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ASSESSMENT 2 PART B
support students facing issues of equity and diversity in the classroom and beyond. With
important for teachers to address these issues through the implementation of social justice
perspectives. The pedagogical theories of reflexivity and critical pedagogy allow teachers to
implement social justice into teaching practices and enhance the learning experience of
students. Applying teaching strategies that are appropriate for individual students allows
teachers to apply social justice perspectives and address equity and diversity issues. Teachers
must implement social justice perspectives into teaching practice in order to address the
practice as students are significantly impacted by issues of power, equity and diversity in their
negotiation of everyday life and learning in the classroom. Classrooms are dynamic places
with enormous diversity that should celebrated and integrated into teaching practices. This
diversity raises significant issues of power and equity that need to be addressed through social
justice perspectives. Agarwal, Epstein, Oppenheim, Oyler and Sonu (2010) inform
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inequalities in our society are embedded within our schools, effecting the outcomes of
students learning and schooling experience. Students are substantially effected within the
classroom by issues related to power, equity and diversity including access to resources,
classroom as each individual student is effected by issues of equity and diversity in a multitude
of ways (Obidah & Howard, 2005). Hammond (2017) identifies the importance of applying
social justice principles for teaching as students require equal opportunities in order to
receive a deep understanding of both curriculum content and the world around them through
critical thinking, problem solving and collaboration. Principles of social justice education is
supported by both the New South Wales Department of Education (NSW DET) and the
Education Policy and the Melbourne Declaration of Educational Goals for Young Australians
(New South Wales Department of Education, 2016; Australian Curriculum, Assessment and
Reporting Authority, 2016). Policy documents provide an important framework for teachers
to address issues of equity and diversity through social justice principles. It is extremely
important for teachers to implement social justice principles in their teaching practice and
perspectives to address issues of power, equity and diversity. Reflexivity involves the critical
recognition and reflection of language, assumptions and social practices in relation to yourself
as the teacher and your students (Ferfolja, Jones Diaz & Ullman, 2015). Teachers must identify
and modify their own use of language, assumptions or practices that perpetuate the
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discourses surrounding equity and diversity as these impact on students learning and
experience. This reflective process allows teachers to analyse and evaluate ways to address
issues of equity and diversity to facilitate student learning (Tilley & Taylor, 2013). Taking a
reflexivity approach to pedagogy allows teachers to approach power, equity and diversity
issues within the classroom and wider society in a way that enhances students’ critical
Critical pedagogy theory centres focus on the knowledge of power, equity and diversity
in order to enhance teaching and learning for students. Critical pedagogy allows teachers to
identify power and privilege in the classroom and wider society to deconstruct the dominant
discourse that surrounds these issues of equity and diversity (Ferfolja et al., 2015). Teachers
must be aware of the power relationships that are reproduced through their pedagogy and
the discourse this presents to the students (Ferfolja et al., 2015). The practice of critical
pedagogy in the classroom enables the deconstruction of power imbalances that may exist
between the teachers and students in order to create an equitable environment. The critical
pedagogy theory in action allows teachers and students to deconstruct discourse and
celebrate equity and diversity in their classroom to enhance students’ experience of learning.
Teaching practice and pedagogy must apply strategies in order to address issues of
equity and diversity to enhance students experience in the classroom and wider society. Tilley
and Taylor (2013) explain the importance of social justice education strategies incorporating
curriculum, pedagogy and policy in order to address issues of equity and diversity.
the classroom. Personal teaching practice such as differentiated instruction is applied in the
classroom in order to allow students equal access to information in a way that promotes social
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justice (Valiandes, 2015). In order to achieve an equitable classroom students must receive
the same knowledge in a multitude of ways that is effective for each individual student.
Classroom examples of applying differentiated instruction can include student driven group
work. Gifted and talented students are given the opportunity to lead discussions, whilst
supporting students in the class with a diverse range of abilities (Valiandes, 2015). In a
geography classroom setting differentiated instruction through the use of group work can be
safe and equitable environment. Resources such as a culturally responsive board game can
promote equity and diversity through students’ collaboration and critical thinking.
Differentiated instruction is a supported teaching practice for equity and diversity by the New
South Wales Department of Education Multicultural Policy. Objective 1.5 of the Multicultural
to address the learning needs and wellbeing of culturally diverse students (New South Wales
Department of Education, 2016). Teaching practice must address issues and implement
Teachers must implement social justice principles in their teaching practice and
pedagogy to address issues of power, equity and diversity that operate in schools and the
wider community. Incorporating theories of reflexivity and critical pedagogy, applied through
celebrates diversity enhances students learning experience and outcomes. Critical thinking,
collaboration and reflection are key concepts for students to acknowledge and celebrate
cultural diversity, enhancing students’ experiences of school. Teachers must be aware of the
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power relation they have with students and the way in which the use and address discourses.
The social justice issues of equity and diversity must be address through teaching strategies
and practice to support and enhance students learning and experience within the classroom
and community.
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REFERENCE LIST
Agarwal, R., Epstein, S., Oppenheim, R, Oyler, C. & Sonu, D. (2010). From ideal to
practice and back again: beginning teachers teaching for social justice. Journal of Teacher
http://www.acara.edu.au/curriculum/student-diversity
Ferfolja, T., Jones Diaz, C. & Ullman, J. (2015). Understanding Sociological Theory for
https://education.nsw.gov.au/policy-library/policies/multicultural-education-policy
Obidah, J.E & Howard, T.C. (2005). Preparing teachers for 'Monday morning' in the
10.1177/0022487105275920
Tilley, S & Taylor, L. (2013). Understanding curriculum as lived: teaching for social
justice and equity goals. Race Ethnicity and Education, 16(3), 406-429. doi:
10.1080/13613324.2011.645565
and reading in mixed ability classrooms: quality and equity dimensions of education
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effectiveness. Studies in Educational Evaluation 45, 17-26. doi:
http://dx.doi.org/10.1016/j.stueduc.2015.02.005
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