EDF4022 Humanities and social education in the primary years

Assessment Task One b): Group written posts

BeeBee Thung: Joanne Naylor (25176471), Julia Roberts (), Nurfathiah Kassim (25975021)
and Stephanie Lindsay (25941054)

First Post 17/03/16 - Geography

Brief description
The research conducted through the readings of Teaching Humanities and Social Sciences
in the Primary School, Australians Need Geography. Knowledge Bases for Effective
Teaching: Beginning Teachers' Development As Teachers of Primary Geography, Australian
primary pre-service teachers conceptions of geography and The Place of Place-Based
Education in the Australian Primary Geography Curriculum create strong points based on
the reactions to educators attitudes. These attitudes are formed from educators trials of
implementing a successful curriculum around the Humanities and Social Sciences subject
within their practice. The limitations that are addressed across the board include time
restraints in the classroom, educators lack of knowledge on the specific topics and the
stigmatism the subject has left from own personal experience through their early years
education. As a result of this, educators are left with the issue based on two different
pedagogical approaches to embedding it into the curriculum. We will further analyse the
difference between teaching Geography as a singular subject in comparison to integrating
the subject within the everyday learning, through all subjects in the classroom.
Analysis
Through reading the articles mentioned previously, it has been identified that the issue of
integration vs core subject, teachers knowledge and ability to effectively teach geography.
Unknown (2007) argues that Geography should be its own core subject discussing that it is a
vital subject that allows students to gain understanding, knowledge and skills to make sense
of complex issues (pp.10). Preston (2015), and Reynolds (2014) and Martin (2008) argues
that geography can be integrated into the core subjects as it allows students to gain
geography understanding, knowledge and skills in their everyday life and how it affects their
world and the world around them.

Although there is a strong argument that geography should be integrated into core subjects,
Martin (2008) states that teachers need to have the ability and skills to successfully integrate
it into everyday core subjects. Martin (2008) discusses that even teachers who are trained
specifically in geography are not always effective in enabling students to learn and gain
geography skills, suggesting that the ability to effectively integrate and make learning
meaning is an important pedagogy for teachers to employ. This idea is also supported by
Preston (2014) who discusses that it should be taught through the childrens interest and
that greatly depends on the pedagogy of the teacher and the attitudes they hold. Unknown
(2007) discusses that geography should be taught by specific geography trained teachers
and makes no mention about the skills, attitudes or pedagogy that the teachers should hold
to successfully engage students in learning.
Response
In response to the research and points of views gathered through the aforementioned
articles, it is clear to see the benefits and difficulties facing both a core subject curriculum
and an integrated curriculum. Although there have been valid arguments made in regards to
why Geography should be taught by specific Geography trained teachers and as its own
core subject, the arguments that have been made against it have resonated with us. It is
through using pedagogy strategies such as using childrens interests that can allow teachers
to effectively integrate Geography into everyday classroom teaching of core subjects.
Allowing for greater engagement, understanding and geography skills to be learnt by
students, which they can then relate to their world and the greater world. When it comes to
the argument of core subject vs integration the choice should come down to which one will
impart on students the best knowledge, skills and motivation to learn more in regards to the
subject.

Second Post 07/04016 - Civics and Citizenship

Brief description
Civics and citizenship is about providing students with the education and understanding
about how and why society works. Aspin (2002, as cited by Reynolds, 2014) argues that
education is about transmitting cognitive capital and transmitting culture, values, customs
and traditions to the children. Issues with teaching civics and citizenships to children is about

learning how their political system operates, feeling connected and identify the nation in how
to deal with citizenship in pluralistic society, therefore for children to understand how to
encourage citizens to participate in decision making in their own environment and society.
The common thing about teaching strategies in civics and citizenship with children, it tends
to be teacher centred in the classroom, such as direct teaching along with group work and
inquiry. The most common thing about the assessment task for children to do in class with
the subject is oral, projects, short answered questions, participation/classroom observations
and class notes. Furthermore, they want teachers to think outside the box and take risks in
teaching the subject to go beyond their capabilities, such as make meaning when teaching
the topic/subject.
Analysis
When teaching civics and citizenship in schools there is often a big focus on the learning of
the formal political system. Reynolds (2014) discusses this identifying that students have
negative feelings towards this learning. Zyngier (2012) supports this through informing us
from the sample research that was conducted on year 6 and 10 students only one third
showed that they had an interest in Australian politics.

