Master of Teaching

(Secondary)

101641
Diversity, Social
Justice & Equity

Tutorial Guide
2011
Dr. Loshini Naidoo
02 4736 0623
[email protected]
Kingswood Campus, JG20
Introduction
It is crucial that teachers understand how pedagogy, the curriculum, learning and schooling
generally, are complex practices that are connected to broader cultural, social, economic and
political discourses operating in Australian society. Within this context, understanding how
inequality is constructed and perpetuated through schooling is essential, including the
practices in which individual teachers engage. Of particular importance, is the need to
understand cultural diversity and how this is represented and played out in schooling, as well
as the role identity has on influencing schooling experiences. Consequently, developing
teachers’ awareness of their own subjectivity in relation to cultural diversity and identity issues
is crucial in order to encourage reflexivity and the development of socially just relationships
and practices in schooling.

Social Justice, Diversity & Equity will enable students to do the following:

 Gain a critical understanding of the role of schooling in broader social

contexts, including the relevance of sociological perspectives;
 Critically analyse how cultural diversity and difference are discursively
represented and played out in schools;
 Develop an awareness of their own identity and cultural backgrounds;

 Critically analyse the multiple contexts of power operating in schools and

their relationships to concepts of discourse, subjectivity and identity;
 Understand reflexivity and pedagogy as a form of social justice;

 Understand schooling in socio‐cultural contexts; the role of education in

social justice;

 Students develop understandings of Multiculturalism, critical

multiculturalism, multicultural education; anti‐racist education;

 Develop understandings of Sexuality, heterosexism, homophobia and

anti‐ homophobic education;

 Develop understandings of ‘Race’, racism, Aboriginal youth, NESB and refugees.

The Diversity, Social Justice & Equity unit is taught in blended mode with a combination of face‐
to‐face and online sessions. There are weekly readings that support the unit content.
Studying Sociology
The following excerpt from the Monash University provides a useful summary of what it
means to study a sociology subject such as Diversity, Social Justice & Equity:

A sociological perspective involves:

• using sociological theories to understand your social world

• questioning assumptions and viewing your social world as the object of scientific study

• using sociological concepts and terminology.

Taking a sociological perspective means, therefore, being able to stand outside your
social world and looking at it as though you have never seen it before, examining it as
an object of scientific study. In doing so, you will use sociological theory to understand
social phenomena; you will question your own preconceived ideas and assumptions;
and apply sociological concepts to familiar phenomena.

USING SOCIOLOGICAL THEORY

To have a sociological perspective is to look at your social world in terms of the major
sociological theories. Generally speaking, there are three main strands in Sociological
theory: Functionalism, Marxism and Critical Theory, and Symbolic Interactionism (there
are also subgroups and combinations of these). Sociologists generally examine social
interactions and institutions in terms of social power and the political (in the sense of
who has power over others, who controls what, who doesn't have it) and how these
social factors shape or determine to some extent this group or this individual's
behaviours. A sociological perspective looks at the impact of social factors such as
age, gender, ethnic group, socioeconomic group, cultural group, national group,
geographical location, occupational group, education, and so on.

QUESTIONING ASSUMPTIONS

The other part of acquiring a sociological perspective is to break the set of

assumptions we have about our social world. You need to be able to stand outside
your own ideological frameworks and see the everyday and the ordinary as unfamiliar
and the object of scientific study. Students often have difficulty with this because they
are dealing with familiar material, and may think it is simpler that it is. In many ways, it
is much easier for an anthropologist to make objective observations about a culture
because it is a culture that is foreign to them; they sit outside it. This is probably the
key problem for our students; that is, to be able to reflect on what is familiar.
USING SOCIOLOGICAL CONCEPTS AND TERMINOLOGY

There are a series of concepts that are specific to Sociology that students have to
come to grips with. For example, most students would not previously have come
across the concept of "anomie", a sociological term that means an absence of rules of
behaviour (or norms). Now, there are no layperson's terms for these concepts, so
students have to acquire an understanding of them in the sociological context before
they can explore a particular question.

In addition to the terms that are exclusive to the discipline of Sociology, sociologists have also
appropriated certain common everyday words and given them different meanings. They are
specific jargon to the discipline so students have to unlearn and reuse words in new ways.

WHAT CONSTITUTES EVIDENCE IN SOCIOLOGY?

I would expect students to substantiate specific points by drawing on the theorists,

and also on empirical evidence from studies. I would also expect them to use
examples to illustrate their points.

Engaging with the theorists often involves critiquing one theorist and then bringing in another
theorist to develop an area that wasn't sufficiently scrutinised or not dealt with at all by the first
theorist. So you use theorists like a box of tools for carpentry. In carpentry, you use a hammer
for the nails and a screw driver for the screws. In sociology, you use whichever theorist to
examine a particular problem, and another theorist for a different problem. (Also, take note that
being "critical" doesn't necessarily mean being negative; it means to analyse something in
terms of its strengths and weaknesses.)

You should also reflect on the issues yourselves, imagining situations and using your
own experiences (but not relying on them). So the anecdote or the example that you
have encountered can be used to illustrate the point you are making along with the
theory and empirical studies. These examples or anecdotes won't substantiate your
argument, but they will add to it. Note that these anecdotal examples should be used
sparingly. You can use your reflective processes to UNDERSTAND the concepts, but
not use them as evidence for your essay.

So, theorists, empirical studies, and examples are the tools which you would use (not
to argue one line of argument but) to critically EXAMINE an area in order to scrutinise
a social institution from a range of perspectives.

Source: Language and Learning Online, Monash University, 2008.

 Diversity, Social Justice and Equity
This topic introduces you to the signific ance of diversity and social justice and equity for
Australia through the principles and practice s of teaching and learning for Diversity,
Social Justice and Equity. The role and value of Diversity, Social Justice and Equity is
undertaken through an examination of the knowledge base underpinning such concepts.

