WSU DSJL 102083 16347801

Assignment 1

Impact of Difference and Intercultural Understandings on teaching

and learning

Diversity, Social Justice and Learning

Unit: 102083

Unit Coordinator:

Associate Professor Loshini Naidoo

Prepared by Matthew Doyle, 16347801

For Western Sydney University

March 2016

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3. How might current Australian educational policies preserve diversity as a valuable asset for
addressing the many challenges faced by the global community now and in the future?

Contemporary Australia is a multicultural nation (Australian Government 2007), with a population of

approximately 24 million people. Within this population there is great diversity, which is a culmination
of the indigenous population, British colonisation, and the immigration of many diverse peoples (NSW
Government 2015). Our school classrooms are representative of this diversity, and our educational
resources must strive to provide an equitable learning experience for all people regardless of their
ethnic background, socio-economic status, cultural beliefs, religion, race or gender. In this essay I will
explore ways in which diversity can be valued and preserved in our classrooms, the importance of
teacher attitude, with particular reference to students from a low socio economic background. Using
Marxism I will further explain how a students life chances may be affected.

Equity goes beyond the idea of equality, which provides the same to all despite the differences of the
individual. Education in terms of equity, relates to differentiation within the classroom so that each
student has the best opportunity to achieve based on their own individuality and diversity. Research
(Amosa et al. 2007) conducted by the University of Newcastle and the NSW Department of Education
and Training (DET) sought to find relationships between quality of teaching and student achievement
in traditionally underachieving social groups (Amosa et al. 2007) i.e. that of low socio-economic
status (SES) and students from Aboriginal or Torres Strait Islander descent . The researchers developed
a pedagogical model based on intellectual quality, quality learning environment and significance. The
study found that the quality of the teaching mattered, as to does the intellectual challenge provided,
and also the relevance to the students lives. In concluding the researchers stated that Increasing the
rigour of intellectual demands of assignments significantly enhances student authentic performance
and has the capacity to close the achievement gap between poor and wealthy students (Amosa et al.
2007).

One aspect of diversity is that of socio-economic status. There are correlations between academic
performance and socio-economic status. Low SES students are at an identified risk of low achievement
at school and are likely to have lower levels of literacy and numeracy, less likely to attend tertiary
study, exhibit problematic behaviour and negative attitudes toward school, and less likely to study
science and maths (Considine & Zappal 2002).

A study into literacy planning (Luke, Dooley & Woods 2011) in an Australian school located in the
lowest quartile, as defined by socio-economic indicators, sought to identify factors that may be
contributing to lower literacy outcomes. The students of the school achieved well up until a third grade
level then slumped in their literacy development. A factor that came to light was the lack of
substantive content connection to the childrens lives outside of school. topics that seemed
disconnected with these childrens lives and topics of importance and interest. This is an indication
that the teaching methods in use were failing to be culturally responsive, and in concluding the
researchers stated that Comprehension is a cultural, social and intellectual practice for reading the
world and for everyday social and cultural action in its institutions and fields. (Luke, Dooley & Woods
2011). Behaviour management was also an issue in the school, where truancy and disengagement
were daily problems. Perhaps this example is an illustration of the need for practice culturally
responsive teaching, especially in a low SES environment.

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Culturally responsive teaching is the approach that teachers are inclusive toward a students cultural
background, and does not ask them to surrender to a hegemonic cultural / educational model. Should
the latter approach be used, the student will face the challenge of achieving academically, while
having to forego their own cultural awareness. This places them in double jeopardyhaving to
master the academic tasks while functioning under cultural conditions unnatural (and often unfamiliar)
to them. (Gay 2002). By not being culturally responsive to students teachers are negatively impacting
those students life chances. With regard to students of a low SES, teachers need to be understanding
of the challenges these students face in their daily lives and how this may impact their attitude toward
school, ability to complete home tasks, and engage in classroom content. This is important as school
and society are closely connected.

The cross cultural immersion method (Sleeter 2001) has shown to be quite effective in creating strong
and positive cultural awareness among preservice teachers. The research suggests that community-
based immersion experiences are more powerful than stand-alone multicultural education courses
(Sleeter 2001). Better preparing preservice teachers to value diversity is essential.

The socio-economic status of a school can also be a form of segregation and has been shown (Perry &
McConney 2010) to also impact upon student achievement. The researchers argue that providing
more funding to low SES schools to reduce the segregation gap between schools in high and low SES
communities, and will draw high SES students to low SES schools. They recommend adopting a funding
model that provides similar resources to all schools through policy change. based on our findings,
we also believe that policy measures should target schools and school funding to reduce the
association between school SES and student achievement. (Perry & McConney 2010).

