Fan. Are not his wordys cursydly cowchyd?

Cr. Con. By God, there be some that be shroudly towchyd:

But, I say, let se and yf thou haue any more.

Fol. I haue an hole armory of suche haburdashe in store;

For there be other that foly dothe vse,
That folowe fonde fantasyes and vertu refuse.

Fan. Nay, that is my parte that thou spekest of nowe.

F l S i ll th t I k G d
 Fol. So is all the remenaunt, I make God auowe;
For thou fourmest suche fantasyes in theyr mynde, 1300
That euery man almost groweth out of kynde.

Cr. Con. By the masse, I am glad that I came hyder,

To here you two rutters dyspute togyder.

Fan. Nay, but Fansy must be eyther fyrst or last.

Fol. But whan Foly cometh, all is past.

Fan. I wote not whether it cometh of thé or of me,

But all is foly that I can se.

Cr. Con. Mary, syr, ye may swere it on a boke.

Fol. Ye, tourne ouer the lefe, rede there and loke,
Howe frantyke Fansy fyrst of all 1310
Maketh man and woman in foly to fall.

Cr. Con. A, syr, a, a! howe by that!

Fan. A peryllous thynge, to cast a cat

Vpon a naked man, and yf she scrat.

Fol. So how, I say, the hare is squat!

For, frantyke Fansy, thou makest men madde;
And I, Foly, bryngeth them to qui fuit gadde,
With qui fuit brayne seke I haue them brought
From qui fuit aliquid to shyre shakynge nought.

Cr. Con. Well argued and surely on bothe sydes: 1320

But for thé, Fansy, Magnyfycence abydes.

Fan. Why, shall I not haue Foly with me also?

Cr. Con. Yes, perde, man, whether that ye ryde or go:

Yet for his name we must fynde a slyght.[826]
 Fan. By the masse, he shall hyght Consayte.

Cr. Con. Not a better name vnder the sonne:

With Magnyfycence thou shalte wonne.

Fol. God haue mercy, good godfather.

Cr. Con. Yet I wolde that ye had gone rather;

For, as sone as you come in Magnyfycence syght, 1330
All mesure and good rule is gone quyte.

Fan. And shall we haue lyberte to do what we wyll?

Cr. Con. Ryot at lyberte russheth it out styll.

Fol. Ye, but tell me one thynge.

Cr. Con. What is that?

Fol. Who is mayster of the masshe fat?

Fan. Ye, for he hathe a full dry soule.

Cr. Con. Cockes armes, thou shalte kepe the brewhouse boule.

Fol. But may I drynke therof whylest that I stare?

Cr. Con. When mesure is gone, what nedest thou spare? 1340
Whan mesure is gone, we may slee care.

Fol. Nowe then goo we hens, away the mare![827]

Crafty Conueyaunce alone in the place.