Professional Standards for Teaching:

2.1.1: Demonstrate knowledge, respect and understanding of the social, ethnic, cultural
and religious backgrounds of students and how these factors may affect learning

Key concepts
1. social justice
2. diversity
3. equity

Prescribed Reading
Mills, C. (2008). “Making a Difference: Moving Beyond the Superficial Treatment of
Diversity”

URLs
Teaching for Change:
http://www.teachingforchange.org

Rethinking Schools:
http://www.rethinkingschools.org

EdChange:
http://www.edchange.org/index.html

Multicultural Pavilion:
http://www.edchange.org/multicultural

National Coalition for Dialogue and Deliberation:

http://www.thataway.org

Bridge Project:
http://www.stanford.edu/group/bridgeproject/links.html

Social Justice Resource Center:

http://edpsychserver.ed.vt.edu/diversity/index.cfm
Center for Economic and Social Justice:
http://www.cesj.org
Learning Activities
This tutorial will be spent examining the Unit Outline and explaining the expectations of you
as students in this unit . In preparation for this class, please download and print the Unit
Outline fro m the vUWS site and bring to class. It is also important in this first tutorial to
develop our understanding of the key concepts in this unit. Prior to class, create a mind map
using th e template below to def ine ‘social justice’ ‐ we will use th is mi nd map in cl ass t o
further our understanding of the core issues we will be examining over the coming weeks.
Early Australian Colonialism, Aboriginal
history, post colonialism, Segregation,
Assimilation. Links to Multicultural immigration
This topic will examine the history of Aboriginal Education in Australia but also provide a close
examination of the NSW DET 2008 Aboriginal Education Policy and the implications for new
scheme teachers. It will also examine individual syllabus documents and suggest strategies
and resources to support the teaching and learning involved within specific KLA’s

Professional Standards for Teaching

2.1.3 Demonstrate knowledge of students’ different approaches to learning.

2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching aboriginal
and Torres Strait Islander students and non‐English speaking background students

Key concepts
1. multiculturalism
2. assimilation
3. colonialism
4. post‐colonialism
5. segregation

Prescribed reading
Wilson‐Miller, J. (2003). “Re‐Thinking Aboriginal History: Self‐Concept for a Nation”

Recommended Reading:
de Plevitz, L. (2007). Systemic racism: the hidden barrier to educational success for
Indigenous school students. The Australian Journal of Education, 51(1), 54‐71.
Retrieved October 20, 2009, from ProQuest database.

Herbert, J., Anderson, A., Price, D., & Stehbens, C. (1999). If they learn us right...A study of the
factors affecting the attendance, suspension and exclusion of Aboriginal students in
secondary schools. Erskineville, NSW: Australian Centre for Equity through Education.

Klenowski, V. (2009). Australian Indigenous students: Addressing equity issues in

assessment. Teaching Education, 20(1), 77‐93. Retrieved October 15, 2009,
from Education Research Complete.

NSW Department of Education & NSW Aboriginal Education Consultative Committee

Inc. NSW DET & NSW AECG), (2004). The Report of the review of Aboriginal
Education Yanigurra Muya Ganggurrinyma Yaarri Guurulaw Yirringingin gurray
Freeing the Spirit: Dreaming an Equal Future. NSW Department of Education
and Training. Retrieved October 20, 2009, from
http://elearning.uws.edu.au/webct/urw/lc5116001.tp0/cobaltMainFrame.dowebct
URLs
All 7‐10 syllabus documents can be found at:
http://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html#4_ 5

NSW Department of Education & Training. (2008). Aboriginal Education and Training
Policy. NSW Department of Education & Training. Retrieved October 17, 2009 from
http://elearning.uws.edu.au/webct/urw/lc5116001.tp0/cobaltMainFrame.dowebct

Learning Activities
Students will be required to bring their specific Syllabus documents for 7‐10 with areas
where Aboriginal perspectives might be incorporated marked using a post it note/s.
They will also be required to bring with them a copy of the Aboriginal Education Policy
(2008) In addition to this all students are required to read the following documents in
order to actively & successfully participate in the tutorials.

Online discussion:

Read the following article available on the website and then answer the following
discussion thread.

Downey & Hart (2005) Teaching & textual spaces in Indigenous Education: a Murri
School Perspective. In. Phillips, J, and Lampert, J,. Introductory Indigenous Studies
in Education: The Importance of Knowing. Pearson Prentice Hall. Pp. 41‐59.

Discuss how you will undertake and address your own limited knowledge about
Aboriginal Education in NSW through additional professional learning. (Links to
the NSW Institute of Teachers – Element 4) In relation to your professional
requirements as a Graduate teacher/ new scheme teacher what evidence will you
be able to provide to satisfy the Institute in relation to Aboriginal education?
Tutorial Notes on Sociological Theories

