Australia’s current social contract in education is underpinned by compliance-orientated policies, which are performative in nature and reflective of dominant discourses and exclusive values. While there have been some attempts to disrupt this contract in Australia they have been largely unsuccessful as education policy and practice continue to perpetuate narrow definitions of participation and success. If we are to pursue quality teaching for a more equitable world we must engage with policy, curriculum and educational organisation structures to challenge the existing social contract and build the new. This symposium explores three cases in the state of NSW in which the much-needed disruption is being attempted through a refusal to problematise student groups.

The first case highlights the need for First Nations’ policy to align with a rights-based approach to education. The existing policy climate fails to meaningfully promote First Nations’ self-determination and authenticity in enactment by teachers and school leaders. Through a qualitative approach involving interviews and document analysis, findings show the value in adopting a rights-based approach to education policy design and enactment. The second case uses curriculum to disrupt traditional expectations of academic career paths for students through the development of a senior numeracy course which aims to consolidate functional numeracy and mathematics skills in preparation post-school. Recent research found that the course significantly increased mathematics participation for students who otherwise would not have taken senior mathematics, empowering young people with the required numeracy skills to become active citizens. The third case represents disruption to traditional definitions of ‘academic success’ through the creation of an alternative senior school college. An evaluation exploring the impact of the college on engagement, wellbeing and academic achievement revealed that many students previously unable to engage or achieve in a traditional school were able to experience success and hope for a new future.