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Laiqa: Green , Josie: Purple                             

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Laiqa: Green , Josie: Purple                             

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Great grandfather
My great grandfather Jack on my mum's side didn't have the privilege of going to primary and secondary school. He worked on a farm for most of his childhood with his family.  He boxed in his early 20's and became quite well-known. He used to sell farming equipment to companies and also made money with his boxing winnings.
My great-grandfather Mohammed on my dad's side didn't have an education either and also worked on a farm for a lot of his childhood, selling wheat and cattle He had odd jobs to get by. He worked as a security guard for the council, at a saw mill and also as a waiter
Great grandmother
My great grandma Una on my mum's side didn't go to proper school but went on to become a qualified opera singer and had multiple gigs where she used to perform. She also was a chef and used to cook for people who were struggling financially.
My great grandma on my dad's side got orphaned as both her parents died of illness when she was seven. She didn't receive an education and instead had to look after her younger siblings. She married at the age of 10 in Lebanon and effectively became a house wife for her family.

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Grandpa
My grandpa John on my mother's side went to Carey Grammar from kindergarten up until year twelve. After graduating, my grandpa worked in the farming industry with his father for a while then he got a job at a bank.

My grandpa Faouzi on my father's side went to primary and secondary school in Beirut, Lebanon. Following this, he went to The American University Of Beirut to complete a business and administration degree. Following this, he worked at Intra Bank in Lebanon, finance in Dubai for a few years and then Saudi Arabia as financial director for the company caterpillar.

Grandma
My grandma Abir on my father's side did not receive any education as her family of 10 could not afford the uniform so she was not allowed to go. She was raised in Lebanon which at the time had little educational opportunity. She was also faced with family responsibilities and was of much need to her mother, helping with her errands and house chores. She also used to keep her dad company sometimes when he used to go to work and has fond memories of going to the mountains with her father when he used to work as a waiter in the tourist season (he had odd jobs to get by).

My grandma Josephine on my mother's side went to Kilbreda College for her primary and secondary schooling years. She graduated in year 12 and ended up practising hair styling and makeup and finished a course involving this. She was a hair stylist and makeup artist for channel 2.

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Father
My father Mohammed and his family migrated from Lebanon to Saudi Arabia to Australia.  He went to tucker road primary from grade two in 1981 finishing grade six in 1985. He began his high school studies at Cheltenham secondary school and concluded them in 1991. In 1992 my father went to RMIT and received his degree in mathematics and statistics.
My father's siblings had the same education history, all of them attending Tucker road primary and Cheltenham secondary.

Mother
My mother Therese was born in Croydon in Melbourne and went to St Edmonds primary from prep (1981) to year six (1987). In 1988 my mum went to Aquinas college and completed her  yeae 12 studies. My mother got into university although decided not to pursue those ventures so decided to get a job at a telephone company.
My mother's sisters had a similar education history. Her older sister Louise completed a graphic design course at RMIT after completing her year 12 studies at aquinas college. Two of my mother's sisters, Chantal and catherine had special needs. Chantal moved to croydon high from Aquinas college in Year 9 but didn't complete her studies and got a job at a nursery instead. Catherine went to heatherwood school for her special needs and after this went to work outsource at a factory which had others with special needs.

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Me (Josie)
In 2008 i started prep at Dandenong north primary and i graduated from grade six in 2014. I continued high school at Cheltenham secondary in 2015 although i I left cheltenham after two terms due to being bullied.
I moved to Mckinnon secondary college following this in which I completed year 12 in 2020. I began my studies at Monash university doing business and arts in 2021. Although I only continued this for a semester then withdrew. I began my bachelor of primary education in 2023 which i should complete in 2026. I hope to do social work in the meantime with children and people with disabilities.
My brother
Adam also attended Dandenong north primary from 2008-2013 then in 2014 went to cheltenham secondary and left in 2015 to Mckinnon secondary college. Adam graduated in 2019. Adam is completing his bachelor of primary and secondary teaching at Monash, that he began in 2020Adam was working as a teacher aid at Mckinnon secondary college in 2021 to give himself some more understanding of the career as a teacher. In 2023 he is now in his fourth year of study and planning to become a secondary teacher.

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A comparison between our great grandparents

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A comparison between our great grandparents

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Similarities
Economical & Political
Laiqa's great-grandmothers both didn't receive formal education whatsoever similar to my great-grandparents. This is due to socio-economic factors and political factors in place at the time of the 1900s to 1930s. Education was on the rise but it was a slow burner, especially for Afghanistan and Lebanon.

Differences
Social
It seems that in the life of Laiqa's great-grandparents, religion and language held significant importance in contrast to my own. This could be due to the country they were raised in. Afghanistan is a predominantly Islamic, Arabic-speaking country therefore it is no surprise that it was a key part of their upbringing.

