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Lost in our own Bermuda Triangle
Tony Vinson
January 26, 2008

Ask Australians to nominate a central value of our society and they are likely to mention one or another variant of the "fair go". This principle has motivated some of our finest social achievements in the past and it is the hope of many that it will be the cornerstone of an era of renewed interest in social justice.

For that to happen Australians will need to remove the blinkers that have blocked out awareness of some social arrangements totally at odds with the principle of the fair go. I do not claim entirely to have escaped habituation to what an eminent sociologist once called "the normative force of the actual". However, for more than 35 years as a researcher and administrator I have traversed the social equivalent of Australia's Bermuda Triangle. The three tips of that triangle are crime, social disadvantage and limited education. The shell of the lives afloat within the triangle more or less drift to their journey's conclusion: it is the ability to set and steer a course, to gain access to life opportunities and use them, and to avoid excessive buffeting from the institutions of social control, that are lost in the vortex.

Much of the research colleagues and I undertook in the formative years of the NSW Bureau of Crime Statistics and Research in the 1970s illustrated the strength of the connection between disadvantageous backgrounds and crime. Where the education of people was severely limited, where health problems at the very beginning of life were concentrated, where unemployment was at its highest, and where residents were measurably more resigned to accepting rather than shaping their fate, there one found the highest rates of official crime.

As chairman of the NSW Department of Corrective Services (1979-1981) I had daily reminders of the socially and educationally depressed backgrounds of offenders. Sixty per cent of inmates were functionally illiterate. Ingenious prisoner-tutors had some success using unconventional learning materials, like form guides, and more formally qualified instructors drew upon their expert knowledge. However, their pupils were already adrift on the Bermuda Triangle and optimum learning conditions were already well behind them.

Further insights into the prevailing conditions of the Triangle have been more recently afforded by the opportunity to map the distribution of disadvantage across local areas of Victoria and NSW. Last year the project was extended to cover all of the Australian states using 25 socio-medical indicators.

We have found that the characteristics differentiating markedly disadvantaged areas from the remainder are virtually identical with those of 30 years ago - limited education, deficient labour market credentials, poor health and disabilities, low income and engagement in crime. Moreover, the risks associated with membership of highly disadvantaged neighbourhoods are not just of a minor "statistical" nature.

The 3 per cent most disadvantaged locations - there are 69 across Australia - have been contrasted with the remaining 97 per cent of places. In Western Australia the rate of prison admissions in the 3 per cent most disadvantaged localities is 15 times that of the remainder of the state. In NSW the rate in the 3 per cent most disadvantaged areas is 3½ times higher than in the remainder, in Queensland the difference is threefold and it is sevenfold in the ACT. The general expansion in prison populations is being achieved by the intensive mining of a restricted number of localities.

In the extreme 3 per cent most disadvantaged areas of NSW child maltreatment is 4.5 times greater. It is just under four times greater in South Australia and three times greater in Queensland. Long-term unemployment is another recurring feature of the extreme 3 per cent most disadvantaged areas across Australia.

Chairing an independent inquiry into public education has taken me to the third and vital corner of our Bermuda Triangle. Here I have come face to face with four-year-olds from disadvantaged backgrounds whose vocabulary stretches to a few words, whose articulation of sounds is sometimes incomprehensible, whose experience of the world is confined to their suburb, and who have no idea of the nature of a book or the use of a pencil or a brush. Even their gender identity is sometimes uncertain.

These realities take one to the very springs of social deprivation, the point of origin of that cumulative disadvantage which, unless seriously combated, will lead inevitably to the downward spiral of lives reflected in the disadvantage studies.

As a former jailer I am reminded of the time that I was led down steps by the governor of Parkhurst Prison in England to the point where young convicts were sent to Australia. Unless we support our most severely disadvantaged children with preschool and other integrated services by the time they are three - or even earlier if that is warranted - we are simply setting them afloat on our Bermuda Triangle. Where is the fair go in failing to ensure that children receive the speech therapy and other precursor social and educational skills they will need to successfully negotiate early formal education? Failure at that point casts a very long shadow.

The new Federal Government's undertaking to provide all four-year-olds with the opportunity to attend preschool is a most welcome initiative. However, the acid test of our commitment to the fair go will be the earlier support given to disadvantaged three-year-olds. There is also a strong financial reason for taking the proposed action: the cost of salvage operations in the Triangle is extremely high.

Tony Vinson is honorary professor, faculty of education and social work, University of Sydney. He was awarded an AM today for his services to social welfare.


Related links:
Story found in Sydney Morning Herald at : Bullet4 www.smh.com.au/news/opinion/lost-in-our-own-bermuda-triangle/2008/01/25/1201157663385.html

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