THEORY DESCRIPTION KEY THEORISTS IMPLICATIONS FOR SCHOOLING

According to Functionalism, society is an organism, a system of
parts, all of which serve a function together for the overall Functionalists see education as
effectiveness and efficiency of society. contributing to the smooth functioning of
society. Educational systems train the
Functionalism (also referred to in some textbooks as Structural- most qualified individuals for the most
Functionalism) is a consensus theory; a theory that sees society as socially important positions. Education
built upon order, interrelation, and balance among parts as a Emile Durkheim, teaches people not only the skills and
means of maintaining the smooth functioning of the whole. Talcott Parsons, thinking skills to maximize their potential,
Functionalism
Functionalism views shared norms and values as the basis of Herbert Spencer, but also teaches them to be good citizens
society, focuses on social order based on tacit agreements Robert Merton. and get along with others. They would
between groups and organizations, and views social change as NOT see education as contributing to
occurring in a slow and orderly fashion. Functionalists inequality (along class, race, gender, etc.
acknowledge that change is sometimes necessary to correct lines) but rather as serving the positive
social dysfunctions (the opposite of functions), but that it must function of the overall society.
occur slowly so that people and institutions can adapt without
rapid disorder.
According to Symbolic Interactionism society is a social construct; Schools play a vital role in shaping the
socially defined by people acting together in social groups (with way students see reality and themselves.
multiple realities possible, depending who you hang out with). Many Interactionists have argued that
the authoritarianism prevalent in schools
Interactionists focus on the subjective aspects of social life. For impedes learning and encourages
interactionists, humans are pragmatic actors who continually undemocratic behavior later in life.
must adjust their behavior to the actions of other actors. We can Schools create serious difficulties for
Max Weber,
adjust to these actions only because we are able to interpret students who are ‘labeled’ as learning
Symbolic George H. Mead,
them, i.e., to denote them symbolically and treat the actions and disabled or less academically competent
Interactionism Erving Goffman,
those who perform them as symbolic objects. This process of Harold Garfinkel. than their peers; these students may
adjustment is aided by our ability to imaginatively rehearse never be able to see themselves as good
alternative lines of action before we act. The process is further students and move beyond these labels.
aided by our ability to think about and to react to our own actions Teacher expectations play a huge role in
and even our selves as symbolic objects. Thus, the interactionist student achievement. If students are
theorist sees humans as active, creative participants who made to feel like high achievers, they will
construct their social world, not as passive, conforming objects of act like high achievers, and vice versa.
socialization. This is known as a ‘self-fulfilling
Tutorial Notes on Sociological Theories

prophecy.’
Education does more than produce
skilled labour, it also reproduces class
The system of political thinking invented by Karl Marx, which relations. It does so by shaping our ideas
explains changes in history as the result of a struggle between about society and our emotions. School
social classes. Marxism holds that the stratified labour economy curricula encourage children to accept
and, thus, class is at the center of social inequity and that while society ‘as it is’ - pervaded by
things like racial/ethnic, gender, culture, linguistic, and ability competition and structured by inequality
biases are factors, they are secondary to class. That is because - or at least to believe that fundamental
discrimination of all kinds is based in economic power. change is impossible. Ideologies that
serve capitalist interests are accepted as
By identifying class as the basis of power in our society, Marxism common sense curriculum values. They
also provides a framework for understanding the treatment of include propositions like ‘success comes
oppressed groups and social conflict, as symptoms of a class through hard work’; it is honourable to
Antonia Darder
divided society. sacrifice for the national good;
Rodolfo D. Torres
The capitalist class (or bourgeoisie) is made up of those who own Theodor Adorno competition is natural; change can only
or control productive resources and compete with each other to Louis Althusser come through gradual reform; and the
Marxism make profits; people whose only means of making a living is to Antonio Negri truth usually lies somewhere between
sell their ability to work to an employer are members of the Antonio Gramsci ‘extreme positions (the ‘golden mean’).
working class (or the proletariat). This includes spouses and Herbert Bowles The education system does not only
children dependent on a wage. Samuel Gintis promote our acceptance of inequality
Richard Brosio and exploitation by inculcating the
Not everyone in the Australian workforce is either a boss or a
ideologies that justify or disguise them.
worker. There are middle layers which share some characteristics
The experience of school, college and
with capitalists and others with the majority of wage earners. The
university prepares us for the world of
traditional middle class own small amounts of productive
work. This is called the ‘hidden
resources. Often their ownership of a truck, a shop, computers or
curriculum’. In the classroom students
other kinds of equipment is only possible because of heavy
have no power and have to follow the
indebtedness.
orders of their teachers. Subject, in turn,
A ‘new middle class’ also exists, made up of diverse groups of to the workplace discipline of principals
employees of large organisations in a hierarchy of senior and the senior managers in the public or
supervisors, professionals and middle managers. private education systems, teachers may
not like what is going on, but feel unable
to change things.
Tutorial Notes on Sociological Theories

Feminist theory aims to understand the nature of inequality and

Watch anyone meeting a baby for the
focusing on gender politics, power relations and sexuality. While
first time. Invariably, the first thing they
generally providing a critique of social relations, it also focuses on
ask is whether it is a girl or a boy. Then
analyzing gender inequality and the promotion of women's rights,
and only then do they feel comfortable
interests, and issues.
and know how to relate to the child.
Carol Gilligan, Studies have shown that boys are
To group those who seek access and/or revision of systems under
Betty Friedan, handled in a more robust way than girls
the umbrella term feminists, overlooks important distinctions
Feminism Gloria Steinem are. Boys are expected to be rowdy,
among the various feminist theories. "Just as there is no one
luce irigary aggressive and confident, while girls are
woman's experience, there is no one feminist research method or
Susan Faludi assumed to be quieter, nurturing and
perspective" (Joyappa & Martin, 1996, p. 6). One's feminist stance
passive. Children begin to learn their
emerges from their unique interactions with their world and
gender roles at the earliest age, gaining
changes the way one looks at and interacts with the world,
approval when they come up to
research topics and subjects, instruction, and technology.
expectations, encountering disapproval
when they contradict their assigned role.
There are many implications of the
foregoing for educational practice. To
Postmodernism is not just a philosophical movement: it is found begin with, students in schools from an
also, for example, in architecture, the graphic arts, dance, music, early age should be helped to see how
literature, and literary theory. As a general cultural phenomenon,Richard Rorty ideas and institutions are tailored to suit
it has such features as the challenging of convention, the mixing Jean-Francois people’s values and interests: how, for
of styles, tolerance of ambiguity, emphasis on diversity, Lyotard, Jacques example, a picture book or novel
acceptance (indeed celebration) of innovation and change, and Derrida, Michel expresses the distinctive needs and
Post-
stress on the constructedness of reality. Foucault background of the author; or how TV
Modernism
Stanley programming promotes life-styles which
Postmodernist insights require a major shift in our conception of Aronowitz, Henry benefit commercial enterprises; or how
inquiry. No longer should we see ourselves as seeking to uncover Giroux, and the school curriculum reflects the values
a pre-existing reality; rather, we are involved in an interactive William Doll of certain sectors of society. Unless we
process of knowledge creation. We are developing a “working foster this kind of cultural-political
understanding” of reality and life, one which suits our purposes. understanding, we are supporting our
And because purposes and context vary from individual to students’ continued perception of the
individual and from group to group, what we arrive at is in part world as value-neutral, unproblematic,
Tutorial Notes on Sociological Theories

autobiographical; it reflects our “personal narrative,” our and unchangeable.

