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The role of a teacher is to facilitate learning, not through conformity but through diversity.

Real
education has to give equal weight to all the aspects of a humanity to help nurture and inculcate
the curious young minds of the students for a lifelong of social justice and diversity. Promoting
diversity in the class room will further educate all the students.

The World renowned educator Ken Robinson (Education, 2013) identified 3 principles for a
human mind to flourish. The first principle is that human beings are naturally different and
diverse. Teachers need to acknowledge and adapt their teaching methods beyond the narrow
spectrum of teaching discipline and curriculum and commit to the “full development of the human
personality” (UN, 1948). Project Based Learning (University of Queensland, Institude for
Teaching and Learning Innovation) is an excellent tool to use in the class room to teach and
discuss real world problems and challenges. It begins with an issue in mind and requires learning
specific facts and theories and thus creating a motive to learning and understanding. Although
project based learning can be used for multiple declines, it is an excellent tool to use to teach
about social injustices where examples are presented and the students are encouraged to share
behaviours and feeling and use empathy to help identify ways to include those that may be
feeling different.

The second principle that drives human life flourishing is curiosity. Students are natural learners.
If we as teachers can light the spark of curiosity in students, very often they will learn without any
further assistance. Helping to nourish their curiosity.is to adapt and use critical pedagogy or
Inquiry-based approach to teaching. Developing critical thinking skills through open-ended
questions and thought provocation. Key to this is the use of an inquiry-based approach, where the
students will focus on both the root (main) cause as well as the other, surrounding causal
(contributing) factors. Without critical thinking and root cause analysis it is hard to understand the
real or the underlying cause of a particular issue or a problem. In some cases it can even be
misleading. For example, at the time of writing this assay, there was the news of 6,000 Bangladeshis
and Rohingya Muslims from Myanmar abandoned by smugglers, on wooden boats, in the
international waters at Malacca Strait. They were refused to land by the Malaysian, Thailand and the
Indonesian government (Associated press, 2015). The government official’s response and the media
coverage were all focused on how to stop the boat arrivals and the boat smuggling activities. The
story was portrait in the media as a law enforcement issue rather than a humanitarian one. There
were hardly any mentions or analysis on the root cause of the problem that lead these people to
endanger their lives, and that of their families, and take a dangerous trip, on leaky wooden boats, to
an unknown destination. A true analysis on the root cause would quickly revel that Race, religious
prosecution and poverty are the real issues. To solve the problem, and to permanently stop the boat
arrivals, one has to focus on solving the true root cause of the problem.
Inquiry-based approach also allows for the integration of the curriculum. As students move through
the process of inquiry, they can draw on several ways of investigating and expressing their growing
understandings by integrating skills and content from multiple disciplines or learning areas. The need
to inquire activates thinking on many levels and in many forms. By trying to make sense of the world
around us, we wonder, we plan, we analyse, we create and we reflect. Inquiry is all about thinking in
order to make meaning.

And the third principle is that human life is inherently creative. It's why human culture is so
interesting and diverse and dynamic. We all create our own lives through this restless process of
imagining alternatives and possibilities, and one of the roles of education is to awaken and
develop these powers of creativity. Teachers need to give equal weight and include in their
teaching aspects of arts, creativity and humanity. Place based pedagogy is a tool that can be
used in the class room across multiple disciplines. Place based pedagogy is the idea of using the
community and the environment to teach concepts in maths, science and social studies. It helps
students to develop stronger bonds and appreciations to the natural world and build in them a
strong sense of commitment and to be actively involved within their local community.
Place-based education has its roots in John Dewey’s progressive education (Sobel, 2005). According
to Dewey, the purpose of the Place based pedagogy is to bridge between the student’s life within
the school and that of the outside world by learning about events, people in the community,
languages, arts and cultures. It tries to address some of the diverse ways in which we are linked to
our places and communities.

Proper teaching is not a delivery system only. If it is, then teachers are a dying professionals,
doomed for extinction. Because with technological advances, the Internet and the social media,
information is widely available and accessible at any time and from everywhere. Teachers are
not there to pass on received information. Great teachers do that, but what great teachers also
do is mentor, stimulate, provoke, and engage (Education, 2013). Teaching is a creative
profession with a noble task of educating people. There are conditions under which people
thrive, and conditions under which they don't. Therefore, teachers have to embrace a different
metaphor for teaching by reaching beyond curriculum and adopt different teaching pedagogies,
across multiple disciplines to encourage learning. Because without learning, there is no
education. Teachers are the lifeblood of the success of the education system.

There is no school in the world that is better than its teachers. Teachers are.

There is no system in the world or any school in the country that is better than its
teachers. Teachers are the lifeblood of the success of schools. But teaching is a creative
profession. Teaching, properly conceived, is not a delivery system. You know, you're not there
just to pass on received information. Great teachers do that, but what great teachers also do is
mentor, stimulate, provoke, and engage. You see, in the end, education is about learning. If
there's no learning going on, there's no education going on. And people can spend an awful lot of
time discussing education without ever discussing learning. The whole point of education is to
get people to learn.

So I think we have to embrace a different metaphor. We have to recognize that it's a human
system, we are after all organic creatures, and the culture of the school is absolutely
essential. Culture is an organic term, isn't it?

One of the practical ways to use the inquiry-based learning in the class room is to use a Root cause
analysis (RCA) method of problem solving. RCA is used for identifying the root causes of faults or
problems. A factor is considered a root cause if removing it from the problem fault-sequence
prevents the final undesirable event from recurring; whereas a causal factor is one that affects an
event's outcome, but is not a root cause. Removing a causal factor can benefit an outcome, it does
not prevent its recurrence within certainty.

From Justice:

Rawls Difference Principles:

And Rawls addresses it in one of the most powerful passages, I think,


of A Theory of Justice pp. 151-157, (Rawls, 2009)

Theory of Justice.It's in section 17."The natural distribution,"--

and here, he's talking about the natural distribution of talents and

endowments-- "is neither just nor unjust; nor is it unjust that persons
are born into society at some particular position. These are simply
natural facts. What is just and unjust is the way that institutions
deal with these facts."

by promoting diversity in an institution like this, you further educate


all the students, especially the white students who grew up in
predominantly white areas.It's certainly a form of education to be
exposed to people from different backgrounds. And you put white
students at an inherent disadvantage when you surround them only with
their own kind.

he doesn't say that the only way to remedy or to compensate for

differences in natural talents and abilities is to have a leveling

equality, a guaranteed equality of outcome.

But he does say there's another way to deal with these contingencies.
Critical Personal Reflection.

Why is it important to implement social justice perspectives into classroom practice which can
address diversity and difference in your teaching and learning? How will you cultivate a learning
community to cater for diversity, social justice and equity through your teaching practice?
Specifically reflect upon appropriate pedagogical approaches to achieve this and sociological
theories that you have learned about throughout this unit

Assessment Criteria;

Critical Personal Reflection. How will you cultivate a learning community for flourishing minds. Why
is it important to implement social justice perspectives in your teaching practice and on reflection
what would be a sound pedagogical theory to achieve this /10

Presents work professionally, with clear academic writing and within the word limit and uses APA
referencing style correctly, including competently integrating evidence. /10

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