Introduction

The overall investigative article analysis is regarding the myth Educational outcomes are unaffected by race or ethnicity. The myth is evaluated based on the Australian curriculum and policy along with showcasing its international or national significance. Further, the myth is analyzed by recognizing various viewpoints concerning Australian policy and curriculum. Myths can be considered as stories utilized by people to assist in making sense of the entire universe surrounding them. Even though good insight can be provided by myths into cultural values and beliefs, they also play an essential part in keeping alive misconceptions. Considering other similar myths, those evolving in education bring together partial truths, factual realities, and falsehoods that are fully developed. For taking informed actions, these myths should be scrutinized by school leaders along with taking out the truth from the core. Specifically, the key challenge found is honoring the wisdom established in myths and at the same time highlighting their fallacies. Liberal initiatives to race that recognize social frameworks in reform need for racial equity can be found within the Curriculum of Australia. This also includes critical initiatives that fight against racism by emphasizing human rights and multicultural within science, geography, priority of cross-curriculum, and education policies of student diversity (Ali, 2022). Additionally, post-modern initiatives provide an allowance to students for deconstructing knowledge and understanding with regard to race by applying intercultural techniques. They were absent historically from the curriculum nevertheless few more current instances were observed within both ways of online videos.

Main Body

Explanation of the myth

Tait by exploring the myth of factors like ethnicity or race not being able to create a negative impact on educational outcomes depicts contrasting viewpoints and shares a specific message to the society people. The actual message or purpose that Tait opines on analyzing the myth is whether unintentionally or deliberately, racial or ethnic minority groups are still exposed to indirect or direct forms of discrimination when they are likely to enter the education system. The author specifically mentions refugees and determines that these people are in the most vulnerable state within education (Tait, 2018). The author focuses on the ethnicity of the Non-Anglo-Celtic group and finds that educating these students is very complex for educators due to the fact that they would be required to carry the objective of arranging a welcoming environment of learning. This also includes strengthening vital attributes of students, delivering a fruitful and viable setting for the acquisition of the English Language, and producing a complete variety of literacy competencies. However, teachers also have to keep a constant check so that the educational environment is free from stereotyping and racism. The particular myth helps people to understand that an essential role is played by ethnicity to bring success within the education system yet the role is restricted fairly as compared to social class impacts. From past educational outcomes, it has been revealed that immigrants comprising 25% of the overall group perform better as compared to 25% of students who are born in Australia. Nevertheless, it is ultimately found that refugees have to struggle a lot on the path to receiving their desirable educational system. It is not a surprising fact for all that they have resided for years within camps. Age becomes a major factor for the refugee group of people that multiplies the issue's complexity during the period of their entrance to school (Anderson & Boyle, 2015). Teachers are required to ensure that the learning environment is healthy and positive for all students along with encouraging refugee children to remain positive.

Regional, state, local, or national/international significance of the myth

Current researchers like Fahd & Venkatraman (2019) have taken into consideration that countries such as Columbia, Canada, and Australia are practicing education inclusively. For schools' educational leaders within these countries, inclusive schooling can be identified as a continuing procedure. Around Australia, the introduction of disability-driven laws of education has been carried out with the objective to uphold students' rights with disability for accessing education. Australian schools face tremendous pressure and have to tackle the challenge of producing educational outcomes of high quality for a diverse population group of students such as refugees or disabled people. Besides abiding by special necessities like disabilities, the major increase in the international population of students necessitates schools to deliver assistance with the English language as well as various migration problems. This kind of support measures or systems absence that mediate conflicts potentially because of diversity within religious beliefs, economic value systems, and cultures has led to racism (Watkins et al., 2017). Additionally, the linkage formed between certain levels of racism and exclusion shall not be elaborated easily, basically, it can be understood that policies, decisions, and different social dynamics play an important role in driving racism. Racism around Australia can be connected inextricably to the migrations and settlement's history. The practices of colonization such as slavery and forced labor, getting evicted from their lands, and confrontation had created an adverse impact on original residents (Fahd & Venkatraman, 2019). Discrimination has been faced by them for two centuries by the European and British settlers from Southern and Eastern Europe like non-Europeans exclusion because of the policy of the White Australia. Besides this, the immigrants from Southernand Eastern Europe, Muslims, and Asian countries have resulted in maximized linguistic and cultural diversity in relation to the population of Australia. They are also called by the name significant 'Others'. High multicultural society and values can be found within the modern society of Australia, yet it still obtains prejudice and cultural dominance of Anglo-Celtic people.

