102083 Diversity Social Justice and Learning _Assessment: Essay Brittany Kalauni 19051215

Pacific Islanders in Australia have a significant regard for education and maintain
high expectations for schools to deliver learning experiences that will allow their children
opportunity based on the outcomes of their education (Paulsen, 2018). However, due to the
influence of racial and ethnic differentiation for Pacific Island students, this makes achieving
this goal for Pacific Island students difficult (Paulsen, 2018). Pacific Island students represent
an increasing minority in the Australian school system, where it is evident that teachers
struggle to meet the needs of Pacific Island students. Research shows that Pacific Islanders
represent the population of students whom are disadvantaged as they experience low
achievement, disengagement, socio-economic and cultural orientation challenges. (Horsley,
2003). The Australian curriculum supports and aims to guide teachers about using the
curriculum to address the diversity of their students and does not make assumptions as to
how the curriculum is delivered in schools (Macnaughton & Hughes, 2007). However,
research reveals that ambiguous teaching throughout professional training has been
insufficient in promoting competence in teaching Pacific Islander students (Macnaughton &
Hughes, 2007). Learning difficulties, behavioural issues and matters related to self-
identification as a Pacific Islander whom often reject the nature of traditional education are
at a disadvantage (Wilson, 2009). These journal articles highlight the pressures placed on
schools and teachers and how it affects Pacific Islanders in the Australian education system.
This essay will focus on providing educators with an understanding of racial differentiation
and social stratification issues that identify the importance of cultural reflection when
responding to Pacific Islander youth. The following will investigate how critical theory
recognises current pedagogic practice and to realise the social justice in education for Pacific
Island students (Singh & Sinclair, 2001).

Critical theory observes the complications of diversity and difference in how

individuals and communities experience marginalisation, oppression and discrimination
(Whigham, Hobson, Batten & White, 2019, p. 33). Critical theory allows for the study of
cultural complexities of schools and their surrounding communities (Ferfolja, Díaz & Ullman,
2015). It is evident that Australia has a significant multicultural society, according to Watkins
(2015) multiculturalism designates policy and practice to manage diversity. Culture
specifically is understood in relation to ethnicity distinctive from Australia’s original
inhabitants, Indigenous Australians (Watkins, 2015). This allows for recognition and to

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102083 Diversity Social Justice and Learning _Assessment: Essay Brittany Kalauni 19051215

ensure different issues are addressed accordingly (Watkins, 2015). From an education
standpoint, this distinction supports dismissing the idea of a ‘one-size-fits-all’ approach to
teaching (Ferfolja, Díaz & Ullman, 2015, p. 2). Despite policy and recognition of the nation’s
multicultural society, it remains evident that implementing effective classroom practice for
disadvantaged students is difficult, especially as literature suggests that pedagogy and
teacher-student relationships produce different educational and social outcomes for
different students (Singh & Sinclair, 2001).

A study investigated the relations focused on the pedagogic discourse that influence
Samoan students in Secondary schooling (Singh, 2001). With the use of Bernstein’s theory,
interview accounts for the educational disadvantage experienced by Samoan students
identifying three factors attributing to this disadvantage (Singh, 2001). These factors
included (1) the uninformed grouping of students in schooling; (2) The arbitrary school
knowledge distributed and organised in the school; (3) Differences in pedagogy practice in
school and outside within Samoan community (Singh, 2001). As a future teacher, being
informed and aware of contributing factors, may assist in deconstructing cultural differences
in school that can impact effective teaching.

In relation to power, Bernstein establishes the principles of power and control to

derive from pedagogical practice and discourse (Singh & Sinclair, 2001). Teacher-student
relationships enforce this idea of power to create boundaries which then operates to
produce different categories of groups relative to gender, race, class particularly in a school
system where boundaries are evident among students (Singh & Sinclair, 2001). When
applied to my key learning area of PDHPE, Physical education can create a space of
recognition and achievement for young Pacific Island students (Fitzpatrick, 2013). However,
it can also reinforce stereotypical notions that Pacific Island students are inherently
competent in sports. It is important as a future PDHPE teacher and Pacific Islander to
encourage the social influence PE can offer whilst acknowledging the academic engagement
involved in the subject at Secondary level (Fitzpatrick, 2013). Furthermore, it is significant
that students themselves can reinforce racialized notions when certain students are
assumed identify with the physical nature of PE dismissing the academic content value
(Fitzpatrick, 2013). Stereotypes can create racial stratification that should be recognised and

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102083 Diversity Social Justice and Learning _Assessment: Essay Brittany Kalauni 19051215

discussed among PE teachers essentially work to promote the subject for both its physical
and academic value (Fitzpatrick, 2013).