Cr. Con. It is wonder to se the worlde aboute,

To se what foly is vsed in euery place;
Foly hath a rome I say in euery route
Foly hath a rome, I say, in euery route,
To put, where he lyst, Foly hath fre chace;
Foly and Fansy all where, euery man dothe face and brace;
Foly fotyth it properly, Fansy ledyth the dawnce;
And next come I after, Crafty Conueyaunce.
Who so to me gyueth good aduertence, 1350
Shall se many thyngys donne craftely:
By me conueyed is wanton insolence,
Pryuy poyntmentys conueyed so properly,
For many tymes moche kyndnesse is denyed
For drede that we dare not ofte lest we be spyed;
By me is conueyed mykyll praty ware,
Somtyme, I say, behynde the dore for nede;
I haue an hoby can make larkys to dare;
I knyt togyther many a broken threde.
It is great almesse the hungre[828] to fede, 1360
To clothe the nakyd where is lackynge a smocke,
Trymme at her tayle, or a man can turne a socke:
What howe, be ye mery! was it not well conueyed?
As oft as ye lyst, so honeste be sauyd;
Alas, dere harte, loke that we be not perseyuyd!
Without crafte nothynge is well behauyd;
Though I shewe you curtesy, say not that I craue,[829]
Yet conuey it craftely, and hardely spare not for me,
So that there knowe no man but I and she.
Thefte also and pety brybery 1370
Without me be full oft aspyed;
My inwyt delynge there can no man dyscry,
Conuey it be crafte, lyft and lay asyde:
Full moche flatery and falsehode I hyde,
And by crafty conueyaunce I wyll, and I can,
Saue a stronge thefe and hange a trew man.
But some man wolde conuey, and can not skyll,
As malypert tauernars that checke with theyr betters,
Theyr conueyaunce weltyth the worke all by wyll;
And some wyll take vpon them to conterfet letters, 1380
A d th ith ll h lf i t f f tt
And therwithall conuey hymselfe into a payre of fetters;
And some wyll conuey by the pretence of sadnesse,
Tyll all theyr conueyaunce is turnyd into madnesse.
Crafty conueyaunce is no chyldys game:
By crafty conueyaunce many one is brought vp of nought;
Crafty Conueyaunce can cloke hymselfe frome shame,
For by crafty conueyaunce wonderful thynges are wrought:
By conuayaunce crafty I haue brought
Vnto Magnyfyce[nce] a full vngracyous sorte,
For all hokes vnhappy to me haue resorte. 1390

Here cometh in Magnyfycence with Lyberte

and Felycyte.

Magn. Trust me, Lyberte, it greueth me ryght sore

To se you thus ruled and stande in suche awe.

Lyb. Syr, as by my wyll, it shall be so no more.

Fel. Yet lyberte without rule is not worth a strawe.

Magn. Tushe, holde your peas, ye speke lyke a dawe;

Ye shall be occupyed, Welthe, at my wyll.

Cr. Con. All that ye say, syr, is reason and skyll.

Magn. Mayster Suruayour, where haue ye ben so longe?

Remembre ye not how my lyberte by mesure ruled was?

Cr. Con. In good faythe, syr, me semeth he had the more

wronge. 1400

Lyb. Mary, syr, so dyd he excede and passe,

They droue me to lernynge lyke a dull asse.

Fel. It is good yet that lyberte be ruled by reason.

M T h h ld k t f
 Magn. Tushe, holde your peas, ye speke out of season:
Yourselfe shall be ruled by lyberte and largesse.

Fel. I am content, so it in measure be.

Lyb. Must mesure, in the mares name, you furnysshe and dresse?

Magn. Nay, nay, not so, my frende Felycyte.

Cr. Con. Not, and your grace wolde be ruled by me.

Lyb. Nay, he shall be ruled euen as I lyst. 1410

Fel. Yet it is good to beware of Had I wyst.

Magn. Syr, by lyberte and largesse I wyll that ye shall

Be gouerned and gyded: wote ye what I say?
Mayster Suruayour, Largesse to me call.

Cr. Con. It shall be done.

Magn. Ye, but byd hym come away

At ones, and let hym not tary all day.

Here goth out Crafty Conuayaunce.

Fel. Yet it is good wysdome to worke wysely by welth.

Lyb. Holde thy tonge, and thou loue thy helth.

Magn. What, wyll ye waste wynde, and prate thus in vayne? 1420
Ye haue eten sauce, I trowe, at the Taylers Hall.

Lyb. Be not to bolde, my frende; I counsell you, bere a brayne.

Magn. And what so we say, holde you content withall.

Fel. Syr, yet without sapyence your substaunce may be smal;

For, where is no mesure, howe may worshyp endure?

Here cometh in Fansy.

Fan. Syr, I am here at your pleasure;

Your grace sent for me, I wene; what is your wyll?

Magn. Come hyther, Largesse, take here Felycyte.

Fan. Why, wene you that I can kepe hym longe styll?

Magn. To rule as ye lyst, lo, here is Lyberte! 1430

Lyb. I am here redy.

