ABSTRACT
For the children of itinerant farm workers in Australia, changing schools generally involves relocating from one state or territory to another and moving in and out of educational systems which have different school entry ages, transition points, curriculum and even handwriting styles. Although recent discussions about a national curriculum have highlighted some of the educational disruptions experienced by children who change schools across state borders, this area of education traditionally has not been given high priority by education systems. Nevertheless, schools whose enrolments escalate in line with local harvesting seasons are very aware of the impact of a fl uctuating student population. To tease out some of the educational issues that relate to itinerant farm workers’ children, this chapter focuses on the primary school aged children of one family. By examining the discourses that circulated in a school where the children were enrolled for two winter harvesting seasons, the chapter offers insights into the way that education ‘worked’ for those particular children. It also considers how schools might think differently about itinerancy, to ensure productive responses to the educational needs of itinerant children.