Research based on theoretical framework has allowed for the identification of

underlying issues that inhibit students of different backgrounds. The disparity between
culture of the classroom and home reiterates the notion that Secondary teachers see
education as a process of teaching syllabus in order to maximise academic performance of
their students (Horsley, 2003). The issue with this, is that teacher’s practice that is shaped
by disregarding cultural perspective generally leads to the school’s failure in educating the
least advantaged students (Horsley, 2003). In order to combat this, policy and school
transparency can offer students and teachers the support needed to normalise diversity in
the school.

It is evident that current education models influenced by political pressures and

curriculum demand on teachers focused predominantly on academic results, dismiss the
need for fundamental revision of the education system (Wilson, 2009). The conflicting
relationship between many Pacific Island students and their schooling is apparent in the
social perceptions and values that institute these educational disparities (Wilson, 2009).
Pacific Island students whom display behavioural issues or disengagement in the classroom
reinforce this stereotype that they are non-intellectual when they display the opposite in
their PE subject as it provides this sense of superiority, however, it can also restrict their
identity in school (Fitzpatrick, 2013). Consideration as to why majority of Pacific Island
students engage enthusiastically with PE and the position in education relative to ethnicity
and other social structures that reinforces academic disadvantage in Pacific Island students
(Fitzpatrick, 2011).

Research based on school choice has emphasized racial and socio-economic

inequalities that account for student stratification (Singer, 2019). School choice refers to
students allowed to opt out of their residential schools and attend school elsewhere. This
initially was seen to promote the idea that provided students with the opportunity to attend
academic achieving schools (Singer, 2019). However, this policy, despite the promotion, it
has led to the exacerbation of existing racial and social inequalities (Singer, 2019). Schools
divided by academic marketing points and reputation, contributes to student stratification
where certain schools are subject to scrutiny (Singer, 2019).

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102083 Diversity Social Justice and Learning _Assessment: Essay Brittany Kalauni 19051215

From the perspective of racial differences, literature shows the impact negative
diversity experiences have on building of educational skills such as critical thinking (Roksa et
al., 2016). For young Pacific Island students social-cultural, financial and limited support at
home (Paulsen, 2018), impact the need for support in a school setting to improve their
chances of negating the status quo (Roksa et al., 2016). Therefore, it is important schools
implement teacher pedagogy and policy that facilitate positive environments by
acknowledging racial differences and the impacts this has on teaching pedagogy (Roksa et
al., 2016). There is a responsibility for teachers and the system in which supports them to
ensure all students can thrive in school (Roksa et al., 2016). Provision of government funded
programs or resources targeted to addressing issues to teachers in schools where
reputation and racial differentiation is challenged, to better equip teachers.

In order to build teacher’s competence, it is important that they are provided the
opportunity to reflect on their own position in society and how their cultural understanding
may affect their pedagogy (Lei, 2006). An increasing amount of research is available for
teachers on multicultural educating and pedagogy that addresses a cultural difference
approach (Lei, 2006). Culture plays a significant role in influencing Pacific Island engagement
in school (Ratliffe, 2011). A lack of understanding from both students and their respective
teachers can derive from cultural differences that potentially cause conflict when they are
viewed as educationally deficit (Ratliffe, 2011). The correlation between ethnicity and
academic performance has been continuously researched which suggest a continuous
incentive or response to improve Pacific Island academic achievement (Baker, Keller-Wolff &
Wolf-Wendel, 2000). Culturally responsive pedagogy and acknowledging cultural differences
can influence the relations of Pacific Island youth in schools where they are often the
minority of the school population (Rishel & Zuercher, 2016). Similarly, teacher expectations
have been shown to influence student achievement (Rubie, Hattie & Hamilton, 2006). The
impact of student characteristics such as ethnicity on teacher’s expectations were significant
(Rubie, Hattie & Hamilton, 2006). The findings showed that teacher’s expectations for Pacific
Island students were higher than their actual academic achievement. This demonstrates the
effects of high expectations limiting student progress (Rubie, Hattie & Hamilton, 2006).
Future research entails learning opportunities provided to distinctive ethnic groups in
schools and investigation of teacher-student relationship is important for implementing