Fan. What, shall we haue welth at our gydynge to rule as we lyst?

Then fare well thryfte, by hym that crosse kyst!

Fel. I truste your grace wyll be agreabyll

That I shall suffer none impechment
By theyr demenaunce nor losse repryuable.

Magn. Syr, ye shall folowe myne appetyte and intent.

Fel. So it be by mesure I am ryght well content.

Fan. What, all by mesure, good syr, and none excesse?

Lyb. Why, welth hath made many a man braynlesse. 1440

Fel. That was by the menys of to moche lyberte.

Magn. What can ye agree thus and appose?

Fel. Syr, as I say, there was no faute in me.

Lyb. Ye, of Jackeathrommys bybyll can ye make a glose?

 Fan. Sore sayde, I tell you, and well to the purpose:
What sholde a man do with you, loke you vnder kay.[830]

Fel. I say, it is foly to gyue all welth away.

Lyb. Whether sholde welth be rulyd by lyberte,

Or lyberte by welth? let se, tell me that.

Fel. Syr, as me semeth, ye sholde be rulyd by me. 1450

Magn. What nede you with hym thus prate and chat?

Fan. Shewe vs your mynde then, howe to do and what.

Magn. I say, that I wyll ye haue hym in gydynge.

Lyb. Mayster Felycyte, let be your chydynge,

And so as ye se it wyll be no better,
Take it in worthe suche as ye fynde.

Fan. What the deuyll, man, your name shalbe the greter,
For welth without largesse is all out of kynde.

Lyb. And welth is nought worthe, yf lyberte be behynde.

Magn. Nowe holde ye content, for there is none other shyfte. 1460

Fel. Than waste must be welcome, and fare well thryfte!

Magn. Take of his substaunce a sure inuentory,

And get thou[831] home togyther; for Lyberte shall byde,
And wayte vpon me.

Lyb. And yet for a memory,

Make indentures howe ye and I shal gyde.

Fan. I can do nothynge but he stonde besyde.

L b S d th th ith t th th
 Lyb. Syr, we can do nothynge the one without the other.

Magn. Well, get you hens than, and sende me some other.

Fan. Whom? lusty Pleasure, or mery Consayte? 1470

Magn. Nay, fyrst lusty Pleasure is my desyre to haue,

And let the other another[832] awayte,
Howe be it that fonde felowe is a mery knaue;
But loke that ye occupye the auctoryte that I you gaue.

[Here goeth out Felycyte, Lyberte, and Fansy.

Magnyfycence alone in the place.

For nowe,[833] syrs, I am lyke as a prynce sholde be;