Teachers needs to take into

consideration where they are teaching, the community and the practices and values they
hold so they can modify what they teach to make it more engaging and relatable for students
(Reynolds, 2014). This notion of teachers creating classes that are engaging to students is
discussed by Zyngier (2012). He discusses how teachers show little interest in democracy
and that there is current research being conducted in how teachers opinions and
interpretations can affect how they implement this teaching into their classrooms. Stating
that if teachers are not confident with teaching democracy (in its thick and thin forms), it is
small wonders that a generation of students has emerged who have little understanding of
democratic process and are increasingly disinclined to participate in it. (Zyngier, 2012,
pp.3). Tudball & Henderson (2014) also comments on the influence the way teachers
educate students can affect their engagement, discussing how students should be
questioning their society but this is dependent on teachers.

Further discussing the

importance of what opinions and traits teachers are encouraging students to form. Tudball &
Henderson (2014) state that schools should encourage students to be open minded and
aware of the differences and diversity as it builds and adds to students ability to understand
alternative views of the nation.

Castro (2013) states there's a huge gap in the teaching and learning of civics and
citizenships throughout schools. Castro (2013) discusses results from a survey of teachers
stating that it revealed that teachers only knew basic forms of citizenship are not
appropriately preparing students to cross cultural boundaries and understand diverse
perspectives. Castro (2013) also suggests that teachers need become more compassionate
and caring towards pre-service teacher and see them as learners as they are still learning
while in the field. Advocating for teachers to be more supportive of each other and the
subject to create an environment where teachers feel safe and supported to take more risks
and try new engaging ways to teach civics and citizenship (Castro, 2013).
Response
Throughout these readings, we have noticed a common theme that contributes to the
reluctance to teaching civics and citizenship. The gap between of what the students need to
know and what the teachers knowledge is a limiting factor for this subject to be successfully
embedded into their daily classroom curriculum. However, we understand the importance the
teachers pedagogical approach to the subject influences childrens interests within the
subject. The way in which educators teach their students, forms their attitudes towards
participating within the local community.
As educators, we need to encourage students to participate in local community projects. Like
Tudball & Henderson (2014) suggests, when involving students in the process, evaluation,
analyses, reporting, and implementing of a local community project, we give the students the
empowerment to make a change and difference. When they see the impact they can have
on the world, it encourages them to implement the skills being spoken about within their
classroom throughout their civics and citizenship studies.

Third Post 14/04/16 - Diversity

Brief description
Diversity is often interpreted in different ways and holds different meanings to individuals. It
is most often viewed as either disabilities or culture, but it extends much further than this to
such factors as gender, ability, socio economic status, race, ethnicity, religion, sexual identity,
behaviour etc. Inclusion and diversity go hand in hand, teachers need to be aware of
diversity and the multiple kinds that exist in their classroom. Through identifying and

acknowledging the different needs of the students in their classroom, teachers are able to
create environments that are inclusive for all. Having an understanding on diversity and
inclusion enables teacher to embed these practises into their pedagogy approaches and
classroom teaching.
Analysis
Graham and Spandagou (2011) argue that in the enrolment data for the NSW Department of
Education and Training (DET) show that certain children appear less welcome in their local
school than others. Particularly children that require complex support and present with
challenging behaviours. In their research, they found that principals often defined inclusion
from their own views and beliefs on what it should be. Graham and Spandagou (2011) see
this as an issue as it can limit inclusivity to children with diverse backgrounds or disabilities.
This high problematic and they argue that a much broader view of inclusion needs to be
taken by schools stating that Inclusion is a policy issue that should not be open to
interpretation or subject to the will or tenacity of individual principals (Graham and
Spandagou, 2011 , pp.234).
Kurawa (2010) argue that regular school teachers must be prepared to commit to and
understand all of the children in their diverse classroom environments and act accordingly to
childs individual differences. This not only depends on teachers being positive about
children differences and difficulties they experience in learning but also being able to employ
and embed effective pedagogical approaches into their practices to cater for all children
needs.
According to Forrest, Lean and Dunn (2015) the Australian society is often characterised as
increasingly multicultural but still today it struggles to disengage from a legacy of white-Anglo
privilege and cultural dominance. As a consequence, Australia is in a somewhat
contradictory where multicultural co-exist with various forms of what is commonly called
racism. However, the Australian education system has now recognised that schools are a
crucial area to tackle the topic about racism and prejudice. As a new society in Australia,
teachers should be supportive of equity, opportunity and improved inter-cultural relations and
anti-discrimination. Teachers need to see goals as important in multicultural education and
be effective in the strategies they use to foster cultural inclusiveness. Another way the
Australian education system is employing strategies to increase inclusivity and
understanding of diverse cultural needs is through the Wirnalung Ganai Aboriginal
Inclusion Plan 201517 (State of Victoria (Department of Education and Training, 2015).