The Australian Government Review of Funding for Schooling, better known as The Gonski Review
(Department of Education 2012) echoes this sentiment. The review made 41 recommendations to
achieve equity in school education with a focus on how schools are funded with the purpose to better
inform policy, and provide financial support where it is most needed. . funding is required across all
schooling sectors, with the largest part of this increase flowing to the government sector due to the
significant numbers and greater concentration of disadvantaged students attending government
schools. (Department of Education 2012). In 2010 the NSW state government pledged $669.7 million
to the Low SES School Communities National Partnership program to be distributed to 552
government schools over 7 years (Directorate 2010). These examples illustrate how diversity is being
valued and preserved in our schools with a view to achieving equitable educational opportunities.

The Australian Professional Standards for Teachers (Board of Studies 2015) outline what teachers
should know and be able to do. There are three domains; professional knowledge, practice and
engagement that encompass the seven standards which are further sub defined into categories of
graduate, proficient, highly accomplished and lead teachers. The first standard Knowing students
and how they learn refers to meeting the needs of students from diverse backgrounds through using
appropriate teaching strategies. This document is an example of how diversity is recognised and
valued in our community through high quality professional teaching.

Diversity is also recognised by the Australian Curriculum, Assessment and Reporting Authority
(ACARA) (Australian Curriculum 2013). ACARA has developed a school curriculum for all Australian
students that promotes excellence and equity in education, to meet the needs of the diverse context
of students, among those recognised are Students from low socio-economic settings. Additionally The
Melbourne Declaration (Barr et al. 2008) which is a joint declaration from Australias education
ministers giving their commitment that the Australian government will work with schooling to support
equitable success in education. Of specific mention is support to low socio-economic students and

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communities. Such commitment from governing bodies further illustrates the value placed on
diversity and equity in our schools.

Further to financial and policy support, the teacher can have a large influence on the classroom and
the learning experience. In sociological terms this can be explained by the dominant discourse and
power relations the teacher holds in the classroom. One such example where perceived power and
the resultant abuse of that power was demonstrated was the controversial Stanford experiment
conducted by social psychologist Philip Zimbardo. The social dynamic that was seen during the
experiment has become known as the Lucifer effect (Zimbardo 2007). Teacher attitudes can have a
profound impact on classroom relations therefore teachers need to be self-critical and examine their
own views on diversity and equity in schools, to allow for a positive approach and successful
implementation of culturally responsive teaching practice. As Zimbardo demonstrated people can
become their roles, therefore it is of high importance that teachers have a healthy internal view of
what their role actually is.

Diversity is not bound by borders, and as a result of globalisation it is an increasing phenomenon. A

study conducted by academics in the U.S. (Villegas & Lucas 2002) into the effectiveness of the
curriculum for the training of preservice teachers to be culturally responsive in the classroom
identified six characteristics that the researchers felt represented best practice. These characteristics
as defined by the researchers are; a sociocultural consciousness, an affirming attitude toward
students from culturally diverse backgrounds, commitment and skills to act as agents of change,
constructivist views of learning, learning about students, culturally responsive teaching practices.
(Villegas & Lucas 2002). The researchers also call for a higher level of accountability in conjunction
with an increase in professionalism for the teaching community. This echoes recent events in Australia
where we have seen the implementation of the Australian Professional Standards for teachers (Board
of Studies 2015), whereby teachers have to demonstrate professional level proficiency of 37 standards
to the regulatory body BOSTES.

A study that explored variations in teacher attitudes (Forrest, Lean & Dunn 2015) toward diversity,
racism, multicultural education, and discrimination was conducted across 12 geographic zones in
Sydney. The study found that there was strong support of enhancing student life chances and
educational equity. This is a positive observation given that many of Sydneys teachers are from a
white middle class Anglo background which could have potential for the perpetuation of a white Anglo
hegemony. There was also strong support for harmonious cross cultural relations, and for challenging
racism and discrimination.(Forrest, Lean & Dunn 2015)

When considering a social injustice, in particular that of low SES students, explanation using Marxism
is appropriate. Marxism theorises that society contains levels of class. The top level of people are the
bourgeoisie, and below them are the proletariat or working class people. In this example the
proletariat people would be the low SES members of our community. Marx also refers to the struggle
between the levels of class, also the way in which society is representative of a capitalist system
whereby the levels of class have relative levels of social power. The capitalist approach explains
education as a reproduction of societal injustices which reinforces those levels of class. The educators,
or the bourgeoisie hold a position of power and privilege where through use of a dominant discourse
the necessary class levels are maintained, . social harmony in capitalist societies is dependent upon
the working class being denied access to knowledge through the operations of a selective and
differentiated educational system (Hickox 1982). A Marxist approach to education is not appropriate
in a contemporary Australia and does not facilitate equitable opportunities for those marginalised in
our community.