I haue welth at wyll, largesse and lyberte:
Fortune to her lawys can not abandune me,
But I shall of Fortune rule the reyne;
I fere nothynge Fortunes perplexyte;
All honour to me must nedys stowpe and lene; 1480
I synge of two partys without a mene;
I haue wynde and wether ouer all to sayle,
No stormy rage agaynst me can peruayle.
Alexander, of Macedony kynge,
That all the oryent had in subieccyon,
Though al his conquestys were brought to rekenynge,
Myght seme ryght wel vnder my proteccyon
To rayne, for all his marcyall affeccyon;
For I am prynce perlesse prouyd of porte,
Bathyd with blysse, embracyd with comforte. 1490
Syrus, that soleme syar of Babylon,
That Israell releysyd of theyr captyuyte,
For al his pompe, for all his ryall trone,
He may not be comparyd vnto me.
h d d d l fd
I am the dyamounde dowtlesse of dygnyte:
Surely it is I that all may saue and spyll;
No man so hardy to worke agaynst my wyll.
Porcenya, the prowde prouoste of Turky lande,
That ratyd the Romaynes and made them yll rest,
Nor Cesar July, that no man myght withstande, 1500
Were neuer halfe so rychely as I am drest:
No, that I assure you; loke who was the best.
I reyne in my robys, I rule as me lyst,
I dryue downe th[e]se dastardys with a dynt of my fyste.
Of Cato the counte acountyd the cane,
Daryus, the doughty cheftayn of Perse,
I set not by the prowdest of them a prane,
Ne by non other that any man can rehersse.
I folowe in felycyte without reue[r]sse,
I drede no daunger, I dawnce all in delyte; 1510
My name is Magnyfycence, man most of myght.
Hercules the herdy, with his stobburne clobbyd mase,
That made Cerberus to cache, the cur dogge of hell,
And Thesius, that[834] prowde was Pluto to face,
It wolde not become them with me for to mell:
For of all barones bolde I bere the bell,
Of all doughty I am doughtyest duke, as I deme;
To me all prynces to lowte man be sene.[835]
Cherlemayne, that mantenyd the nobles of Fraunce,
Arthur of Albyan, for all his brymme berde, 1520
Nor Basyan the bolde, for all his brybaunce,
Nor Alerycus, that rulyd the Gothyaunce by swerd,
Nor no man on molde can make me aferd.
What man is so maysyd with me that dare mete,
I shall flappe hym as a fole to fall at my fete.
Galba, whom his galantys garde for agaspe,
Nor Nero, that nother set by God nor man,
Nor Vaspasyan, that bare in his nose a waspe,
Nor Hanyball agayne Rome gates that ranne,
Nor yet Cypyo [836] that noble Cartage wanne 1530
Nor yet Cypyo,[ ] that noble Cartage wanne, 1530
Nor none so hardy of them with me that durste crake,
But I shall frounce them on the foretop, and gar them to quake.

Here cometh in Courtly Abusyon, doynge

reuerence and courtesy.

Court. Ab. At your commaundement, syr, wyth all dew reuerence.

Magn. Welcom, Pleasure, to our magnyfycence.

Court. Ab. Plesyth it your grace to shewe what I do shall?

Magn. Let vs here of your pleasure to passe the tyme withall.

Court. Ab. Syr, then with the fauour of your benynge sufferaunce
To shewe you my mynde myselfe I wyll auaunce,
If it lyke your grace to take it in degre.

Magn. Yes, syr, so good man in you I se, 1540

And in your delynge so good assuraunce,
That we delyte gretly in your dalyaunce.

Court. Ab. A, syr, your grace me dothe extole and rayse,

And ferre beyond my merytys ye me commende and prayse;
Howe be it, I wolde be ryght gladde, I you assure,
Any thynge to do that myght be to your pleasure.

Magn. As I be saued, with pleasure I am supprysyd

Of your langage, it is so well deuysed;
Pullyshyd and fresshe is your ornacy.

Court. Ab. A, I wolde to God that I were halfe so crafty, 1550

Or in electe vtteraunce halfe so eloquent,
As that I myght your noble grace content!

Magn. Truste me, with you I am hyghly pleasyd,

For in my fauour I haue you feffyd and seasyd
For in my fauour I haue you feffyd and seasyd.
He is not lyuynge your maners can amend;
Mary, your speche is as pleasant as though it were pend;
To here your comon, it is my hygh comforte;
Poynt deuyse all pleasure is your porte.

Court. Ab. Syr, I am the better of your noble reporte;

But, of your pacyence vnder the supporte, 1560
If it wolde lyke you to here my pore mynde—

Magn. Speke, I beseche thé, leue nothynge behynde.

Court. Ab. So as ye be a prynce of great myght,

It is semynge your pleasure ye delyte,
And to aqueynte you with carnall delectacyon,
And to fall in aquayntaunce with euery newe facyon;
And quyckely your appetytes to sharpe and adresse,
To fasten your fansy vpon a fayre maystresse,
That quyckly is enuyued with rudyes of the rose,
Inpurtured with fetures after your purpose, 1570
The streynes of her vaynes as asure inde blewe,
Enbudded with beautye and colour fresshe of hewe,
As lyly whyte to loke vpon her leyre,[837]
Her eyen relucent as carbuncle so clere,
Her mouthe enbawmed, dylectable and mery,
Her lusty lyppes ruddy as the chery:
Howe lyke you? ye lacke, syr, suche a lusty lasse.