particular “site” in the world.
Another set of implications for schooling
One of the slogans of postmodernism is that “there is no center,” has to do with the democratic and
and in particular there is no central tradition of scholarship dialogical emphasis of postmodernism, its
(namely Eurocentric, middle- class, predominantly male) of which questioning of the motives of authorities
other traditions — Native American, Afro-American, Islamic, and its downplaying of the role of
feminist, working class, for example — are mere colonies. experts. We must think increasingly in
Postmodernists mean to question what they see as the reigning terms of teachers and students ‘learning
politics of knowledge that has marginalised, modified and together,’ rather than the one telling the
controlled language. In doing so, they illuminate how profoundly other how to live in a ‘top-down’ manner.
influential are knowledge and power in determining how we This is necessary both so that the values
think. and interests of students are taken into
account, and so that the wealth of their
everyday experience is made available to
fellow students and to the teacher.
According to Robert Young (2003, p. 2),
The aim of the post-colonial project is not to assert a newly ‘postcolonialism claims the right of all
defined cultural power but to make visible the relative and partial people on this earth to the same material
nature of all "truths"; to expose the ideological biases and cultural well-being’; ‘it seeks to
underwriting any ethical and epistemological system which would change the way people think, the way
otherwise regard itself as definitive and axiomatic. An important they behave, to produce a more just and
question to be asked about the post-colonial project then Edward Said, equitable relation between different
becomes: to what extent does it disrupt or question constructions Franz Fanon, peoples of the world’ (p. 7).
of political and cultural authority? For any post-colonial nation, Homi Bhabha, Franz Fanon regards as deeply
Post- Paulo Freire,
however, this question is, to some extent, problematic. After all, problematic any characterization of
Colonialism Leopold Senghor,
the post-colonial project is located inevitably within a framework Aimé Césaire, colonialism in terms of a binary
of political power, within which it seeks to assert the validity of an Gayatri opposition of colonizer and colonized.
unrecognised nationalism. Chakravorty Spivak Instead, he insists that colonialism may
only be understood as a complicated
For Australian nationalism in particular, which was forged upon network of complicities and internal
an imported mythology of white masculine power, the power imbalances between groups
establishment of post-colonial identity becomes all the more within the broader categories of
problematic. Unlike some other post-colonial nationalities, which colonizer and colonized. Fanon thus
have been able to throw off the weight of imperial dominance to challenges the fixed ideas of settled
Tutorial Notes on Sociological Theories

assert the validity of their own culture, political system and identity and culturally authored
language, post-colonial Australia - and it is important here to definitions located within the traditions
recognise that this term is itself politically loaded, referring as it of western rationality. He contends that
does to the socially, politically and economically dominant group even after independence, the colonial
of white Australians, who are both victims and perpetrators of subjects remain colonized internally,
different acts of marginalisation - has no pre-existing systems to psychologically. Their ways of ‘reading’
reassert. Rather, it has a culture, a political system and, most the world and their desires are carried
importantly, a language which are grounded in a European across into the desire for ‘whiteness’
ancestry, in imperialist imports. through a kind of metempsychosis: ‘their
desires have been transposed, though
On the one hand, post-colonial Australia is involved in a struggle they have never, of course, actually
to de-polarise the relationship between Europe and itself as become white. They have a black skin,
sociopolitical centre to its relegated margin, to destabilise the with a white mask’ (Young, 2003, p. 144).
very notions of centrality and marginality which have up until The implications for schooling in Australia
recently maintained Australia's position of subordination to then are clear - the quest for personal
Europe. But on the other hand, within the national discourse and national identity is crucial for all
which emerges from this struggle, other centre/margin students, and is heavily dependant on
relationships have developed, regarding race and gender, which how they ‘view’ themselves, which in
recall an imperial heritage and all its cultural assumptions. turn is influenced by this theoretical
strand of thought.

This theory is largely aimed a examining

and deconstructing the ideological nature
Antonio Gramsci, of how social inequalities get produced
Critical theory has its roots in the Enlightenment period and in the
Michel Foucault, and reproduced. They examine how
philosophies of Kant, Hegel, and Marx. In the 20th-century it is
Paulo Freire, taken-for-granted or hegemonic beliefs
Critical Theory advanced in the writings of the Frankfurt School of Social
Henry Giroux, (i.e. individualism, meritocracy) and ways
Criticism. The German philosopher/sociologist Jürgen Habermas
Michael Apple of being in the world (e.g. competitive,
is the leading representative of critical theory today.
Jurgen Habermas stratified) as well as in school, work are
imposed upon people through
differential power relations.
Culture, cultural identity and diversity
– Socio‐ cultural theories – Bourdieu, cultural
capital and socio economic class.
This topic focuses on the sociologist Pierre Bourdieu and his theory of social and cultural
reproduction and the implications for cultural identity and diversity in schools and classrooms

Professional Standards for Teaching

2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural
and religious backgrounds of students and how these factors may affect learning