Although, as discussed by Kurawa (2010) teachers need to be willing to expand their

knowledge and understanding of the divers needs of the students in their classrooms. As
without this willingness and understanding such documents as this will not be any benefit.
Response
As stated at the beginning of this analysis, as a group we aimed to gain a better
understanding of the definition and implementation of diversity within the classroom setting.
Based on the research above, we have been able to form a knowledgeable approach to
embedding inclusion practices into our pedagogical approaches. Diversity and inclusion
practices needs to be used holistically on each child. Creating individualised approaches to
each student, to further adapt and understand their learning, social and emotional needs will
contribute to creating a curriculum that is rich and beneficial to the learner. As educators are
role models for their students, by creating an inclusive environment, educators are able to
supply their learners with the ability to approach life with open minds, love, kindness and a
true sense of what community means. The children will have a better understanding of the
strength and benefits diversity has in our community, which furthers the students and our
own understanding of the world.

Forth Post 22/04/16 - Social Justice

Brief description
Social justice is about guaranteeing equal access to freedoms, human rights, and
opportunities, for all people no matter their ethnicity, religion, sexuality or economic status
Social justice is interpreted as social and civic responsibilities, commitment to promoting the
common good, and participation in democratic processes and cultural diversity (CummingPovtin, 2009, p. 84). Within education social justice has become a fundamental concept that
forms the foundations for all teaching strategies in the aim of equality. In theory social justice
is simple to define it is when you start to apply social justice into real world concepts that it
becomes complex due to diverse viewpoints on what freedoms, rights and equality means
which is derived from peoples different life experiences and cultural backgrounds.
Analysis

Teaching Social justice within education is more than just reciting facts and philosophys to
students it is about allowing students to experience and grow through the concept by giving
students the opportunity to have a voice and in turn teaching them how to use that voice.
(Hammond & McCallum, 2014)Connecting the concept of social justice to current interests
and events So that in the end students are willing to challenge the status quo in the search
of social justice.
But for any of this to happen teachers must be willing to question and challenge what
students are taught and how they taught in regards to the benefit it has for their students in
this regard social justice has to become a part of a teacher's pedagogical practice. Locke
and Bailey state that there are four points to teaching social justice (1) consider the values
and politics that pervade education as well as technical matters of teaching and learning, (2)
ask critical questions about how conventional schooling came to be and about who benefits
from the status quo, (3) pays attention to inequalities and seeks alternatives and (4) treats
cultural and linguistic diversity as an asset to teaching and learning.(Locke & Bailey. 2014. p
287)
Just as Locke and Bailey highlights the standards of teaching social justice Picower
highlights what is taught he refers to these as the six elements of social justice.

Self-love and Knowledge

Respect for others
Issues of social injustice
Social movements and social change
Awareness raising
Social action
This approach to what is taught in regards to social justice intention is to ingrain the concept
of social justice into the student.

Response
From the reading of Locke & Bailey, Cumming-Potvin and Picower it is easy to see the
importance of teaching social justice within education curriculum but it is equally important
that the way in which social justice is taught reflects the concept. Teachers lead students to
value themselves, respect the diversity of the world around them (Picower. 2012. p. 2)
The aim behind teaching students social justice is that in the future these same students will
recognise social injustice, they will question this social injustice and search for and advocate

actions to correct the social injustice. Hammond and McCallum state that teaching social
justice leads to students understanding their life-worlds, the life-worlds of others, making
connections between classroom learning and outside life, and gaining knowledge to be
compassionate.(Hammond & McCallum, 2014. P. 39)

Reference List:
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W. (2009).

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