Magn. A, that were a baby to brace and to basse!

I wolde I had, by hym that hell dyd harowe,
With me in kepynge suche a Phylyp sparowe! 1580
I wolde hauke whylest my hede dyd warke,
So I myght hobby for suche a lusty larke.
These wordes in myne eyre they be so lustely spoken,
That on suche a female my flesshe wolde be wroken;
They towche me so thorowly, and tykyll my consayte,
That weryed I wolde be on suche a bayte:
A, Cockes armes, where myght suche one be founde?

Court. Ab. Wyll ye spende ony money?

Magn. Ye, a thousande pounde.

Court. Ab. Nay, nay, for lesse I waraunt you to be sped, 1590
And brought home, and layde in your bed.

Magn. Wolde money, trowest thou, make suche one to the call?

Court. Ab. Money maketh marchauntes, I tell you, over all.

Magn. Why, wyl a maystres be wonne for money and for golde?

Court. Ab. Why, was not for money Troy bothe bought and solde?
Full many a stronge cyte and towne hath ben wonne
By the meanes of money without ony gonne.
A maystres, I tell you, is but a small thynge;
A goodly rybon, or a golde rynge,
May wynne with a sawte the fortresse of the holde; 1600
But one thynge I warne you, prece forth and be bolde.

Magn. Ye, but some be full koy and passynge harde harted.

Court. Ab. But, blessyd be our Lorde, they wyll be sone conuerted.

Magn. Why, wyll they then be intreted, the most and the lest?

Court. Ab. Ye, for omnis mulier meretrix, si celari potest.

Magn. A, I haue spyed ye can moche broken sorowe.

Court. Ab. I coude holde you with suche talke hens tyll to
morowe;
But yf it lyke your grace, more at large
Me to permyt my mynde to dyscharge,
I wolde yet shewe you further of my consayte. 1610
 Magn. Let se what ye say, shewe it strayte.

Court. Ab. Wysely let these wordes in your mynde be wayed:

By waywarde wylfulnes let eche thynge be conuayed;
What so euer ye do, folowe your owne wyll;
Be it reason or none, it shall not gretely skyll;
Be it ryght or wronge, by the aduyse of me,
Take your pleasure and vse free lyberte;
And yf you se ony thynge agaynst your mynde,
Then some occacyon of[838] quarell ye must fynde,
And frowne it and face it, as thoughe ye wolde fyght, 1620
Frete yourselfe for anger and for dyspyte;
Here no man, what so euer they say,
But do as ye lyst, and take your owne way.

Magn. Thy wordes and my mynde odly well accorde.

Court. Ab. What sholde ye do elles? are not you a lorde?

Let your lust and lykynge stande for a lawe;
Be wrastynge and wrythynge, and away drawe.
And ye se a man that with hym ye be not pleased,
And that your mynde can not well be eased,
As yf a man fortune to touche you on the quyke, 1630
Then feyne yourselfe dyseased and make yourselfe seke:
To styre vp your stomake you must you forge,
Call for a candell[839] and cast vp your gorge;
With, Cockes armes, rest shall I none haue
Tyll I be reuenged on that horson knaue!
A, howe my stomake wambleth! I am all in a swete!
Is there no horson that knaue that wyll bete?

Magn. By Cockes woundes, a wonder felowe thou arte;

For ofte tymes suche a wamblynge goth ouer my harte;
Yet I am not harte seke, but that me lyst 1640
For myrth I haue hym coryed, beten, and blyst,
Hym that I loued not and made hym to loute
Hym that I loued not and made hym to loute,
I am forthwith as hole as a troute;
For suche abusyon I vse nowe and than.

Court. Ab. It is none abusyon, syr, in a noble man,

It is a pryncely pleasure and a lordly mynde;
Suche lustes at large may not be lefte behynde.