2.1.3 Demonstrate knowledge of students’ different approaches to learning.

2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching aboriginal
and Torres Strait Islander students and non‐English speaking background students

Key concepts
1. socio‐economic class
2. culture
3. identity
4. social and cultural capital

Prescribed reading
Webb, J., Shirato, T. & Danaher, G. (2000). “Bourdieu and Secondary Schools”

Recommended Reading:
Frances Henry and Carol Tator, Discourses of Domination,
www.yorku.ca/fhenry/racismincan.htm
De Bekkar, Jay (1954) Gutter Gang, JPD Press

URLs
ABC Stateline:
http://www.abc.net.au/stateline/nsw/content/2005/s1316622.htm

Popular Culture Appreciation Society

http://home.vicnet.net.au/~popcult/pulp.htm#TOP

Social Equity & Access to University

http://www.edfac.melbourne.edu/news/lectures/pdf/richardjamestranscript.pdf
Learning Activities

There is much debate about the issue of class and class structure in Australia. Prior to
the tutorial, consider the following questions:

1. Visit the following website and read the transcript of the forum
discussion: http://www.abc.net.au/rn/bigidea/stories/s599782.htm
Several participants in this discussion downplay the role that class and class
struggle plays in modern Australian societies. Do you agree?

2. There is a prevailing argument that modern capitalist societies are underpinned

by an ‘ethics of economics’ - what is your understanding of this term? As pre ‐
service teachers, what effect will this new standard of ethics have on: your
classroom? your school? your pedagogical practices?

3. To what extent do the social characteristics of families influence educational

outcomes of students?

4. What does socioeconomic status (SES) have to do with it?

5. Does it matter if a student attends private, public, rural or city school?

6. What are the initiatives for tackling differences between homes?

 Theories of Race, Indigenous Australia,
ESL and Anti‐Racism Education
This topic introduces you to race and racism in Australia. Emphasis is placed on
constructs of whiteness and social marginalisation as a result of race and ethnicity.

Professional Standards for Teaching

2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural
and religious backgrounds of students and how these factors may affect learning
2.1.3 Demonstrate knowledge of students’ different approaches to learning.
2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:
• Aboriginal and Torres Strait Islander students
• Non‐English Speaking Background students
2.1.6 Demonstrate knowledge of a range of literacy strategies to the meet the needs of all students including:
• Aboriginal and Torres Strait Islander students
• Non‐English Speaking Background students
3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support
students’ learning.
5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning.

Key concepts:
1. Racialisation
2. Whiteness
3. ESL
4. Anti‐racism

Prescribed reading:

1.Tascon, S.M. (2008). “Narratives of Race and Nation: Everyday Whiteness in Australia”;
2. de Plevitz, L. (2007). “Systemic Racism: The Hidden Barrier to Educational
Success for Indigenous Students”

Recommended Reading:
Fanon, Frantz. Black Skin, White Masks. New York: Grove Press, 1967.
Gilroy, Paul. The Black Atlantic: Modernity and Double Consciousness. Cambridge, MA:
Harvard UP, 1993
Gramsci, Antonio. Selections from the Prison Notebooks, trans. Quentin Hoare and
Geoffrey Nowell Smith. London: Lawrence and Wishart, 1971.
Loomba, Ania, ed. Colonialism/Postcolonialism. New York: Routledge, 1998.
Mongia, Padmini, ed. Contemporary Postcolonial Theory: A Reader. New York: St.
Martins, 1996.
Said, Edward. Orientalism. New York: Vintage, 1979.

URLs
Voices of Australia:
http://www.hreoc.gov.au/voices/

Building Bridges: A Peace Corps Classroom Guide to Cross‐Cultural Understanding:

http://www.peacecorps.gov/wws/publications/bridges/pdf/BuildingBridges.pdf

Racism, ‘No Way’:

http://www.racismnoway.com.au/

Human Rights and Equal Opportunity Commission:

http://www.hreoc.gov.au/human_rights/children_detention/index.html

Learning Activity

Australia prides itself on being a modern nation who welcomes peoples from throughout the
world. Recent press, however, suggests that there is a different side to Australia ‐ one that
is tinged with racist overtones. A survey immediately following the 2005 race‐fuelled
violence that hit the beachside suburb of Cronulla, suggested that over 70% of Australians
thought racism was an issue faced by our nation. Of the recent spate of attacks on
international students (particularly students of Indian origin), Race Discrimination
Commissioner Tom Calma said: “As Race Discrimination Commissioner, I’m very
concerned about the racial nature of these attacks. Apart from the immediate harm done to
the victims, the attacks have broader implications for international students as well as
Australian students from diverse backgrounds participating in Australia's tertiary education
programs.” (http://www.hreoc.gov.au/about/media/media_releases/2009/43_09.html)

Prior to the tutorial, visit the SBS Insight website and view an excerpt of the program
documenting the plight of Indian students studying in Australia:
http://www20.sbs.com.au/podcasting/index.php?action=feeddetails&feedid=53&id=39231
In the tutorial, you will be div ided into t eaching method groups and asked to practice
your lesson ‐planning skills (plea se note, you will ne ed to bring a copy of your syllabu s
for this tutorial). In your groups, you are to design one lesson (either Stage Four or Five)
that tackles the issue of raci sm. Your lesson may deal with ex amples of overt racism, or
it may seek to counteract examples of covert or institutionalised racism that is embedded
into our educational system.

Additionally, please consider the following question:

1. All educational systems have a ‘hidden curriculum’ ‐ how does this effect and
shape your method area? How is racism manifest in the hidden curriculum?
Prior to your tutorial, please visit this site and watch video footage of the Apology issued
by Prime Minister Kevin Rudd at http://www.youtube.com/watch?v=b3TZOGpG6cM

Do you support the national apology to members of Australia’s Indigenous community?

