CENTRAL QUEENSLAND UNIVERSITY

Analysis Essay 1
Responding to Diversity and Inclusion
EDED11457
Stephanie Brocklehurst
8/11/2014

This assessment task requires you to analyse and reflect on the concepts of access, change and
formation of attitudes in the context of the work of educators in contemporary Australian settings
Stephanie Brocklehurst - S0257771 EDED11457- Responding to Diversity and Inclusion

Contemporary classrooms today throughout Queensland schools, demonstrate that during

educational history vast changes in regards to education and inclusive have taken place. During the
history of education in Australia there has always been a large debate as to whether or not Australia
has the ability to hold the status of an inclusive society. Inclusion in relation to education can
simply be defined as referring to the right to active participation and achieving equity through
engagement (Hyde, Carpenter & Conway, 2014). The following essay will demonstrate how
legislative frameworks form the education policies that are present in Queensland schools in the 21 st
century, Australias response to given policies and how said policies will be used effectively during
my role as a professional educator.

A key element in classrooms today is that of inclusion. Inclusive classrooms are a sanctuary
where students are able to be effectively taught in ways that suit their needs. (Department of
Education, 2014) Inclusion in contemporary classrooms today can easily be justified by the values
and beliefs that the teacher, other staff members and the school have in relation to inclusion.
Inclusive education in Queensland classrooms today demonstrates that the main focus is determined
by human rights, social justice and equity (Hyde, Carpenter & Conway, 2014) These fundamental
elements are created to respond effectively in relation to students cultural differences, race, gender
and disabilities. To respond to the required needs of students, governments have created numerous
documents to aid in the inclusion of all students regardless of differences. For teachers to provide
this opportunity to students education, Australia, in particular Queensland, have created legislative
frameworks that form the educational policies used in classrooms today. These frameworks include,
the Melbourne Declaration (MCEETYA, 2008), the Disability Discrimination Act 1992, Inclusive
Education Policies, Australian Human Rights Commission and the Disability Standards for
Education 2005. The listed frameworks are a result of incomplete inclusion throughout classrooms
of the past, the aim of these documents is to provide all students with equal opportunities.

In addition, according to the Universal Declaration of Human Rights (2014) demonstrates

that everyone has the right to an education. In Australia many of these documents are still being
used in classrooms, the Disability Discrimination Act of 1992 (Australian Government,2014) was
first introduced to ensure that all disabled persons could equally be included in a classroom. From
the formation of the 1992 Discrimination Act the Disability Standards capitals for names of
documents were created. The chosen standards are put into place within educational institutes to
ensure that all students are treated the same, equally, regardless of whether they may or may not
possesses a physical or intellectual disability. Another key document in teaching today is that of the
Australian Professional Standards for Teachers (AITSL, 2014) demonstrates that these standards are
put into place throughout educational institutes to ensure that all students are provided with the
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Stephanie Brocklehurst - S0257771 EDED11457- Responding to Diversity and Inclusion

opportunity to learn. The Australian Professional Standards for Teachers also provide the
opportunity for students with disabilities to equally learn. As a result of this the Melbourne
Declaration was created in the year of 2008, this document clearly demonstrates two main
educational goals. The chosen goals of the Melbourne Declaration were put into place to ensure that
all educational institutes provide students with equity and the opportunity to excel within education.
Upon reviewing the Melbourne Declaration, the second goal demonstrates that all Australian
students will become successful, confident and creative individuals within their classrooms
reference. In relation to the Melbourne Declaration, it is clear that the aim of the Australian
Government was to provide goals in which were achievable for all students regardless of whether or
not they possess a physical or intellectual disability. Finally, the last document is that of the 2005
Disability Education Policy. This chosen policy strives to provide equal social and educational
outcomes for all present in a school setting. Another key component of the 2005 Disability
Education Policy is that it provides students with the opportunity to value and respect the diversity
of all. You need references for all these pieces of legislation and policies.

Along with these documents the media plays an influential role on education in the 21st
century, demonstrating the growing level of multiculturalism that Australia contains. In todays
society there are numerous stereotypes given to people in Australia, many in particular are in
relation to education systems. An example of stereotypes occurring in schools can be seen in the
works of Jens Korff, which demonstrates that still to this day Australians have the tendency to view
Aboriginal and Torres Strait Islanders in a negative way (Korff, 2012). Stereotyping in Australian
educational institutions and media provide school students with the ideology that this is acceptable.
A vast amount of work must take place to ensure that students understand that placing their class
members into selected stereotypical groups is unacceptable.