Here cometh in Cloked Colusyon with

Mesure.

Cl. Col. Stande styll here, and ye shall se

That for your sake I wyll fall on my kne.

Court. Ab. Syr, Sober Sadnesse cometh, wherfore it be? 1650

Magn. Stande vp, syr, ye are welcom to me.

Cl. Col. Please it your grace, at the contemplacyon

Of my pore instance and supplycacyon,
Tenderly to consyder in your aduertence,
Of our blessyd Lorde, syr, at the reuerence,
Remembre the good seruyce that Mesure hath you done,
And that ye wyll not cast hym away so sone.

Magn. My frende, as touchynge to this your mocyon,

I may say to you I haue but small deuocyon;
Howe be it, at your instaunce I wyll the rather 1660
Do as moche as for myne owne father.

Cl. Col. Nay, syr, that affeccyon ought to be reserued,

For of your grace I haue it nought deserued;
But yf it lyke you that I myght rowne in your eyre,
To shewe you my mynde I wolde haue the lesse fere.

Magn. Stande a lytell abacke, syr, and let hym come hyder.

Court Ab With a good wyll syr God spede you bothe togyder
 Court. Ab. With a good wyll, syr, God spede you bothe togyder.

Cl. Col. Syr, so it is, this man is here by,

That for hym to laboure he hath prayde me hartely;
Notwithstandynge to you be it sayde, 1670
To trust in me he is but dyssayued;
For, so helpe me God, for you he is not mete:
I speke the softlyer, because he sholde not wete.

Magn. Come hyder, Pleasure, you shall here myne entent:

Mesure, ye knowe wel, with hym I can not be content,
And surely, as I am nowe aduysed,
I wyll haue hym rehayted and dyspysed.
Howe say ye, syrs? herein what is best?

Court. Ab. By myne aduyse with you in fayth he shall not rest.

Cl. Col. Yet, syr, reserued your better aduysement, 1680

It were better he spake with you or he wente,
That he knowe not but that I haue supplyed
All that I can his matter for to spede.

Magn. Nowe, by your trouthe, gaue he you not a brybe?

Cl. Col. Yes, with his hande I made hym to subscrybe

A byll of recorde for an annuall rent.

Court. Ab. But for all that he is lyke to haue a glent.

Cl. Col. Ye, by my trouthe, I shall waraunt you for me,

And he go to the deu[y]ll, so that I may haue my fee,
What care I? 1690

Magn. By the masse, well sayd.

Court. Ab. What force ye, so that ye[840] be payde?

Cl. Col. But yet, lo, I wolde, or that he wente,

Lest that he thought that his money were euyll spente,
That ye[841] wolde loke on hym, thoughe it were not longe.

Magn. Well cannest thou helpe a preest to synge a songe.

Cl. Col. So it is all the maner nowe a dayes,

For to vse suche haftynge and crafty wayes.

Court. Ab. He telleth you trouth, syr, as I you ensure.

Magn. Well, for thy sake the better I may endure 1700
That he come hyder, and to gyue hym a loke
That he shall lyke the worse all this woke.

Cl. Col. I care not howe sone he be refused,

So that I may craftely be excused.

Court. Ab. Where is he?

Cl. Col. Mary, I made hym abyde,

Whylest I came to you, a lytell here besyde.

Magn. Well, call hym, and let vs here hym reason,

And we wyll be comonynge in the mene season.

Court. Ab. This is a wyse man, syr, where so euer ye hym

had. 1710

Magn. An honest person, I tell you, and a sad.

Court. Ab. He can full craftely this matter brynge aboute.

Magn. Whylest I haue hym, I nede nothynge doute.

Hic introducat Colusion, Mesure,

Magnyfycence aspectant[e] vultu
elatissimo.
 Cl. Col. By the masse, I haue done that I can,
And more than euer I dyd for ony man:
I trowe, ye herde yourselfe what I sayd.

