Chrestin Meina

18926457
Diversity, Social Justice and Learning
Assignment 2
Part B
Critical Personal Reflection
The importance of implementing social justice perspectives in teaching practice

Inequity and injustice are inherently present in the educational system. These are continuations of
inequity and injustice that are present in the wider society. There are economic differences between
postcodes, social disadvantage of Indigenous Australians, intolerance toward religious, cultural and
linguistic diversity as well as sexually diversity (Ferfolja, Jones Diaz & Ullman, 2015). It is often not
acknowledged that middle-class, Anglo, English-speaking, Christian, heterosexual males are those
with greater power and privilege, whom the education system is catered to and reflects in the
curriculum, practice and policies (Ferfolja, Jones Diaz & Ullman, 2015). Hence, those who do not fit
into these criteria of what the ‘normal’ person is according to Western society, face disadvantage in
society and specifically in schools (Ferfolja, Jones Diaz & Ullman, 2015). These students and their
families’ needs are often inadequately met through curricula, government policy, teacher
pedagogies and classroom and playground strategies (Ferfolja, Jones Diaz & Ullman, 2015). It is
these students who face lower achievement test scores, teacher expectations and allocation of
resources (Brown, 2004). As a result, schools and education systems need to be assessed regarding
how they perpetuate issues of access, power and privilege based on the mentioned factors of
disadvantage (Brown, 2004). Changes to teacher’s pedagogical practices that focus on social justice
perspectives can reduce these issues of inequities in schools (Brown, 2004).

The Melbourne Declaration on Educational Goals for Young Australians (MCEETYY, 2008) highlights
the vital role that schools and the educational system play in building a just society. The declaration
states that this increases the need to develop an appreciation of and respect for social, cultural and
religious diversity in our schools (MCEETYY, 2008). It points that in addition to this, Australian
schools need to address the issue of equity by firstly, improving educational outcomes for
Indigenous Australians. Secondly, it asserts that compared to other high performing school systems,
Australian students of lower socioeconomic backgrounds are over-represented among low achievers
and under-represented among high achievers. It sets out a goal for Australian schools, in which they
promote equity and excellence in order to achieve this just society (MCEETYY, 2008). In order to do
this all students need to be provided with high quality schooling that is free from discrimination
regardless of gender, language, sexual orientation, culture, ethnicity, religion, socioeconomic
background or geographic location (MCEETYY, 2008). Moreover, schools need to develop the
cultural knowledge of Indigenous students as part of their learning, as well as involving the local
community in the school processes, involving the promotion of high expectations for Indigenous
students’ outcomes (MCEETYY, 2008). It is therefore vital that teachers incorporate these goals for
schools based on social justice perspectives into their teaching practice so as to address the
disadvantages and inequities that exist in schools.

Pedagogical theories that would influence and enhance learning and teaching and/or the student
experience

Many pedagogical practices would enhance teaching and learning as well as enhance the student
experience. Tomlinson et. al., 2003 recommend the use of differentiated teaching strategies to meet
the diverse needs, interests and abilities of students in diverse classrooms, and hence improve their
academic outcomes. They suggest the use of small teaching groups so that specific learning needs
can be met (Tomlinson et. al., 2003). For examples, tasks can be set where students work in pairs or
groups so that the teacher can focus on individual student needs during the lesson. The authors also
recommend varying the materials used for teaching, so that the teaching materials are more
beneficial to a wide range of learners in a diverse classroom and varying the use of these between
groups (Tomlinson et. al., 2003). Learning materials can include reading texts, watching videos,
listening to podcasts or even using games to incorporate knowledge. A learner- centred teaching
strategy (Tomlinson et. al., 2003), wherein the teacher assesses the class’ knowledge so as to
provide specific teaching based on what the students know is also highlighted as a strategy for best
practice. This also involves taking into account the students’ levels of interest, ability and preference
for learning styles so as to shape the learning strategies. It also means that the teacher uses varied
instructional strategies to ensure that each student makes solid connections to the content
(Tomlinson et. al., 2003). Lewthwaite et al., (2015) also refer to the use of differentiated strategies
to accommodate student diversity in learning rather than assimilate students in the classroom.
These pedagogical strategies aim to maximise the learning opportunities for each student in the
classroom and therefore improve their educational outcomes.