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Factors within my family and some intergenerational comparison

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Factors within my family and some intergenerational comparison

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Social
My father's mother was the sole decision-maker in the household. She had not received an education herself therefore it was difficult for her to understand the education system as a whole. Due to this social factor, my father and his siblings did not get an education when in Lebanon and Saudi Arabia. It was a 'normal' way of life in his mother's eyes. Once the family had arrived in Australia, the rules and traditions were different and there was an increased influence that pushed for them to get an education therefore they began schooling. The preconceived notion of being lower-class and at the bottom of the social hierarchy if you did not attend school also was a key part in the influence for them to start school (Campbell & Proctor, 2014, p. x.). Nowadays it is compulsory to attend school and the hierarchy still somewhat exists but it is more common for a child to go to school than not which is a positive sign.
Political.
My grandmother on my dad's side described how eager she was to get an education. She loved when something new was taught to her and it still makes her sad to this day that she was unable to go to school due to having to wear a uniform. She did not have a say due to the regulations in place and the politics behind it all. This is very different now, schools have initiatives in place now that gives children who struggle financially the ability to have a free uniform, textbooks etc. When I was in high school there was plenty of opportunity for children struggling financially thus displaying the progression of the education system over time.

Environmental
My great-grandmother on my father's side grew up with a wealthy family who provided for her.  She was aspiring to go to school and do something with herself. Due to her parents passing away, members of their families took financial advantage of her. Her siblings and she were left with nothing and orphaned. She was 7 at the time. This left her without the education and prospects she was destined to have due to the change of environment for her.

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Great grandpa
My great grandpa from dads side went to an islamic school to learn Arabic till year 8. He later became an Arabic teacher

My great grandpa from mums side completed his schooling in Afghanistan and became a chef.

Great grandma
My great grandma from dads side never went to school but was taught Arabic by my grandpa.

My great grandma from my mums side never went to school but learnt how to read and write in farsi and Arabic from her father and brothers.

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Grandpa
My Grandpa from my dads side studied at an islamic school in Afghanistan till year 4 and had to drop out due to family responsibilities. He used to raise, train and sell horses for a living.

My grandpa from my mums side attended school in Afghanistan until year 7. he later owned his own farm where he would raise animals and grow fruits and vegetables for a living.

Grandma
Both my grandmas never went to school to obtain any form of formal education however was taught to read Arabic by their fathers whilst in Afghanistan.

My Grandma from my dads side had a small business of sewing clothes for females within her neighbourhood. My grandma from mums side never worked

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Father
My dad studied in Afghanistan at an islamic school till year 4 (1989) and had to discontinue due to losing his father and become the sole income earner for his family at the age of 12.

My dad learnt to speak Farsi, Pashto, english and Urdu by interacting with different people whilst working at an early age.

My dad has 3 sisters and 3 brothers. None of his sisters attended school however, all 3 brothers completed their schooling at an islamic school in Afghanistan.

He moved to Australia in 2001 forced to leave his family behind for some time.

Mother
My mother never attended school but was taught to read Arabic by her uncles.

My mother learnt a second language (Pashto) by listening to her neighbours and watching tv shows. she now attends a local english class run in our community for afghan women.

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I moved to Australia in 2009 at the age of 7 where i begun my education journey in year 1. I graduated primary school in 2014 at Lyndale Greens primary school and high school at Narre Warren South P-12 Collage in 2020. I am a first generation female to complete primary and secondary school as-well as being able to attend university.

I have 5 younger siblings and an older sister who has also completed her schooling and graduated with a bachelor of psychology.

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Differences, (economical factors)
Laiqa's grandpa on her father's side and her grandma from her mum's side didn't fully finish schooling whereas my grandparents on my mum's side of the family and my grandpa on my dad's side finished schooling. There could have been a majority of factors that affected this; one being socio-economic status. Having to purchase a uniform, and textbooks and also needing a mode of transport every day was quite an expense to put on someone. Both my grandparents came from families who could financially support them due to their social economic status being above par whereas in Laiqa's grandparents case it seemed to be very different.

Laiqa's grandparents growing up in Afghanistan played a part, the significance of education was very different to Australia. By 1950, children's enrolment in primary school in Afghanistan was only 6% in a population of approximately 11 million people. (Aftaab, 2004).  The Australian Commonwealth on the other hand has always seemed to push for education. Specifically from the 1960s, public and private sectors of education were provided with funding for tertiary students and at the end of the century, 40% of all public funds for education were provided for. (Burke & Spaull, 2007). The need for education was interpreted very differently in both countries thus playing a part in children's livelihoods.

Similarity (social factors)
Both Laiqa's grandparents and mine had the burden of family responsibility which influenced their education. Laiqa's grandpa couldn't complete his schooling and was only schooled until year four whereas my grandmother couldn't go to school at all. There are other factors in place obviously but family responsibility is a definite strain on a child's academic well-being.