Based on the context of school socioeconomic status, academic outcomes, and school heterogeneity, authors have placed their arguments that the appropriate school quality indicator cannot be considered ethnic or racial segregation level yet it is a specific school's economic composition. Various studies have also indicated schools that obtained high concentrations in relation to low SES students minimize children's educational performance during the relevant time period when they regulate for own race and class of children (Tait, 2018). Hence, the total evidence that research accumulates on desegregation results to find a conclusion that the common damage created by segregated forms of education arrived from children's concentration from civil poor families and not from any kind of racial isolation. The Coleman report produced certain influential results which highlighted the fact that the economic and social composition in relation to the student body of a school obtains a powerful impact on attainment, and independence of individual social background of students as compared to any other school aspect. Therefore, both white population groups and African American groups of people should get equal advantages from achieving a middle-class school of African American culture (Bonnor & Shepherd, 2016). On the other hand, African American people would not improve their academic attainment by making their attendance at schools that are usually populated by a group of poor white people. Further, antagonism and diversity tolerance towards a few cultural groups can be found highly evident.

Schools in Australia are currently dealing with the challenge of operating in a context where several disadvantaged students are present who are switching off and tuning out within frightening numbers. Different types of reasons can be obtained where students arrive at school premises obtaining a wide variety of learning needs and experiences. Additionally, the longitudinal review in relation to children in Australia evaluated an overall 12.3% of students in schools all over Australia have extra educational necessities (Rudolph, 2011). It can be considered these students' education together with the ones belonging to various minority groups and there presently at high risk of discrimination or inequality factors where major emphasis needs to be given to inclusive education. Considering the inadequate availability of any strong explicit laws and regulations that assist the right of all disadvantaged children in obtaining an inclusive educational system, arguments can be placed that the required policies and legislation are present within Australia in place for making sure inclusive societies maintained with the presence of inclusive schools and systems. Nevertheless, these legislative actions are likely to have fewer impacts specifically on inclusive education provision such as it is prevalent in students educations who obtain a disability (Darling?Hammond, 2007). Several people are also not given proper access to achieving an inclusive education form. Evidence has indicated the fact that good practice has not been granted by good policy along with the potential division of indefinite practice or policy within Australia.

Critical analysis applying various viewpoints

Rose (2015) mentions The Australian Curriculum's Shape v. 3.0 elaborates the commitment of ACARA illustrates the commitment of ACARA to assisting access equity to the curriculum of Australia for every learner as well as the development of a curriculum that incorporates every young Australian person with the necessary skills, capabilities, and knowledge to stand out and complete within a globalized universe. Particularly, this kind of commitment to standard quality curricula development for every Australian person highlights an in-depth knowledge and understanding in relation to the complex and diverse characteristics of students who deal with disability. Notably, educational authorities, schools, and teachers had been delivered with the required flexibility to accomplish their obligation to deliver students with extra educational necessities (Quintana et al., 2012). They can grab the opportunity for taking participation and accessing purposefully within education on the relevant business just like other common students. However, it had been specifically identified within the current research that a small number of students percentage amount specifically those who were suffering from a potential intellectual disability or belonging to refugee groups, the foundation of the curriculum content of Year 10 shall not be considered meaningful or suitable even by making necessary adjustments. In a consequent manner, during the time period of 2011, the writing themes of ACARA comprising input from the advisory group of Students Disability took the measure to recognize learning sequences similar to disabled students whose learning process shall be regarded as a significant progress to the achievement standard of the foundation within Mathematics and English (Rose, 2015). The design and structure with regard to the current documents of the Australian curriculum within Mathematics and English has been maintained by curriculum writers. The main motive was making sure the innovative materials shall showcase familiarity when they are presented to educators.

