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EDFD 218 Teaching and Learning: Preparing for the Contexts of the Field
Assessment Task 1
Reflective Journal Entry
Pre-Service Teachers Name: Shandar Storm
Reflective Journal Entry: 1
Topic: Understanding society, families and schools
Leading Questions:
What do I know/ understand about
The cultural differences between Holy Eucharist, where I spent my first year of Learning in
the School Community, and St George Preca, are vast. The two areas, St Albans and Caroline
Springs, have different ethnic concentrations (Bowes & Grace, 2010, p.70). Caroline
Springs has a large proportion of Maltese families as well as a mixture of many other
nationalities. Within St George Preca, the nationalities consist of a mix of many backgrounds
including Maltese, Italian, Spanish, Filipino, Indian and African (St George Preca Primary
School, 2011, p.8). St Albans however, consists mainly of only Sudanese and Vietnamese
families. This often occurs as new arrivals feel more comfortable within a local community
of their own culture (Bowes & Grace, 2010, p.155). The community members of St Albans
are therefore often able to function without learning English since many of their neighbours
and friends speak their first language (Bowes & Grace, 2010, p. 155).
What have I observed and experienced
During discussion with my Established Teacher Bess, I asked if the differences in
nationalities caused any language barriers like those I had observed at Holy Eucharist. She
informed me that many of the families consist of second and third generation Australians, and
that they are well integrated into the Australian Society. Also that almost all of the parents of
her students are fluent English speakers and therefore language barriers are not an issue they
are often confronted with.
From my experience within both schools I have observed a considerable difference in the
inclusiveness of the community within the schools. Research shows that parents from racial
and ethnic minorities experience greater challenges when faced with school involvement
(Family-School & Community Partnerships Bureau, 2011, p.40). Barriers that inhibit
parental involvement can be further hindered through language and cultural barriers,
including challenges such as Parents perceiving themselves as unqualified to participate
and a lack of common understanding between school staff and parents about what
constitutes parent involvement (Family-School & Community Partnerships Bureau, 2011,
p.10).
This social barrier is a main cause of the vast difference in parental assistance between the
schools. Parental involvement at Holy Eucharist was lower than average, and the teachers
greatly associated this with the above information. One day last year, parents were invited
into the prep classrooms to simply observe or play with their children and other students,
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however very few participated. I gained this information through discussion with teachers
and my own observation.
Within St George Preca however, less of these barriers are faced and many parents are deeply
involved with the school. This knowledge I gained through conversation with Bess and other
teachers. Parent participation is obvious during School Expo Days, Celebration Days and the
Parent Helper Program, which involves parents signing up at the beginning of each week to
enter into the classroom at given class times.
How can I use this reflection/knowledge/observation/experience
From these comparative observations I have developed a deeper understanding of the
importance of community inclusiveness within schools and how positively it can affect
students. This reflection has encouraged me to ensure that I am considerate and inclusive of
parents and families of all backgrounds and assist my school when developing and
implementing activities or events which promote this. I plan to further research techniques
for creating a strong school community so that when I am in schools I can be a valuable asset
to this matter.

References
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Bowes, J., & Grace, R. (2010). Children, families & communities: Contexts and
consequences (3rd ed.). South Melbourne: Oxford University Press.
Family-School & Community Partnerships Bureau. (2011). Parental engagement research
abstracts [report]. Retrieved from http://www.familyschool.org.au/parentengagement-research-abstracts/
Family-School & Community Partnerships Bureau. (2011). Parent engagement in childrens
education [report]. Retrieved from http://www.familyschool.org.au/parentengagement-in-childrens-education/
St George Preca Catholic Primary School. (2011). St george preca primary school: Staff
guidelines 2012. Melbourne: St George Preca

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