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102083 Diversity Social Justice and Learning _Assessment: Essay Brittany Kalauni 19051215

quality pedagogy (Rubie, Hattie & Hamilton, 2006). By acknowledging cultural difference,
teachers can begin to add cultural context to educational material, not only relative to
Pacific Island students but for all students of different background can identify and relate to
(Robbins, 2008). Educational multimedia use can be adapted according to the learning
approaches developed to provide cultural context (Robbins, 2008). Creativity in the
classroom will identify with the diversity in students with an example of using multimedia
projects where students have the freedom to apply their own context (Robbins, 2008).
Rather than applying approaches that are defined as ‘efficient’ or ‘diverse’, literature
recognises the approach that allows teachers and students to use educational resources to
create their own resolutions in the classroom (Robbins, 2008).

The Australian Curriculum strives to prepare students for life after school by
developing critical and creative thinking skills as fundamental in learning (Ab Kadir, 2016).
The National Curriculum also identifies the inclusiveness of diversity in learners and the
increasing student diversity (Ab Kadir, 2016). The Australian Curriculum does allow for
culturally diverse literature to be selected in the classroom whether it be that the authors
are of non-dominant cultures or that the content reflects such culture (Adam & Harper,
2016). However, further examination on how specifically teachers can be inclusive of
cultures represented in the classroom, remains ambiguous (Ab Kadir, 2016). On a school
policy level, acknowledgement of the cultural diversity in the school can create positive
outcomes by creating a supportive school environment (Paulsen, 2018). The opportunity to
learn and teach in diverse classrooms for pre-service teachers who can experience and then
implement strategies that meet diverse educational needs (Cardona-Moltó, Tichá & Abery,
2018). The ever-growing diversity in schools, highlight the necessary implications to develop
teacher’s training for diversity (Cardona-Moltó, Tichá & Abery, 2018). Research indicates
that although evidence suggests the significance for teaching diversity. However, putting
this into practice remains at the discretion of individual schools’ policy and direction, which
to some respect allows for positive and meaningful outcomes or schools unchanged. It is
important then for schools to implement educational reform that allows all students to
receive academic achievement irrespective of their differences (Tore, 2020). Despite the
lack of explicit content in the curriculum that regards multiculturalism in the classroom,
research findings can be applied by teachers in the classroom (Tore, 2020). As research

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102083 Diversity Social Justice and Learning _Assessment: Essay Brittany Kalauni 19051215

suggests, there is significance in adopting an educational approach that is mindful of

different cultures and how it affects student’s learning (Tore, 2020). It is evident that this is
shouldered greatly by teachers whom deliver content, set assessment tasks and influence
the learning environment (Tore, 2020). All these factors when in practice start to establish
student’s academic development but also targets social determinants students experience
and dismiss perceptions that could inhibit their progress (Tore, 2020).

The opportunities and challenges for Pacific Island students are often represented in
the success of their academic outcomes in school (Paulsen, 2018). The complexity of the
challenges many students of ethnic backgrounds living in Australia relate to the barriers
they experience in schools (Paulsen, 2018). It is evident that teacher’s relationships and how
they interact with Pacific Island students can have both a positive and negative impact on
their learning (Lei, 2006). Despite Australia’s policy of Multiculturalism, the education
system struggles to meet the needs of Pacific Island students where cultural differences are
not reflected in teacher pedagogy Watkins, M. (2015). Critical theory works to explore
cultural complexities in order to discover how the education system can provide equal
learning for all (Ferfolja, Díaz & Ullman, 2015). Acknowledgement of disadvantaged students
and the implementation of evidence-based practice in the classroom is significant in
changing the outcomes of students Singh, P. (2001). The importance of understanding racial
inequalities and social disparities indicate strategies needed to support Pacific Island
students (Rishel & Zuercher, 2016). By considering the social determinants that impact
majority of Pacific Island students in school and teacher’s having the ability to reflect on
cultural differences represented in the classroom can change the attitude (Tore, 2020) in
how Pacific Island students engage in school Horsley, M. (2003). It can also encourage the
implementation of effective pedagogy that is inclusive and supportive of multiculturalism
(Robbins, 2008).

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102083 Diversity Social Justice and Learning _Assessment: Essay Brittany Kalauni 19051215

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