Assessment 1

Diversity, Social Justice and Learning

Assessment 1
2.Chose one contemporary social justice issue currently being focused upon
in the media such as sexuality, gender, language, refugees or ethnicity and
discuss how Australian schools are meeting the challenge of equity and
access for minority groups.
Assessment 1

The development of intercultural understanding within Australia is essential as it informs

how individuals and groups engage (Shahaeian, 2014). Young Australians in the modern day
education system will continue to engage with other groups of people and cultures. However,
students from diverse backgrounds may be disadvantaged in a number of ways whilst
pursuing an education (Kenway, 2013). If schools fail to address the values and assumptions
passed down by dominant discourse, teachers and students may hold stereotypical biases and
views that will inharmonious the acceptance of diversity. In this essay, I will argue that social
equity within schools is influential in the success of refugee students with the use of
sociological theories, including functionalism, reflexivity, and critical theory. Throughout
this essay, I will show how policies and dominant discourses in the education system have an
impact on refugee students through different challenges and these social theories. I will also
reflect my own understandings on diversity in the education system and the importance of
equity for refugee students.

For schools to demonstrate social cohesion it is essential to implement both equity and
access. The importance of equity and access is to promote social cohesion by addressing the
social disadvantages so that individuals from diverse backgrounds have the same
opportunities in their future and in education (Kenway, 2013). Access to education means
that people of all groups have equal opportunities to education regardless of their gender,
social class, ethnicity background, disabilities and so on (Kenway, 2013). Equity in education
demonstrates both fairness and inclusion. Fairness means that social circumstances such as
gender or ethnic background should not be an obstacle to achieving an individual’s
educational potential. Inclusion ensures a basic minimum standard of education for all
meaning everyone should be able to read and write (Solomon & Levine- Rasky 2003).
However, students from a variety of backgrounds are also different which means they acquire
different needs to reach the same level of achievement. Some students will achieve much
lower levels at a given input level compared to others as their social environment means that
they need special education to accommodate to their disadvantages (Solomon & Levine-
Rasky 2003). Because the needs of each student differ, equity in education needs to have
unequal resources and pedagogies to different students to obtain fairly projected outcomes.
Giving priority to equity in education in Australian schools is essential to achieve social
cohesion and positive educational outcomes (Shahaeian, 2014).
Assessment 1

Students from culturally diverse backgrounds may be disadvantaged in a number of ways in

terms of their schooling and education. For example, refugee students may have difficulties
may have difficulties adapting to the public- education system or making choices that are best
for their education (Shahaeian, 2014). These students may also struggle in school as they are
unfamiliar with Australian society in terms of social expectations and cultural references.
Brooker and Lawrence (2012) stated that immigrant students find difficult challenges through
their cultural experiences. For example, limited transport, poor housing in a low socio-
economic area and they may struggle to build their own social networks and find support
systems that will help them build a new environment.

These challenges can indirectly have an impact on their educational outcomes as students
living in a poorer area may not be able to afford fees or materials that could support their or
improve their study efforts. For example, these students may find this as a barrier to complete
assignments the same of the standards of their peers. However, Brooker and Lawrence (2012)
argue that how immigrant students develop their intercultural awareness and bicultural
identities can have an influence on how they address these challenges. They found that
Immigrant students who were inter-culturally committed showed some advantages in their
experience with their challenges. Developing cultural awareness and a bicultural identity
allowed these students to find a place for themselves within their new socio-culture
environment (Brooker & Lawrence, 2012).

This development of cultural awareness shows relation to Social Theory. According to

Branford, Stevens and Kuhl (2005), social theory is how an individual respond to their social
environment. For example, social theory analyses how a student may react to the education
and support provided to pursue successful outcomes in school. Social Theory also draws
attention to the ideology that social patterns may be developed through schooling structures
and school practices that may prevent social cohesion (Branford, Stevens & Kuhl, 2005).
Because these particular social patterns of immigrating students, dominant discourses may
lead to generalisations or assumptions that place these students as other and deficit in
schooling practices. These dominant discourse are likely to lead to a status of hierarchy and
student disadvantage leading to a lack of social cohesion within the school socio- cultural
environment.
Assessment 1

Chubback ( 2010) argues that constructions of deficit in regards to students from diverse
backgrounds promote stereotypes and generalisations. This is a significant issue in the
education system as these discourses can reproduce ethnocentrism leading to disadvantages
for these students by a degrading form of pedagogy based on the ideology of low
expectations for these students. Such discourses on immigrant students are associated with
social patterns of hierarchy and domination which is associated to the social theory
‘Functionalism’ (Trueman, 2015). The functionalism theory places societies into a hierarchy
of roles (Trueman, 2015). Therefore, in this circumstance, this places an ideology that
refugee students will benefit from following directions and obeying authority. The problem
with this theory is that this exemplifies equity challenges for schools to be intercultural and
cohesive. For example, teachers may have fewer expectations of refugee students as they may
assume that refugee students are not capable of the work given due to the disruptions in their
schooling.