What effect (in real terms) has the apology had on educational policy in Australia?

For tutorials this week, students are required to bring a copy of their syllabus to class
(Stages 4 ‐ 5), and also a copy of the Aboriginal Education Policy ‐ which is available on
the vUWS website.

In method groups, students will be required to examine their syllabus and highlight the
sections which reflect the inclusive educati onal goals of our Aust ralian education system
‐ with particular attention paid to the needs of Indigenous students.

Additionally, please consider the following question:

1. One motivation behind the issuing of the national apology, was the argument that
crimes committed against Indigenous Austra lians are linked to the ongoing social
problems faced by Aboriginal communities today? Do you agree with this?
 Home and community literacy factors –
Aboriginal English, NESB, Refugees, ESL scales.
This topic will examine the use of Aboriginal English (AE) and Standard Australian
English (SAE) in secondary schools. It will provide professional understandings about
current practices pertaining to Home and community languages and challenges for
teachers. The lecture will examine a range of current strategies used Nationally as
well as how to work with AE in the classroom to achieve outcomes for all learners.

The lecture will also look at ESL teaching programs which focus on students learning
English in context and across the curriculum so that they acquire the English language
skills relevant to the content area. ESL scales and phases will be discussed as well as
the examination of a number of ESL program models currently in use.

Professional Standards for Teaching

2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural and
religious backgrounds of students and how these factors may affect learning

2.1.3 Demonstrate knowledge of students’ different approaches to learning.

2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:
• Aboriginal and Torres Strait Islander students
• Non ‐English Speaking Background students
2.1.6 Demonstrate knowledge of a range of literacy strategies to the meet the needs of all
students including:
• Aboriginal and Torres Strait Islander students
• Non ‐English Speaking Background students
3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials
to support students’ learning.

5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning.

Key concepts
  Aboriginal English 
  NESB 
  Refugees 
 Literacy 

Prescribed reading:

1. Malcolm, I.G. (2003). “English Language and Literacy Development and Home
Language Support: Connections and Directions in Working with Indigenous Students”
2. State Government of Victoria (2008). “Strengthening Outcomes: Refugee
Students in Government Schools”
3. NSW DET (2004) Cultural Diversity and Community Relations Policy: Multicultural education in
schools, PD20050234.

NSW Board of Studies (2000) How do we learn what we need to know. Author. Availability:
http://www.boardofstudies.nsw.edu.au/aboriginal_research/pdf_doc/aborlitnum_howwelearn. pdf

Recommended Reading:
Coles D. Supporting ESL students in the middle years: practical classroom strategies
for language and literacy teaching. [online]. Teacher Learning Network; v.9
n.2 p.17‐18; Winter 2002. Availability:
<http://search.informit.com.au/fullText;dn=122086;res=AEIPT> ISSN: 1444‐
1284. [cited 09 Jul 08].

Curriculum Corporation 1994, ESL Scales, Curriculum Corporation, Carlton, Victoria.

McVeigh H. ESL children learning to read and write English: teaching phonics and
grammar as part of a rich experience of language. [online]. Practically
Primary; v.11 n.3 p.10‐13; October 2006. Availability:
<http://search.informit.com.au/fullText;dn=155991;res=AEIPT> ISSN: 1324‐
5961. [cited 09 Jul 08].

Nicholls, C. Risking linguistic genocide: closure of Northern Territory bilingual education

programs has a damaging impact. [online]. ARENA; (51) February 2001: 17‐20.
Availability: <http://search.informit.com.au/fullText;dn=20010782;res=AGISPT>
ISSN: 1039‐1010. [cited 09 Jul 08].

NSW Board of Studies NSW, 2001, Working with Aboriginal Communities: A Guide to
Community Consultation and Protocols, Board of Studies NSW, Sydney.

Simons N. Promoting oral language in young Aboriginal children. [online]. Practically

Primary; v.12 n.2 p.9‐10; June 2007. Availability:
<http://search.informit.com.au/fullText;dn=160332;res=AEIPT> ISSN: 1324
‐5961. [cited 09 Jul 08].

Learning Activity
Students will be required to bring their syllabuses and a lesson plan to class for modification.
Additionally they will need to read the Cultural Diversity and Community Relations Policy:
Multicultural education in schools. Students will be developing and implementing ESL teaching
programs in their practicum/s in schools in Western Sydney, therefore it is your role as a future
teacher of ESL teachers to be able to provide scaffolded support for ESL students. Students
need to be provided with good models of English language use in their specific contexts/KLA’s
and in this tutorial are given the opportunity to practise using appropriate
language/metalanguage and scaffolding to support ESL student learning. Students may
need to also bring a dictionary and images to support their chosen lesson modification/s.

Human Rights‐ Ethical Issues Related to

Social Justice Education, Globalisation and Religion
This topic deals with the contextualising of change and its impact on the world of young
people, work & learning

Professional Standards for Teaching

2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural
and religious backgrounds of students and how these factors may affect learning
2.1.3 Demonstrate knowledge of students’ different approaches to learning.
2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:
• Aboriginal and Torres Strait Islander students
• Non‐English Speaking Background students
2.1.6 Demonstrate knowledge of a range of literacy strategies to the meet the
needs of all students including:

• Aboriginal and Torres Strait Islander students

• Non‐English Speaking Background students

3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and

materials to support students’ learning.

5.1.3 Demonstrate strategies to create a positive environment supporting student

effort and learning.
Key concepts
1. G lobalisation
2. N eo‐liberalism
3. Market economy

Prescribed Reading
1. Kea, C., Campbell ‐Whatley, G.D. & Richards, H.V. (2006). “Becoming Culturally
Responsive Educators: Rethinking Teacher Education Pedagogy”;
2. Robertson, K. (2008). “Globalisation: A Dirty Business?”
Recommended Reading:
Beck, U. (1992). “From Inductrial Society to the Risk Society: Questions of Survival,
Social Structure and Ecological Enlightenment,” Theory, Culture & Society, Volume 9,
pp 97 ‐ 123. Fukuyama, F. (2004). State‐building. London: Profile.
Furedi, F. (2005). Politics of fear. London: Continuum.
Sen, A. (1996), Development and Freedom. New York: Anchor Books.
Sacks, J. (2002) The Dignity of Difference. London: Continuum.

