DSJL Assessment 2, Part B Critical Personal Reflection

The topic of how to approach diversity and social justice is at the forefront of
schools. Issues related to diversity and equity of students are becoming a shared
concern especially that inclusion is a dominant discourse in schooling (Ball, Maguire
and Braun, 2012). The goal of teaching practice being inclusion, which is the full
involvement of all students in all aspects of schooling, regardless of individual
differences (Loreman et. Al., 2011). The benefits of equality and inclusion at an
educational setting is that it leads to improved learning for all students regardless of
any significant individual differences.

As a pre-service teacher, it is important to first understand what diversity and

social justice is before being able to apply it in teaching practice. The unit of
Diversity, Social Justice and Learning (DSJL) and the course of Masters of
Secondary Teaching provided me opportunities to understand the significance of
implementing social justice perspectives in my future teaching practice. Diversity is a
wide variety of shared and different personal and group characteristics amongst
human beings, while social justice being a broad term for action intended to create
genuine equality, fairness and respect among peoples (NESA, 2018; Office of
Multicultural Affairs, 2018). Furthermore, more specifically to my KLA of Physical
Development, Health and Physical Education (PDHPE) which focuses strongly on
diversity and social justice highlights that social justice having three principles, which
are equity, diversity and supportive environments. The social justice principles seek
to recognise and address both the health outcomes such as incidence and
prevalence of disease and death rates, and the factors that influence health such as
socioeconomic status (SES), environmental and cultural factors.

The pedagogical theories that helped me to better understand how the

inequalities manifest in the educational context were the theories of post
structuralism, and cultural capital. Cultural capital is the indicators of wealth often
passed down from parents to children that define their class status (Wells, 2008;
Bourdieu, 1986). This was a clear framework of value highlighting that low SES
students face the disadvantage of having a class status transmitted to them. This

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leaves low SES students in a position of inferiority in relation to their higher SES
counterparts. These theories ameliorated me to better understand the impact of SES
on students, teachers and the wider community. For example, Pierre Bourdieu’s
(1986) cultural capital theory was amalgamated into assessment one and two to
determine how the inequalities affect low SES students. Bourdieu (1986) stated that
the inequalities that low SES students face may affect their cultural capital.
Understanding these pedagogical theories is a vital part of understanding societal
discourses as well as how to overcome the power struggles within society, due to
these inequitable societal discourses.

An effective pedagogical strategy that would positively influence and enhance

learning and teaching experience can be student centred pedagogy, differentiation
and scaffolding (Gobby & Walker, 2017; Clarke & Pittaway, 2014). A key teaching
strategy towards providing equal outcomes for all students is differentiation.
According to NSW Education Standards Authority (NESA, 2018) differentiation is a
targeted process that involves forward planning, programming and instruction. An
example of differentiation for a student coming from a low SES background can be
that if they don’t have access to resources such as ICT, they can be provided with
worksheets or school resources so they don’t miss out on any school work, therefore
minimise any impact on their educational outcomes. Another example can be
allocation of resources equally and providing brochures with multiple languages and
access to interpreters if needed.

Research suggests that positive teacher attitude is a key aspect towards

applying of inclusive educational process (Loreman et al., 2011). This can be applied
in my teaching practice by having positive attitude towards all students and treat
them equally regarding any individual differences e.g. coming from a low SES or
indigenous background. As a person coming from an ethnically diverse background
and growing up in Sydney’s West I can relate to the challenges faced by the
students, and therefore work proactively through differentiation as well as student
centred approach to ensure that my classroom remains inclusive and that no student
feels intimated by my role as a teacher. I would further ensure that I have a positive
attitude towards all students to enable them to approach me with ease in case of

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learning difficulties or any challenges in the school environment. This can be a
practice that puts as on the path towards equal outcomes for all students.

Another effective strategy towards promoting diversity can be culturally

responsive resource. The chosen resource was Diversity Ladder, which was an
interesting way of educating student about the topic of SES. It involved questions
and information that can be asked and shared with students to assist them towards
better understanding about low SES as well as educate them on ways to overcome
societal stigmas. This resource allowed the group to use appropriate theoretical
framework to assist with the analysis. This resource also provided opportunity for me
to learn and understand on how a social justice issue could be identified and
addressed in my classroom. The part A of assessment was also beneficial as I got to
experience what other groups cultural responsive resource for classroom looked like.
This provided me with invaluable experience and examples that I would definitely
implement in my teaching practice. Students also learn about the differences and
disparities in regards to SES.

Resources such as Diversity Ladder provides students with the knowledge

and understanding as well as a way for them to remember the inequitable
differences in regards to SES. Resources as such can provide the ‘ladder’ towards a
society that is equal and accepting of everyone. Such as the ‘ladder’ provided to
DSJL students that will empower them to be role models and set positive examples
for students.

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 Reference

Australian Institute for Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Retrieved May 17, 2018, from,
https://vuws.westernsydney.edu.au/bbcswebdav/pid-3145789-dt-content-rid-
25004076_1/courses/102084_2018_1h/australian_professional_standard_for_teach
ers_final.pdf
Inclusive Education - Tim Loreman, Joanne Deppeler and David Harvey - 9781741759860 -
Allen & Unwin - Australia. (2018). Allenandunwin.com. Retrieved 21 May 2018, from
https://www.allenandunwin.com/browse/books/academic-
professional/education/Inclusive-Education-Tim-Loreman-Joanne-Deppeler-and-
David-Harvey-9781741759860

Marsh’s Becoming a Teacher, 6th, Clarke, Maggie & Pittaway, Sharon | Buy Online at
Pearson. (2018). Pearson.com.au. Retrieved 21 May 2018, from
http://www.pearson.com.au/products/A-C-Clarke-Maggie-Pittaway-Sharon/Marsh-s-
Becoming-a-Teacher/9781442561861?R=9781442561861

Personal Development, Health and Physical Education | NSW Education Standards.

(2018). Educationstandards.nsw.edu.au. Retrieved 17 May 2018, from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/pdhpe/pdhpe-syllabus

Teacher Standards . (2018). Aitsl.edu.au. Retrieved 17 May 2018, from

https://www.aitsl.edu.au/teach/standards

Walker, R., & Gobby, B. (2017). Testing times for assessment and pedagogy.
In Powers of Curriculum: Sociological perspectives on education (pp. 323-
349).

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