Functionalism also leads to refugee students in Australians schools to be a subject to these

patterns and generalisations which alienate them in social relations. These discourses of
misrecognition create limitations and barriers for refugee students of an equitable schooling
environment (Trueman, 2015). In light of this, there are programs and educational support to
refugee students in Australia that help build strength and resilience from this trauma. In the
Australian education system, there are refugee targeted student support programs in both
primary and secondary schools, these include, the English as a Second Language (ESL)
program, bilingual support, mentoring support, financial support and orientation programs
(Department of Education Victoria, 2007).

Although there are programs and education support to refugees within the educational
system, equity also needs to be implemented within the classrooms by teachers. There are a
number of programs and resources for teachers to use to help refugee students, however, each
student is different and require different needs or resources (Brooker & Lawrence, 2012).
Teachers are required to be reflexive in analysing whether their method of teaching or
resources are benefiting the individual, this is associated with the social theory ‘Reflexivity’
(Gewirtz & Cribb, 2006). Dewey defines reflexive practice as “the action which involves
active and careful consideration of any belief or form of knowledge in the grounds of support
and the further consequences of which it leads to” (Rodgers, 2002, p. 845).
Assessment 1

Reflexivity theory in education is implemented in stages, teachers may reflect at different

times or levels simultaneously as they question different area of their practice (Stingu, 2007).
Although it is important for teachers to be reflexive in their practice and pedagogies, it is also
essential for refugee students to be reflexive in how they react to their social cultural
environment both in and out of school (Stingu, 2007). Refugee students need to be aware of
the challenges and barriers they encounter and know how to overcome them through
reflexivity. For example, refugee students need to self- reflect on how they are adapting to the
culture of a formal learning environment as they may need to modify their understandings
through existing programs and initiatives that cater for them.

Due to the cultural awareness for refugee students, there has been a change in programs,
pedagogies and curriculum in the Australian education system. For example, learning
methods and pedagogies are constantly being critically assessed to develop a pedagogy to
support equity for all learners from different backgrounds (QCAA, 2016). Being critical of
pedagogies means being flexible on when and how to teach particular content, this involved
being able to monitor their practices and being able to make adjustments (Young, 1998). It is
essential for teachers and schools to critically analyse how they are delivering the content and
whether or not it is equitable to students with diverse and changing needs (Young, 1998). In
terms of social theories in education, this is called the critical theory (Branford, Stevens &
Kuhl, 2005).

In education, critical theory questions how the education system can best offer education for
everyone as it offers an understanding from different perspectives (Gibson, 2001). For
example, immigrant students often more likely go to poorly funded schools, which means
less funding leading to issues such as availability of technology or quality teachers. Critical
theory recognises that students come into school with different advantages or disadvantages
and aims to focus on leading each student to their potential (Gibson, 2001). Giroux (1983)
also states that critical theories in education are changing. Giroux looks at the work of other
theorists of education through a critical lens, he said they “did not develop a comprehensive
theoretical approach for dealing with the patterns of conflict and contradictions that existed in
various cultural spheres” (Giroux, 1983). He summarises the work by other theorists critically
by saying they did not understand domination in society or the contradictory ways people
view the world (Giroux, 1983).
Assessment 1

According to the New South Wales Government of Education, there are policies and
programs that respond to the cultural diversity to promote equity and access for refugee
students (NSWDE,2015). Among these policies and programs is the Multicultural policy,
which aims to provide opportunities for all students to achieve an equitable education in the
culturally diverse society (NSWDE,2015). The New South Wales Government of Education
has addressed the challenges and barriers that refugee students face which has allowed
schools to deliver differentiated curriculum which target the specific learning needs to cater
for the well-being needs of students from culturally diverse backgrounds (NSWDE,2015).
Within the Multicultural policy, schools also provide programs for refugee students to help
these students learn English as an additional language to develop their English language and
literacy skills to achieve equitable educational outcomes (NSWDE,2015). The NSW
Department of Education and Communities have also updated the Multicultural plan in 2015.
The plan, previously named the ‘Ethnic Affairs Priorities Statement Plan’, provides a
framework for developing harmony and social inclusion programs to address racism and to
develop understandings of cultural diversity (NSWDE,2015).