URLs
Human Rights Refugee Fact Sheet
http://www.humanrights.gov.au/info_for_teachers/face_facts/ref_rec.htm

Globalisation
http://globalizationandeducation.ed.uiuc.edu/index.html

Learning Activity

Many myths surround the lives of refugees in Australia ‐ myths that lead to discrimination
and violence. As pre-service teachers, your role will likely involve not only teaching
students from refugee backgrounds, but also encouraging all students to apply a critical
lens to the picture of refugees that is presented to many Australians.

Prior to the tutorial this week, use the template below to identify some of the myths
perpetuated by the media:

Source Issue Possible effect on students

Eg:
ABC news Kevin Andrews speaks out In this article, Andrews does significant
website about Sudanese refugees ‐ damage to the hundreds of Sudanese‐
claiming that they do not Australians who have Contributed
want to assimilate. He enormously to Australia. Students of a
recommends an immediate Sudanese background may be subjected to
cap on the number of additional persecution and isolation as a
refugees accepted from result of this article.
Sudan.
Gender / Sexuality and Education
The topic introduces you to the social construction of gender and sexuality,
heteronormativity, heterosexualisation and hetero‐gendered performances

Professional Standards for Teaching

2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural
and religious backgrounds of students and how these factors may affect learning
2.1.3 Demonstrate knowledge of students’ different approaches to learning.

3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and

materials to support students’ learning.
5.1.3 Demonstrate strategies to create a positive environment supporting student
effort and learning.

Key concepts
1. Gender
2. Heteronormativity
3. Biological determinism
4. Social construction of gender
5. Gender socialisation

Prescribed reading
1. Henderson, R. (2008). “A Boy Behaving Badly: Investigating Teachers’
Assumptions about Gender, Behaviour, Mobility and Literacy”
2. Keddie, A. & Mills, M. (2009).“Disrupting Masculinised Spaces: Teachers Working
for Gender Justice”

Recommended Reading:
Alloway, N. (2000) Just Kidding? Sex‐based harassment at school. DETNSW. Alloway,
N. & Gilbert, P. (1997) Boys and Literacy, Carlton: Curriculum Corporation.
Bruer, J. T. (1999). In search of...brain‐based education Phi Delta Kappan. 80 (9), 648‐657 Butler,
J. (1990) Gender trouble: feminism and the subversion of identity. New York: Routledge.

URLs
Gender equity at work in secondary schools:
http://www.schools.nsw.edu.au/media/downloads/schoolsgender/learning/yrk12focusareas/g
endered/gendeqatworksec.pdf

Addressing the Edu cational Needs of Boys: Research Rep ort. Available at:
www.dest.gov.au/sectors/school_education/publications_resources/profiles/addressing_educ
ational_needs_of_boys.htm

Motivation and en gagement of boys: Evid ence ‐ based teaching practices. DEST.
http://www.dest.gov.au/sectors/research_sector/publications_resources/profiles/motivation_
engagement_boys.htm

Learning Activities

In this tutorial, we will examine gender roles within society and the education system. Prior
to the class, you are to find an article from a national newspaper that relates to gender. The
article may investigate gender imbalance in any aspect of our society, or it may highlight
some of the misc onceptions surrounding gender construction. In tutorial groups, you are to
discuss your selected article and create a set of guidelines for n ew teachers to enable their
students to understand the concept of gender mor e effectiv ely. (Please note ‐ you will be
divided into similar teaching methods to facilitate this exercise).

Problem highlighted by Recommendation to

Possible effect on students
article overcome this problem
In addition, please consider the following questions for class discussion:
1. Does gender influence educational outcomes of students?

2. What are the initiatives introduced by the DET for addressing gender issues in schools?
Academic Literacy

You are expected to use the latest edition of the American Psychological Association
(APA) guide
.

The UWS library webs ite (http://library.uws.edu/citing/phtm)l has an onlin e refe rencing
module t o assist y ou in com pleting you r ass ignments. Y ou will also find that th e Get it
Write site, accessible via the vUWS homepage, will also assist you with academic writing
and referencing
.

Academic Literacy
This section of the Learning Guide is designed to assist students with various
aspects of academic literacy. For some of you, this w ill be information that
you are already familiar with, and will simply be a refresher course to ensure
that your assignments are of the highest possible standard. For others,
however, this information will be new. This Learning Guide is only one
source of information for you – the niversity vUWS site, the university
library, and your tutor will be able to provide you with additional assistance.

We are grateful to the UWS Student Learning Unit for supplying much of this
information. Further online units may be viewed at:
http://www.uws.edu.au/currentstudents/current_students/getting_help/online_st
udy_resources
The Writing Process
The following diagram will aid you in mapping out the ‘writing process’ –
particularly important in Assessment One. Although only 1500 words are
required for this assessment, it is very important that you follow the planning
and drafting stages to ensure that all the necessary information is included and
that your essay is of the highest possible standard.

SOURCE: ENGLISH FOR ACADEMIC PURPOSES, SCHOOL OF HUMANITIES AND LANGUAGES, UWS

Writing drafts of your essays

It is essential that you complete several dr afts of your paper prior to submission of
the final piece of work. When completing your drafts and your final paper, you
need to look back to the assessment criteria and the standards and make sure
that all areas are covered.

You also need to think about the structure of your paper. A well structured paper
has an introduction, a body and a conclusion.

