Student ID: 19058216

Diversity, Social Justice and Learning

Assignment 2 Part B – Reflection

Etta Hollins (2012) defined teaching as a “complex and multidimensional process” that
requires deep understanding in order to “synthesis, integrate and apply this knowledge” in
varying circumstances and for a diverse range of students. Hollins (2012) accentuated that
the implementations of social justice perspectives in teaching practices play a crucial role in
the learning environment, regardless of ones personal opinions. The modifying perspective
of a teacher’s role has brought about change under the umbrella of implementing social
justice perspectives in teaching practices. More recent research shows that before teachers
aim to instigate social justice perspectives in their classrooms, they must learn to implement
these principles in their own professional environments. Teachers that work together
professionally as educators regardless of their background develop a clear understanding of
accepting and working with diversity in their workplace (Smith, 2004).

In the Australian education system, students are promised to receive a quality education,
which they are eligible to demand, however this can be hijacked from those who do not
accept diversity. Teachers should implement perspectives on the similarities between
students and their greatness of diversity in our multicultural nation to result in acceptance
and acknowledgement of all ‘types’ of people. This can be achieved through the use of daily
cross-cultural interaction in the classroom (Gale et al. 2017), as implementation of these
principles promotes a higher rate of tolerance for diversity between peers (Howes & Wu,
1990). Schools should strive to consistently address diversity in the modern curriculum,
through teaching practices, which advocate the importance of all cultures, ethnicities and
religions despite the underlying challenge of approval (Orlich et al. 2010). Overall, it is
important to remember that teachers are figures of power and role models to students and
the way in which they present their ideas and perspectives will play a vast role in the
perceptions of the students (Arenas, 2009; Batson, 2002).

The enhancement for learning and teaching along side student experience, through
pedagogical theories, are crucial in the education system. Equality and inclusion of student
diversity should be strived for in a teacher’s pedagogical approach, through the use of
theories, which categorize and systemise our overall thinking and deepen understanding
(Hollins, 2012). Planning for lessons are essential to facilitate equal learning across a diverse
range. The Australian education system is known to favour the abilities of western culture,
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resulting in those with a non-western background having an affected education (Modood,

2007; Swan, 1985). Ahmed (2004) accentuates that those of western descent have
“invisibility” to them through their “whiteness”, causing an imbalance in education received
across backgrounds. This imbalance is also found in lower social classes, where their
academic success is marginalized through inequalities present in public vs. private education
institutions (Zajda, 2008, p.6-7).

There is a need for critical pedagogy in schools to address how the education structure is
working and whom it is excluding (Polidano, 2013). The current discourses occurring should
be addressed in classrooms so that conflicts are spoken about and linked to news, to inform
students of dissertations and to allow those being affected a chance to express their
opinions in a social and cultural capital and to rid their peers of prejudice, stereotype and
discrimination (Stephan & Stephan, 2012). Culturally responsive teaching has the ability to
influence enhanced learning, through the adjustment of how subjects are taught in relation
to student requirements, making learning effective through relevance to their cultures,
experiences and knowledge (Gay, 2010).

Behaviourist and conventional constructivist theories identify pedagogies based on a

uniform way of learning across a cohort of students (Kell, 2004). However, newer research
shows that the cultural historical activity theory identifies that teaching is formed by cultural
and social contexts that students learn in. Pedagogical approaches should consider a
functionalist approach, to achieve efficiency and effectiveness. A functionalist approach will
look at different types of learners, ways teach this range of styles and gradually rank
students on their ability in order to guide them to their finest way of learning (Sever, 2012).
It is also evident that understanding the way which students learn, impacts teachers and the
strategies they use to approach their linguistic or ethnic background, rather than
immediately assuming they cannot learn through the idea of cognitive dissonance
(Festinger, 1957). Teachers should implement constant group work in their everyday lesson
plans, to allow for subconscious intercultural relationships between peers (Sever, 2012).

I aim to equally provide opportunities and a quality education for all students despite their
‘difference’ in the western world through my chosen teaching practices. The harsh reality
proves to show injustice occurring in the Australian education system, mainly for those of
different race, ethnicity, religion, gender and sexuality. I will strive to rid my classroom of
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these social injustices occurring around the simple factors that surround a student’s lifestyle.
My classroom will have a focus on acceptance and equality despite differences, through
addressing global issues that are current, and allowing students to come to their own
realisation of social injustices taking place in the world, through a discussion in an open
ended pedagogical approach. The Gonski Report (2011) accentuates that race, class and
ethnicity all play a role in a students academic success, educational ambitions and eventually
their life aspirations. I intend to broaden my own intercultural understanding, as a teacher’s
perspectives are reflected in their teaching practices and ultimately influence their students.
These dominant discourses that students are facing in the Australian education system are
significant and cause a considerable gap in their academic success. I also aim to provide all
students with the same opportunities through my dedication and responsibility as a teacher.
For example, students from a lower socioeconomic status have a disadvantage, as they
cannot afford to pay for tutoring to assist their learning. I plan to help these students receive
a quality education, with access to asking for help during lunch and after school, no longer
allowing their financial background to play a role in their academic grades. Other students
that face bullying due to their background will not be ignored and I aim to address these
non-tolerant behaviours with the accused and then reiterate these behaviours across the
cohort. After all, Connell (2009) emphasises that being a teacher is not just being a
professional or practitioners, but teachers are also intellectual workers.

Overall it is important to remember that as teachers we need to reflect upon our vocabulary
and the use of our identifications in the classroom, allowing for our students and fellow
colleagues to critically engage in the cultural dynamics, complexity and acknowledgement of
the existing world through global orientation and reflective civility (Watkins & Noble, 2014,
p.75).
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References

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3) Borderlands e-Journals.

Arenas, E. (2009). How teachers’ attitudes affect their approaches to teaching

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628.

Batson C. D., Chang, J., Orr, R., & Rowland, J. (2002). Empathy, attitudes and action: Can
feeling for a member of a stigmatised group motive one to help the group?
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Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher
education. Teachers College Press.

Connell, R. 2009. “Good Teachers on Dangerous Ground: Towards a New View of Teacher
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