As a student becoming a teacher, it is also important to reflect on my own socio- cultural

awareness and understand the need for equity within schools. My understandings of equity
and diversity in schools are similar to what I have found from the readings I have used in this
essay. For example, in my own understandings, I believe it is important to be reflexive on
your teaching practices when teaching refugee students. For my own development in
becoming a teacher, it would be important for me to evaluate my style of teaching to meet the
needs of refugee students and other students who have disadvantages or difficulty learning.
My understandings have also been developed through my studies in high school and tertiary
education by learning the disadvantages of specific groups, including those from culturally
diverse backgrounds. I am also from a culturally diverse background myself, which I believe
has helped myself become more accepting of other cultures and understand that ethnic
background should not be an obstacle for people’s educational potentials.
Assessment 1

As cultural diversity in schools can be portrayed through sociological theories, it is also

important for schools to be aware of the challenges that refugee students face to ensure equity
in education. The social theories Functionalism, Reflexivity and Critical Theory draw
attention to these social patterns constructed by a dominant discourse which may prevent
social cohesion and equity. If these social constructs reproduce within the schooling system,
refugee students may become a subject to generalisation and an inequitable schooling
environment. However, schools are currently attempting to meet the challenge of equity for
minority groups such as refugee students. Schools are an ideal place to implement the
programs and policies to promote diversity and help refugee succeed a potential future in
education. The Multicultural policies and plans aim to allow refugee students to find a place
for themselves within their new socio-cultural environment. With the implementation of these
policies and programs, teachers should be proactive when dealing with diversity in schools
with the aim to create a supportive and equitable environment for refugee students.
Assessment 1

References:

Abi Booker & Jeanette A Lawrence, 2012.Educational and cultural challenges of bicultural
adult immigrant and refugee students in Australia (Apr 2012): 66-88.

C N Trueman "Functionalism and Education".The History Learning Site, 22 May 2015

Carol Rodgers, 2002.Defining Reflection: Another Look at John Dewey and Reflective
Thinking

Gewirtz, S., & Cribb, A. (2006). What to do about values in social research: The case for
ethical reflexivity in the sociology of education. British Journal of Sociology of Education,
27(2), 141–155. doi:10.1080/01425690600556081

Gibson, R. (2001). Critical theory and education. London, England: Hodder & Stoughton.

Henry Giroux (1983) Theories of Reproduction and Resistance in the New Sociology of
Education: A Critical Analysis. Harvard Educational Review: September 1983, Vol. 53, No.
3, pp. 257-293.

Jane Kenway (2013) Challenging inequality in Australian schools: Gonski

and beyond, Discourse: Studies in the Cultural Politics of Education, 34:2, 286-308, DOI:
10.1080/01596306.2013.770254

John Bransford, Reed Stevens, Pat Kuhl. Learning Theories

and Education: Toward a Decade of Synergy. P. Alexander & P. Winne. Handbook of
Educational Psychology (2nd Edition), Mahwah, NJ: Erlbaum., 95 p., 2005

Multicultural Programs Unit, Learning Programs Branch, Department of Education, Victoria,

2007

NSWDE, 2015. State of New South Wales (Department of Education). Policies and
Procedures 2015.

R. Patrick Solomon nd Cynthia Levine- Rasky, 2003 Teaching for Equity and Diversity.
Research to Practice

QCAA ( Queensland Curriculum & Assessment Authority, 2016, May 31. Catering for
diversity. Retrieved August 9, 2016, from https://www.qcaa.qld.edu.au/p-10/catering-
diversity

Shahaeian, A. (2014, November 20). Diversity in the classroom means children develop
differently. Retrieved August 9, 2016, from http://theconversation.com/diversity-in-the-
classroom-means-children-develop-differently-33899

Stîngu, M. M. (2012). Reflexive practice in teacher education: Facts and trends. Procedia -
Social and Behavioral Sciences, 33, 617–621. doi:10.1016/j.sbspro.2012.01.195

Young, R. (1990). A critical theory of education: Habermas and our children's future. New
York: Teacher's College Press.