Mes. Nay, indede; but I sawe howe ye prayed,

And made instance for me be lykelyhod.

Cl. Col. Nay, I tell you, I am not wonte to fode

Them that dare put theyr truste in me; 1720
And therof ye shall a larger profe se.

Mes. Syr, God rewarde you as ye haue deserued:

But thynke you with Magnyfycence I shal be reserued?

Cl. Col. By my trouth, I can not tell you that;

But, and I were as ye, I wolde not set a gnat
By Magnyfycence, nor yet none of his,
For, go when ye shall, of you shall he mysse.

Mes. Syr, as ye say.

Cl. Col. Nay, come on with me:

Yet ones agayne I shall fall on my kne 1730
For your sake, what so euer befall;
I set not a flye, and all go to all.

Mes. The Holy Goost be with your grace.

Cl. Col. Syr, I beseche you, let pety haue some place
In your brest towardes this gentylman.

Magn. I was your good lorde tyll that ye beganne

So masterfully vpon you for to take
With my seruauntys, and suche maystryes gan make,
That holly my mynde with you is myscontente;
Wherfore I wyll that ye be resydent 1740
With me no longer.
 g

Cl. Col. Say somwhat nowe, let se, for your selfe.[842]

Mes. Syr, yf I myght permytted be,

I wolde to you say a worde or twayne.

Magn. What, woldest thou, lurden, with me brawle agayne?

Haue hym hens, I say, out of my syght;
That day I se hym, I shall be worse all nyght.

[Here Mesure goth out of the place.[843]

Court. Ab. Hens, thou haynyarde, out of the dores fast!

Magn. Alas, my stomake fareth as it wolde cast!

Cl. Col. Abyde, syr, abyde, let me holde your hede. 1750

Magn. A bolle or a basyn, I say, for Goddes brede!

A, my hede! But is the horson gone?
God gyue hym a myscheffe! Nay, nowe let me alone.

Cl. Col. A good dryfte, syr, a praty fete:

By the good Lorde, yet your temples bete.

Magn. Nay, so God me helpe, it was no grete vexacyon,

For I am panged ofte tymes of this same facyon.

Cl. Col. Cockes armes, howe Pleasure plucked hym forth!

Magn. Ye, walke he must, it was no better worth.

Cl. Col. Syr, nowe me thynke your harte is well eased. 1760

Magn. Nowe Measure is gone, I am the better pleased.

Cl. Col. So to be ruled by measure, it is a payne.

 Magn. Mary, I wene he wolde not be glad to come agayne.

Cl. Col. So I wote not what he sholde do here:

Where mennes belyes is mesured, there is no chere;
For I here but fewe men that gyue ony prayse
Vnto measure, I say, nowe a days.

Magn. Measure, tut! what, the deuyll of hell!

Scantly one with measure that wyll dwell.

Cl. Col. Not amonge noble men, as the worlde gothe: 1770
It is no wonder therfore thoughe ye be wrothe
With Mesure. Where as all noblenes is, there I haue past:
They catche that catche may, kepe and holde fast,
Out of all measure themselfe to enryche;
No force what thoughe his neyghbour dye in a dyche.
With pollynge and pluckynge out of all measure,
Thus must ye stuffe and store your treasure.

Magn. Yet somtyme, parde, I must vse largesse.

Cl. Col. Ye, mary, somtyme in a messe of vergesse,

As in a tryfyll or in a thynge of nought, 1780
As gyuynge a thynge that ye neuer bought:
It is the gyse nowe, I say, ouer all;
Largesse in wordes, for rewardes are but small:
To make fayre promyse, what are ye the worse?
Let me haue the rule of your purse.

Magn. I haue taken it to Largesse and Lyberte.

Cl. Col. Than is it done as it sholde be:

But vse your largesse by the aduyse of me,
And I shall waraunt you welth and lyberte.

Magn. Say on; me thynke your reasons be profounde. 1790

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