As writers, when we begin writing, we often focus on sorting out ideas and
thinking about ways to express these ideas. However, it is very important to
develop this first draft further. Therefore, you need to allow time firstly to edit your
draft in terms of content, structure and cohesion, then to proof read it for grammar
and spelling, and finally to complete
it ready for submission by check ing the refer ences and formatting. This ma y require
multiple drafts, because you might realise that your paper is not we ll structured, your
analysis has flaws, you have not included enough evidence to support your
arguments, or you have not presented your arguments in your own words.

In the final stages of writing your paper, you need to ensure that your analysis of the
topic is written clearly. Therefore, you need to carefully proofread your work for
grammar and spelling before submitting it – mistakes at this stage can create
ambiguity in your writing. To guide you on what elements to focus your proofreading,
use the detailed marking criteria provided for each assessment. These standards are
also useful to indicate what is required for a pass, credit and distinction.

37
 INTEGRATING EVIDENCE WITH YOUR OWN COMMENTS

Evidence should not be used by itself to make a point. Each paragraph should be a
balance between your own points and comments and the supporting evidence.

It would not be appropriate , for example, if quotes and paraphrases from other
sources made up most of your essay. Y our own comments may come in the form
of explanations for the evidence, reasons, links, critical commentary or examples.

Your voice needs to lead your argument. As the writer you make the claim
(your voice), which is then supported by the evidence. The text below provides
an example of the evidence (highlighted text) supporting the points that the
writer is making. (UniLearning, 2000) Source: English for Academic Purposes,
School of Humanities and Languages, UWS.

The inequity in the distribution of wealth in Australia is yet another The topic sentence in‐
cludes the writer's in‐
Supporting evidence is indicator of Australia's lack of egalitarianism. In 1995, 20% of the
tended claim for this
provided to validate
Australian population owned 72.2% of Australia's wealth with the top paragraph
writer's claim/opinion.
50% owning 92.1% (Raskall, 1998, p. 287). Such a significant skew in the
The evidence here is distribution of wealth indicates that at least in terms The writer’s voice makes
used to support and the significance of this
elaborate on the claim. of economics, there is an established class system in Australia. evidence clear by linking it
Paraphrased material is to the issue of class.
integrated into the
McGregor (1988) argues that Australian society can be categor‐ ised
paragraph as support‐ into three levels, the upper, middle and working classes. In addition, it
ing evidence for the
writer's claim.
has been shown that most Australians continue to remain in the class
into which they were born (McGreggor, 1988), despite arguments about
This comment indicates
the writer's wider read‐ the ease of social mobility in Australian society (Fitzpatrick, Again, the writer’s voice
is clear. It creates links
ing and an understand‐ 1994). The issue of class and its inherent in‐ equity, between this paragraph
ing of the contradictory
however, is further compounded by factors such as race and and the next on the issue
argument.
gender within and across these class divisions. of gender, the next
aspect of the argument.

The relative disadvantage of wo men with regard t o their earn ‐ New topic sentence
introduces the writer's
ings and le vels of asset ownershipindicates that within classes next claim using imper‐
there is further economic inequity based on gender. sonal academic voice.
Critical Thinking
Critical thinking is a te rm that you will hear a lot at univ ersity. Developing a cr itical approach
to thinking allows you to assess information and to develop an informed opinion which can be
supported by reliable evidence. It also enables you to interpr et others’ opinions and have the
ability to discuss issues in an informed a nd ope n m anner. In Assessment One, you are
required to offer a critical analy sis of both your own and t he school’s approach to your
chosen social justice issue, while Assessment Two req uires that you critically analy se the
two websites you have selected. The information here will assist you with those assignments.
There is also an online learning module for further information.

Critical thinking me ans think ing c arefully, questioning a nd test ing what you h ear and re ad,
and being prepared to examine and if necessary change your beliefs and ideas. Also, critical
thinking often refers to the skills and attitudes needed for evaluating texts and arguments.
Critical thinking involves:

• interpreting: understanding the significance of information/ ideas / issues and

clarifying their meaning
• analysing: breaking information down into different aspects – probe, examine
• synthesising: recombining information and ideas in different ways
• reasoning: creating an argument through logical steps

• evaluating: jud ging t he worth, c redibility or stren gth of both yo ur so urce

material and your thought processes

For more information on critical thinking go to www.uws.edu.au/lsu and follow the links to
online learning.
How do I read effectively?

One of the most imp ortant strategies in reading effectively is to be en gaged with the tex t as
a reader. Many times we will read a lot of wo rds and turn a lot of p ages and then realise at
the end that we really haven’t taken anything in. Sometimes we might use a highlighter and
underline great chukks of text but often we need to re read that text and so metimes we’ll
wonder why we highlighted it anyway.
Try reading with a pen rather than a highlighter (or use both). You might:
• underline key words
• write comments or questions in the margins or on separate note making paper
• summarise the key points of a paragraph
• write your own response to a point
• agree / disagree with or questions or ideas
• be aware of connections between ideas or contradictions in the text.

How can I organise my note making?

This is a vital part of your reading and writing process. All students need to experiment and
find the methods that work best for them. You m ay u se different methods for different
purposes. Talk to other students to find out what methods they use.

The most important features of note making are that you:

• always note the bibliographic detail of the information used (the source)
• use evidence effectively. Note whether you have written something down as an
exact quote or if you have paraphrased it (written it in your own words)

• add your own comments, interpretations and analysis. Make sure you distinguish
these from the evidence taken from the reading.

You are encouraged to use the template provided below when making notes. This is a very
effective method of note making because it:
• ensures that you capture the bibliographic details
• reminds you to paraphrase as you make notes
Topic:

Bibliographic details of all readings reviewed:

Key issues Evidence (paraphrased as MY Anal ysis /comments Links to social justice
much as possible)