Defensible strategies
Schooling experiences of culturally diverse students often contains cultural discrimination with some students frequently dealing with stereotypical or aggressive student perspectives. How do or should educators deal with these problematic behaviours? Dealing with student perspectives and behaviour can be difficult and challenging, but nonetheless necessary. Addressing these negative issues relating to diversity with defensible strategies teaches students to recognise and accept cultural diversity while learning to understand the significance and complexity of prejudice, bullying, and exclusion (Together for humanity, n.d.). Children display desirable or unfavourable behaviours based on the observations received from
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26). Lee and Ramsey and Sweeney (2018) suggests using Jane Elliott’s well-known “Blue Eyes/Brown Eyes” approach. This approach to cultural diversity involves students engaging in role-playing and experiments about cultural diversity and discrimination, in turn encouraging strong emotional reactions, intense conversations and revelations of assumptions among students in regards to cultural prejudice (Lee et al, 2018). Other positive strategies include moving outside the classroom, accessing cultural knowledge or experiences from the wider community. Together for humanity (n.d.) Suggests interviewing or inviting members of society from different cultural backgrounds into the classroom for activities that productively promote cultural awareness. The process of intercultural interaction between both students and community members promotes a positive foundation for cultural equity (Higgins and Chyrstal, 2012). Strategies and activities that promote and assist in achieving cultural inclusion and acceptance bring schools one step closer to attaining a supportive, nurturing and academically successful environment for all students (Standing council on school education and early childhood in Adelaide, …show more content…
The Australian curriculum addressed these goals in the shape of the Australian Curriculum Version 4 (ACARA, 2014).
Defensible strategies implemented by schools and educators to achieve inclusive environments coincide with the underlying principles and philosophies stipulated in the Melbourne and Adelaide declarations. The Adelaide declaration stipulates that all schooling be socially just by specifying that all students schooling ought to be free from negative forms of discrimination based on sex, race, ethnicity, religion etc. The national curriculum ACARA (2014) declares all students are entitled to a positive, relevant, and engaging curricula experience by addressing the learning needs of each student. The Melbourne declaration states this can be achieved through unity, commitment, and hard work from- the students, their parents, schools, educators and the educational and national governments (MCEETYA, 2014, P.18). Essentially, providing all young Australians with the opportunity to reach their full potential, due to the access of a successful, positive, inclusive and enriching curricula experience (MCEETYA 2014,
The Aboriginal Education and Training Policy`s (AETP) (NSW DET 2008) main goal is that “Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population” (1.1.2) and includes an explicit focus on developing cultural competencies (NSW DET 2008, p.6). Establishing ‘learning partnerships’ and relationships with Aboriginal communities, including Aboriginal content within the curriculum (NSW BOS 2008, p. 2), and engagement are advocated as necessary elements to achieve this edict. Racism has been proven to be an extremely detreimental factor on all fronts, especially within the education context. To address this intolerance the Anti-Racism Policy (ARP, 2005) is committed to eradicating all forms
Ministerial Council for Education, Early Childhood Development and Youth Affairs (2008). The Melbourne Declaration on Educational Goals for Young Australians. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
The article talks about how teachers need to have cultural compatibility. While it might be difficult for some teacher to grasp and understand the different cultures behaviors and beliefs. For those teacher that can are more likely to provide a learning environment that is enriching and responsive to the children’s different cultures. Teacher should have “meaningful interactions with members of other cultures and promote cultural disequilibrium (Colombo, 2005, p. 2).” Activities that have this are more likely to increase cultural competence.
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
Richards, H., V., Brown, A., F., Forde, T., B. (2006). Addressing diversity in schools: culturally responsive pedagogy. Retreived March 30th 2014from http://www.nccrest.org/Briefs/Diversity_Brief.pdf
Just because other perspectives are incorporated in the classroom, this doesn’t mean that everyone will become more understanding and appreciative of other cultures. When multicultural practices have rigorous standards, allow the advancement of social communications with other cultures, and allow the advancement social justice concepts both inside and outside of the classroom, this is when students will become more appreciative of other cultures (Ladson-Billings, 1995, p.162).
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
...Elkins, J. (2008). Education for Inclusion and Diversity Third Edition. Frenchs Forest, NSW: Pearson Education Australia.
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
In Australia, teachers must be familiar with the many federal and state laws, regulations, and frameworks, which apply to inclusive education. At a national level, the following Acts and Standards protect students: the Commonwealth (Cwlth) Anti-Discrimination Act 2004; Cwlth Disability Discrimination Act 1992; Racial Discrimination Act 1975; Cwlth Sex Discrimination Act 1984; Human Rights Commission Act 1986; Australia’s ratific...
Throughout my research, family values, and experiences I will be able to be accepting and understanding of the culturally diverse children that I may have in my classroom. To make my classroom a welcoming and safe environment for those who are different I want to incorporate their culture into projects, lessons and crafts. In doing this I want the class to learn more about each other and their cultural
I’m a firm believer in maximizing the educational experience through effective classroom design to maintain conflict prevention, increasing time on task and being an added tool for content material; but now I also believe effective classroom design can be used effectively to build a inclusive arena for students to learn in. By consciously focusing on improving the inclusiveness of culture into my design of the classroom, student’s can develop a stronger link to the classroom and school community. This can allow students who may have felt culturally excluded from their environment to develop a stronger connection to their learning and improve their performance not only as academic learners but as members of their school
The concepts included in providing a more diverse, multicultural education are requiring teachers to review their own issues and prejudices while expanding their knowledge of the many cultures that make up the classroom. These efforts help the educator recognize the various individual and cultural differences of each student, as well as gain an understanding on how these differences impact the learning process. The purpose of this paper is to reflect upon individual and cultural difference research and why diverse students struggle to succeed in school. Furthermore, I will share some instructional approaches I could implement in the classroom to accommodate diverse students. Finally, I will discuss the responsibility of educators in addressing the issue of how our o...