Hannah Rose – 18215452 – Diversity Reflection

Critical Reflection

It is evident that there are numerous social justice issues apparent in the education system.

It is important to spark a discussion in relation to social justice issues in order to move

towards a more equal and equitable education system. As a part of teachers’ professional

role, it is essential that they develop an understanding of sociological perspectives.

Sociological perspectives inform new ways of looking at long-standing phenomenon and

assist in exposing social justice issues and promote chance and critical discussion. Through

the exploration and analysis of social justice perspectives and issues, as well as pedagogical

theories, the importance of integrating social justice perspectives into future teaching

practices has become evident. Issues of equity and diversity will be discussed and an

understanding of pedagogical theories is developed in order to enhance future teaching and

learning experience for both teachers and students.

In order to develop an effective teaching approach it is important to have not only a deep

understanding of social justice perspectives but it is also essential to incorporate these

perspectives into pedagogy and teaching practices. Social justice issues refer to bias and

prejudice surrounding ‘racism, sexism, homophobia, class inequalities, language bias,

religious oppression’ (Gorski & Pothini, 2014, p.1) along with a variety of other issues

relating to a lack of equity and diversity that affect students, teachers, families and other

members of the school community (Gorski & Pothini, 2014). It is important to implement

social justice perspectives in core pedagogical and teaching practices as it creates an

environment where the teacher can challenge these inequalities. It is also essential to

implement social justice perspectives in the classroom as it forces students and colleagues

to develop perspectives that facilitate teaching and thinking that is more equitable and just

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(Gorski & Pothini, 2014, p.7). The integration of social justice perspectives into teaching

strategies increases students’ awareness of the types of ‘inequalities that plague our schools

along with other societal inequalities that may be visible’ (Gorski & Pothini, 2014 p.7). It

allows students to reflect, and collaborate with teachers and the school community to work

against the power hierarchies that are often ‘under acknowledged and, as a result rendered

problematic and invisible’ (Ferfolja, Jones &, Ullman, 2015, p.16) within the education

system.

Pedagogical and sociological theories will be deeply embedded in my teaching practices.

These practices will be informed and inspired by a critical approach to sociological theories

that attempt to focus on, and deconstruct social issues. A sharp focus on critical pedagogy

which was significantly influenced by Freire will allow for a classroom environment that

‘supports the empowerment of culturally marginalized and economically disenfranchised

students’ (Darder, Baltodano & Torres, 2003, p.11). It will also work to create a classroom

structure that practices and perpetuates democracy and equity (Darder, et al, 2003, p.11).

Critical pedagogy serves as a starting point for teachers to reflect and ask questions that will

assist to critically evaluate their practices and allow them to better recognize how dominant

hierarchies are embedded in the curriculum. As the curriculum ‘reproduces the dominant

cultural assumption and practices’ (Darder, et al, 2003, p.13) that create these social

injustices it is important to acknowledge them in order to work against them.

Freire’s key critical pedagogy theory Pedagogy of the Oppressed highlights the political

nature of education (Holst, 2003, p. 245). Implementing this key pedagogical theory

enhances learning, teaching and the students experience in contemporary society, as this

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pedagogical theory focuses on enhancing ones understanding of equity and diversity. By

students and teachers focusing on their roles and positions in the social filter, and

developing an understanding of inferior and superior social roles, the teacher and students

are able to question the status quo and work towards destabilizing existing social

hierarchies and discriminatory regimes experienced by vulnerable groups of students

(Liasidou, 2015, p.122) in the classroom. Freire’s method is beneficial and a transformative

tool to incorporate the classroom as it transforms the classroom from a teacher – learner

environment to a learner-learner environment where teachers and students learn and teach

from one another (Yazdani & Murad, 2014, p. 406).

One of the ways that I will be able to effectively weave equity and diversity into my teaching

practice is to first acknowledge social justice issues and then work to challenge these

socially accepted norms and injustices. It is clear that employing social justice perspectives

in high school classrooms is a fundamental element of any teachers’ professional

responsibility (Moule, 2005). In order for ones’ teaching practice to address issues of equity

and diversity in the KLA of English it is important to utilize texts that focus on people from a

diverse range of linguistic, cultural, religious and socioeconomic backgrounds (Australian

Institute for Teaching and School Leadership, 2011). This increases students’ understanding

of the value of diversity and assists to work against the idea that minorities are somewhat

problematic because they are ‘under acknowledged, undervalued and as a result are

rendered problematic and invisible (Ferfolja, Jones & Ullman, 2015, p.16). It is essential that

the teacher understands and addresses the complexities surrounding diversity and

difference and how different groups and minorities experience ‘marginalization, oppression

and inequality’ (Ferfolja, et al, 2015, p.8). The educator is then able to understand how

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minorities are positioned in society which enables them to use their power, in the

classroom, to promote equitable learning opportunities for all students (Ferfolja, et al, 2015,

p.11).

Social justice issues are deeply embedded in the education system. It is important, as a

future educator, to develop an understanding of social justice issues in order to integrate

social justice perspectives within teaching practices. Sociological theories such as Critical

Theory and pedagogical theories such as Freire’s Pedagogy of the Oppressed assist teachers

in developing an understanding of social justice issues and allowing these theories to

influence teaching practices enhances the learning and teaching experience for teachers

and students. Maintaining a sharp focus on social justice issues and making students aware

of apparent social hierarchy issues, along with implementing texts that include and focus on

a range of people from a diverse range of linguistic, cultural and religious and

socioeconomic backgrounds (Australian Institute For Teaching and School Leadership, 2011)

begins to tackle issues of equity and diversity.

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Reference

Australian Institute For Teaching and School Leadership. (2011). Australian

Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list.

Darder, A, Baltodano, M., & Torres, R., (2003). The Critical Pedagogy Reader. New York,
RoutledgeFalmer.

Ferfolja, T., Jones, C., & Ullman, J. (2015). The Unseen Half. In Ferfolja, T., Jones, C.,
&Ullman, J (Eds.), Understanding Sociological Theory for Educational Practises
(pp.1-20). Port Melbourne, Victoria: Cambridge University Press .

Gorski, P. & Pothini S. (2014). Case Studies on Diversity and Social Justice Education.
New York, Routledge Taylor and Francis Group.

Holst, J. (2003). Paulo Freire in Chile 1964-1969: Pedagogy of the Oppressed in its
Sociopolitical Economic Context. Harvard Educational Review, 76(2), 243-286.

Liasidou, A., (2015). Inclusive Education and the Issue of change. Theory, Policy and
Pedagogy. New York, Palgrave Macmillan.

Moule, J. (2005). Implementing a Social Justice Perspective in Teacher Education: Invisible

Burden for Faculty of Color. Teacher Education Quarterly, 32(4), 23-42 .

Yazdani, N., & Murad, H. S. (2015). Toward an ethical theory of organizing. Journal of
Business Ethics, 127(2), 399-417.
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s10551-014-2049-3.