From the viewpoint of social construction as stated by Dean (2019), racial superiority which is a biological explanation for the privilege of white people has been considered weak. This is due to the fact that a genetic or biological reality is not reflected by race. Rather, it can be known as a constructed social hierarchy's reality. Specifically, it has been underlined that white individuals who have increased the supremacy of the group along with constructed racism as one kind of abstract concept have taken into consideration racism historically for being a social construction repulsion of race. Thereby, it has potentially degraded racial minorities (Renzaho, 2023). These views have further stressed societal, institutional political, and systemic frameworks that both inherently and overtly minorities for the protection of white privilege. Therefore white privileges are required to take additional measures with the benefits already obtained by white people like economic educational and political privileges that are identified as not available to other groups of people (Dean, 2019). It is evident for all that power as well as its linkage with improved institutional policies and political influence, better education, and greater income improves access to better health. Nevertheless, access to these institutional structures and systems is limited for ethnic and racial minorities.

Ho (2020) denotes elaboration of the harm and danger linked with utilizing cultural groupings which are noncommittal in characteristics, during the time of reporting on migrants health, the most trustworthy departments of the government and organizations can be recognized as the Australian Welfare And Health Institute as well as the Australian Statistics Bureau. They have continued to make significant attempts to reflect the effect of healthy migrants. Arguments that can be placed include unhealthy migrants' free departure exclusion because of regular screening of health that prospective competent migrants are inclined to make an entrance minimizes the financial pressure on the health care system of Australia. Therefore, only the groups of people who show healthy characteristics are provided entry to the country (Krakouer, 2015). Additionally, skilled migration talks in the favour of the people who showcase resilience denoting privileged and ambitious healthy migrants being psychologically and physically able to afford relocation to a new country as well as more interested to opt for migration (Ho, 2020). Hence, these migrants can be understood as highly educated younger, and developing potential skills which can be identified as key social health determinants.

Research by Goza & Ryabov (2013) also specifies the application of the oppositional culture framework to elaborate a specific pattern of culture within Latinos and African Americans where it is observed academic achievement is disparaged by peers due to the fact that it is obtained as 'acting white' or 'selling out'. Authors have believed and placed the opinion that these students from the minority group are likely to produce a joint oppositional culture considering it as a reference frame that actively does not accept mainstream attitudes along with undermining academic attainment. Shortly, children belonging to this culture can be found ostracizedusually to work in conformity to the Australian and the universal educational system. Ethnic networks and groups offer intergenerationalhuman and social capital transmissions, together with norms with regard to educational achievement and employment and educational opportunities (Goza & Ryabov, 2013). Analysis has further stated that migrant people who develop multicultural values will obtain suitable academic results. This indicates the immigrant group of people who have the ability to abide by their membership within ethnic networks along with establishing pan-ethnic generally ethical-oriented connections shall evolve out as the most successful ones.

Conclusion

The myth deeply explored and discussed produces a powerful message to the educational outcomes produced by the Australian Curriculum or the entire educational system. The myth presented by Tait has made attempts to clearly communicate the fact that the outcomes from education such as the experience of schooling and academic achievement can have a major impact. This is because of the race of a particular person or a group and the overall treatment process within Australia's educational system. Minority groups of individuals like disabled people and refugees can notice themselves acquiring a vulnerable state within education. Therefore, it is suggested that the educational systems of Australia as well as other countries should take a liberal initiative within their educational approaches towards ethnicity and race. In addition, they should opt for celebrating the uniqueness and individuality of every person. The Harmony Days should be celebrated by institutions denoting diversified language incorporation during informative and mass Indigenous education. Identifying and celebrating the ethnic and racial challenges of marginalized students can offer an allowance for educators and other staff in order to produce a welcoming and supportive environment. Discrimination should be simultaneously restricted within these institutions along with developing equitable opportunities and accepting cultural differences among students.

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