Another important strategy that can be utilised to achieve enhanced student learning and
experiences is culturally responsive/relevant pedagogy (Lewthwaite et. al., 2015). This aims to use
the students’ cultural knowledge, experiences, frames of reference, and performance styles to make
learning more closely linked and effective (Gay, 2000 as cited in Lewthwaite et. al., 2015). For
example, if culturally responsive pedagogy were utilised for Aboriginal students the learning would
be more holistic, with a focus not just on academic outcomes, and it would involve development of
cultural identity (Lewthwaite et. al., 2015). It would also include literacy support, a positive student-
teacher relationship and involving the community in school processes (Lewthwaite et. al., 2015).
Using a variety of practices to facilitate learning is also encouraged using visual images, repetition
and demonstrations, as well as through assessment in various forms (Lewthwaite et. al., 2015).

MacNevin (2012) studied teaching strategies that would benefit students of refugee backgrounds or
EALD students. The author found that teachers should facilitate opportunities for these students to
become more active in the school both socially and academically (MacNevin, 2012). It involves
recognition of these students’ cultural knowledge and past experiences as a way to build on their
learning and the use of a variety of resources to facilitate this (MacNevin, 2012).

How will my teaching practice address issues of equity and diversity?

Based on the knowledge I have gained from this unit and based on current research, I have
developed, and am continuing to develop my teaching pedagogy. I hope to incorporate into my
teaching practice a pedagogy that is personalised to each student and encourages them to fulfil their
capabilities regardless of their gender, culture, ethnicity, religion, sexual orientation, socioeconomic
background or ability. My approach will aim to facilitate learning through a variety of teaching
resources and modalities so as to accommodate for the diversity of the students in my class. This
includes the use of audio, visual, text-based and other resources. I will also aim to assess student
learning through a variety of methods so as to acknowledge the variety of learning styles of the
students. My pedagogy will be learner-centred and focus on creating a positive student-teacher
relationship that allows the students to feel supported, challenged and valued. I will encourage
students to contribute to the learning environment for example through open discussions rather
than traditional authoritative teacher styles of teaching.

My teaching practice will also be one that is based on inclusivity and an appreciation and respect for
all types of diversity. It will take into account the cultural knowledge and experiences that each
student has, to facilitate their learning. It will also involve a holistic approach wherein students will
be supported and encouraged to succeed not only academically but socially and emotionally. For
example if students have interests in sports or the arts, I will aim to foster these interests rather
than only focus on academic performance.

Finally, I hope to have a practice of critical reflection so as to continually evaluate and adjust my own
understanding and assumptions of power, privilege and disadvantage that may influence my
teaching practice (Brown, 2004).
 References

Brown, K. M. (2004). Leadership for social justice and equity: Weaving a transformative framework
and pedagogy. Educational administration quarterly, 40(1), 77-108.

Ferfolja, T., Jones Díaz, C., Ullman, J. (Eds.). (2015). Understanding Sociological Theory for

Educational Practices. Melbourne, Victoria: Cambridge University Press.

Lewthwaite, B. E., Osborne, B., Lloyd, N., Boon, H., Llewellyn, L., Webber, T., Laffin, G.,
Harrison, M., Day, C., Kemp, C., & Wills, J. (2015). Seeking a Pedagogy of Difference: What
Aboriginal Students and Their Parents in North Queensland Say About Teaching and Their
Learning. Australian Journal of Teacher Education, 40(5).

MacNevin, J. (2012). Learning the Way: Teaching and Learning with and for Youth from Refugee
Backgrounds on Prince Edward Island. Canadian Journal of Education / Revue Canadienne De
L'éducation, 35(3), 48-63.

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYY) (2008).
Melbourne Declaration on Educational Goals for Young Australians. Retrieved from
http://www.acara.edu.au/curriculum/development-of-australian-curriculum 12th May 2017

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., & Reynolds, T.
(2003). Differentiating instruction in response to student readiness, interest, and learning
profile in academically diverse classrooms: A review of literature. Journal for the Education
of the Gifted, 27(2-3), 119-145.