Historical
My grandparents on my father's side were raised in Lebanon, and Laiqa's grandparents were raised in Afghanistan. Education was very limited in both countries at the time of 1950s. In the 1950's the private sector of schooling in lebanon was excelling due to the great funding provided by religious centres such as churches and also from those who were wealthy. On the other hand, the public system of schooling was quite inadequate as it was severely underfunded by the government and there was also a huge lack of staff. By 1969, only 37 per cent of students were enrolled in a public school (Kardahji, 2015). Due to public schools being understaffed and poorly organised, it was difficult for kids to reach their full academic potential thus many did not attend University. The push for public schooling education was very sparse therefore many children who were not from wealthy families were left with no education. Afghanistan was similar, in that there was a lack of educational opportunities, especially for women.  It has been estimated that the literacy rate in Afghanistan was only around 10 per cent in the 1950s whereas now it is 43 per ent which is still quite grim (UNESCO Institute for Lifelong Learning, 2021).

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Intergenerational Comparison: Parents and I

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Intergenerational Comparison: Parents and I

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Social
The societal values during my parents generation did not approve of females obtaining formal education resulting in both my mother and fathers sisters never attending school. According to UNESCO, 2017 only 37% of women in Afghanistan have had access to schools compared to 68% of males having access. This is different to me and my siblings as we have the opportunity to attend and complete school.

A similarity is that both my older sister and i have been able to learn a different language, Urdu just by listening to people and watching shows just like my parents where able. Being able to learn these languages was a result of the people we where surrounded by and opportunities we had like watching shows

Historical
A major contributor to the difference between my siblings and i education compared to my parents and their siblings was the change of country. My fathers decision to move to Australia to provide a better future for his children has provided us with multiple opportunities to get and complete our education.

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Comparison between our parents: 1970s-1980s

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Comparison between our parents: 1970s-1980s

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Political
The diffrence between my parents education and Josie parents eduction was the country in which they grow up in. Both my parens where raised in Afghanistan  a country that doesn't have enough focus on ensuring its citizens complete their education.The Afghanistan government has never fully encouraged the education of females, being a factor that prevented my mother from obtaining any formal education. And for males although they have schools to support their education the country doesn't have any initiatives to help support those who cant afford it. Research shows that the problem in many developing countries is that the government either lacks the financial resources or the political will to meet their citizens educational needs (Hillman & Jenkner, 2004). However Josies parents where able to complete their schooling as they had their education in Australia, a country that supports and ensures everyone gets formal education. Both her parents where able to complete their primary and secondary schooling.

Enviromental
A similarity between our parents education history is that both our parents migrated to Australia. Although both my parents came to Australia during their adulthood Josie Father came at a young age and her mother was born in Australia. This environmental change allowed her father to obtain and complete his education, and for my parents although the change didn't impact their formal education it gave my mother the opportunity to take english classes to get some type of education.

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Comparison between Laiqa and Josie: 2000s

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Comparison between Laiqa and Josie: 2000s

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Social
A similarity between Josie and I is that we both grew up in a society that values education and ensure that every child is able to go to school to obtain formal education. The societal attitudes has allowed us both to take a similar approach to our education meaning we both where able to complete primary and secondary school as-well as studying bachelor of Primary education at Monash university.

A difference is that Josie was raised in a family that the previous generations have been able to get formal education, but for me i am a first generation female to be able to attend and complete my schooling. Research shows that a family's educational background can significantly impact a child's educational achievement (Li & Qui, 2018). That is Josie comes from a family where both her parents and grandparents have been able to get an education which would have positively impacted her educational journey and academic performance throughout school. I come from a family where my father had some formal education but mother and had none. This could have been a factor to my poor academic performance throughout my primary years of schooling.

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Aftaab, L. (2004, March 1). History of education in Afghanistan. ReliefWeb. https://reliefweb.int/report/afghanistan/history-education-afghanistan

Afghanistan. UNESCO UIS. (2017) http://uis.unesco.org/en/country/af

Burke, G., & Spaull, A. (2007, October 3). AUSTRALIAN SCHOOLS: PARTICIPATION AND FUNDING 1901 to 2000. Australian Bureau of Statistics. https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/A75909A2108CECAACA2569DE002539FB

Campbell, C., & Proctor, H. (2014). Introduction. In A history of Australian schooling (pp. ix-xvi). Allen & Unwin.

Hillman, A. L., & Jenker, E. (2004). Economic issues no.33. Educating children in poor countries. International Monetary Fund. http://www.lmf.org/external/pub/ft/issues/issues33/

Kardahji, N. (2015). A Deal With The Devil: The Political Economy of Lebanon, 1943-75. eScholarship. https://escholarship.org/uc/item/4762t40q

UNESCO Institute for Lifelong Learning. (2021, March 21). Interview: "Literacy rate in Afghanistan increased to 43 per cent". https://uil.unesco.org/interview-literacy-rate-afghanistan-increased-43-cent