New topic, new paragraph Another key element present in Australian schools and other educational
institutes in the twenty-first century is that of racism. Racism is placed upon a vast spectrum as with
growing technologies students are easily able to apply racism in and outside of the classroom.
racism no way (NSW Government, 2013) produced the article Understanding Racism which
demonstrates that racism under many circumstances is not addressed by teachers. The article
continues to demonstrate just how extensive the effects of racism in schools today can be. The
Sydney Morning Herald discusses in an article that fifteen years ago Australia was known for its
welcoming people but as it seems today, this is not the case. Australians use their prejudice daily
and make inappropriate comments about those who may be different. Prejudice, racism and
stereotyping are viewed as being present in educational institutes today (Marriner,2014). The above
examples of media portray inclusion in education in Australia to be very negative, with this being
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said I personally believe that there must be a lot of improvement to take place in Australia but with
this being said I believe that our country overall is a very inclusive society.

As a pre-service teacher when I graduate it will be my duty as a professional to ensure that I

am providing my students with the best education that I possibly can. With the assistance of the
1992 Disability Discrimination Act, the Melbourne Declaration, the 2005 Education Queensland
Inclusion Policy and the Australian Professional Standards for Teachers I will be able to use these
documents to my advantage and hopefully provide my students with an effective education. I will
use these documents to continually refer to in relation to my teaching and use these legislative tools
and policies to help benefit my teaching strategies and the way in which I will conduct myself in the
classroom. With the assistance of the above stated documents I will guarantee that I will
continuously aim to provide my students with an inclusive classroom environment where they feel
free to express their ideas in a positive way and an environment where they are all seen to be equals.
I as a teaching professional will ensure that all attitudes of fellow staff and students are maintained
to the highest of standards and aim to ensure that all fellow staff view students in the same way in
which I will, equal. Teachers must provide students with an inclusive school environment to ensure
that they are able to work to the best of their abilities and that they have the opportunities to express
themselves without the fear of judgment. According to Hyde, Carpenter & Conway (2014)
inclusion must not only occur in the classroom but in the playground as well, it should encourage
students to be thoroughly involved in participation and engagement. As a pre-service teacher I have
found that my own attitudes and cultural background will have an extensive effect on the ways in
which I shall teach my students both in and outside the classroom. I aim to provide my students
with the opportunities to be positive and succeed regardless of whether they do or do not possess a
physical or intellectual disability. As a graduate teaching professional I aim to ensure that all of my
students will obtain the same support from myself and fellow staff members to ensure that they are
not discriminated against as discrimination will be unacceptable within my classroom due to the
above documents and my own personal beliefs. I believe that all students have the same right to an
education regardless of the diverse backgrounds, they are all to be treated equally and this is what I
aim to achieve as a profession teacher. I aim for equity and excellence.

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Reference List

AITSL. (2014). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards- for-teachers/standards/list

Australian Government (Comlaw). (2014) 1992 Disability Discrimination Act. Retrieved from
http://www.comlaw.gov.au/Details/C2014C00013

Department of Education. (2014). What is inclusive classroom practice?. Retrieved from

http://www.det.wa.edu.au/schoolsplus/detcms/navigation/parents/?page=5&tab=Main

Hyde, M., Carpenter, L., & Conway, R. (2014). Diversity Inclusion& Engagement, Oxford, AUS:
University Press

Korff, J. (2012). Stereotypes & Prejudice of Aboriginal Australia. Retrieved from

http://www.creativespirits.info/aboriginalculture/people/stereotypes-prejudice-of-aboriginal-
Australia

Marriner, M. (2014). Racism on the rise in Australia: migrants report cultural shift. Retrieved from
http://www.smh.com.au/national/racism-on-the-rise- in-australia- migrants-report-cultural-
shift-20140405-365a5.html

Ministerial Council on Education. (2008). Melbourne Declaration on Educational Goals for Young
Australians. Melbourne, VIC :Ministerial Council for Education.

NSW Government (2013). The extent of racism in Australian schools. Retrieved from
http://www.racismnoway.com.au/about-racism/understanding/schools.html

Queensland Government. (2014). Inclusive Education Policy Statement. Retrieved from

http://education.qld.gov.au/schools/inclusive/