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In the authors own experience of teaching vocationally, student diversity was very evident. Students
varied in age, gender, marital and family status, socio-economic status, cultural beliefs and ethnicity,
religion, and country of origin, and language. Some students were refugees from the Iraq war,
migrants from India, Pakistan and Vietnam, while others were native born Australians. It was a really
exciting group of students, where a mutual appreciation of others existed, where everyone could offer
a unique perspective that was respected. The author found this a very valuable experience. With
regard to the SES of these students a significant amount of them were on some form of welfare, which
meant that they were then able to engage in such vocational study to better their life chances. Also
to accommodate the non-English speaking background (NESB) of some students, content delivery
needed to be differentiated to ensure all students received an equitable opportunity.

Educators have a civic and moral responsibility to value and preserve culturally diversity, and are key
to preventing social injustice in the classroom. As a teachers own attitudes, and potential prejudices
can strongly impact the level of equity in the classroom, teachers need to become introspective to
examine their own views and predispositions toward culture and diversity. In doing so teachers will
increase their capacity to be culturally responsive and mutually sensitive.

Australias multicultural policy was a step in the right direction in recognising and embracing diversity.
Also further government commitment to better targeted funding informed by such reviews as Gonski
is an example of financial support at a state and federal level. Educational policy is also helping bring
about equitable opportunity. Curriculums are recognising and embracing student diversity,
professional teaching standards are also recognising the need for teachers to be knowledgeable and
supportive of student diversity. Other examples include commitment from government ministers such
as the Melbourne declaration, and the current Racism No Way initiative.

Teachers need to ensure content is substantive and differentiated through culturally responsive
teaching. Also through continued governmental support, and policy changes that support equitable
opportunities, diversity is being valued and preserved in our communities and schools.

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References

Amosa, W, Ladwig, J, Griffiths, T & Gore, J 2007, 'Equity effects of quality teaching: Closing the gap',
in Proceedings Australian association for research in education conference, p. 13.

Australian Curriculum, AaRA 2013, ACARA, viewed 06-03-2016 2016,

<http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html>.

Australian Government, DoSS 2007, 'Fact Sheet - Australia's Multicultural Policy', viewed 11-03-
2016, <https://www.dss.gov.au/our-responsibilities/settlement-and-multicultural-
affairs/publications/fact-sheet-australias-multicultural-policy>.

Barr, A, Gillard, J, Firth, V, Scrymgour, M, Welford, R, Lomax-Smith, J, Bartlett, D, Pike, B & Constable,
E 2008, Melbourne Declaration on Educational Goals for Young Australians, ERIC.

Board of Studies, TaESN 2015, Australian Professional Standards for Teachers, 20140437.

Considine, G & Zappal, G 2002, 'The influence of social and economic disadvantage in the academic
performance of school students in Australia', Journal of Sociology, vol. 38, no. 2, pp. 129-48.

Department of Education, EaWR 2012, Review of Funding for Schooling Final Report, online, viewed
06-03-2016.

Directorate, S 2010, Equity and Special Education Programs in Schools, viewed 06-03-2016 2016,
<http://www.dec.nsw.gov.au/detresources/equity-speduprog_jpOYgUSyrm.pdf>.

Forrest, J, Lean, G & Dunn, K 2015, 'Challenging racism through schools: teacher attitudes to cultural
diversity and multicultural education in Sydney, Australia', Race Ethnicity and Education, pp. 1-21.

Gay, G 2002, 'Preparing for culturally responsive teaching', JOURNAL OF TEACHER EDUCATION-
WASHINGTON DC-, vol. 53, no. 2, pp. 106-16.

Hickox, MS 1982, 'The Marxist sociology of education: a critique', British Journal of Sociology, pp.
563-78.

Luke, A, Dooley, K & Woods, A 2011, 'Comprehension and content: Planning literacy in low
socioeconomic and culturally diverse schools', The Australian Educational Researcher, vol. 38, no. 2,
pp. 149-66.

NSW Government, DoE 2015, Racism No Way, viewed 11-03-2016 2016,

<http://www.racismnoway.com.au/about-racism/population/>.

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Perry, L & McConney, A 2010, 'School socio-economic composition and student outcomes in
Australia: Implications for educational policy', Australian Journal of Education, vol. 54, no. 1, pp. 72-
85.

Sleeter, CE 2001, 'Preparing teachers for culturally diverse schools research and the overwhelming
presence of whiteness', Journal of teacher education, vol. 52, no. 2, pp. 94-106.

Villegas, AM & Lucas, T 2002, 'Preparing culturally responsive teachers rethinking the curriculum',
Journal of teacher education, vol. 53, no. 1, pp. 20-32.

Zimbardo, PG 2007, Lucifer Effect, Wiley Online Library.