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In Australia there are a variety of different and diverse students who attend
schools with different cultural and ethnic backgrounds. As a result teachers
must be aware of these different cultural and ethnic backgrounds, and need
examine their own intercultural sensitivities as this may have an impact on
students learning. The following essay will argue that teachers intercultural
sensitivities can have an impact on students learning. This essay will also
argue and demonstrate how different policies are implemented by the
government, and practiced in the classroom. Using various theories this
response will focus on the particular social justice issue of ethnicity and race
to demonstrate intercultural sensitivities displayed by teachers and also how
education policies are put into practice as this can affect a students success.
Diversity, in this context educational diversity is an important aspect when
taking into consideration students learning. Teachers when using their
pedagogy do not just take into consideration students learning styles; they
must also consider students cultural backgrounds as this can impact on how
a student learns in the classroom. Introducing a new curriculum can seem
very daunting and new to a student who is new to the country. As an
educator in order to make the student feel comfortable, teachers need to
integrate other ways of introducing their content. An example of this is
through the case study of Mount Claremont Primary where they have
eighteen year 6 and 7 students from Beijing that are hosted by families in
role models and guardians outside of their family in the school environment.
However, if a student does not feel that they have this guardian and or
person to stand up for them this could be detrimental to their schooling
experience and also may affect their life chances. By doing so, teachers can
engage and also gain trust within students and lead by example amongst the
students.
A theoretical framework that is evident within this case study is everyday
racism. Everyday racism is a form of racism that connects the structural
forms of racism in society with everyday life (Essed, p. 2).The example
mentioned in the previous paragraph highlighted that students believed that
teachers could not stand up for them due to their ethnic background. This
form of everyday racism is a reflection of structural forms and or beliefs of
students that they are left to be helpless. Though the teacher does have
power in his or her position, evidently it can be seen that the student feels
disconnected to approach the teacher, thus it can be seen that everyday
racism effects power relations amongst teachers and students. The students
in this case study were seen to be afraid and as a result teachers were
unaware that students had been experiencing racism. The shift in power in
turn goes back to the perpetrators. Critically teachers and also schools need
to be aware of whats happening to their students outside their classroom. If
teachers are not made aware of students experiencing everyday racism it
can be detrimental as this could marginalise these students and ultimately
affect their learning experience.
A school policy that will be a central focus on the social justice issue of race
and ethnicity is the policy on Bullying. Bullying is defined by the New South
Wales department of education as a Repeated verbal, physical, social or
psychological behaviour that is harmful and involves the misuse of power by
an individual or group towards one or more persons (department of
education New South Wales). This policy implemented by schools can
effectively negate racism being experienced students. By implementing this
policy this prevents students from being marginalised. This bullying policy
does not only refer to students but also teachers. As teachers the New South
Wales education system states that staff must respect and support
students, model and promote appropriate behaviour, have knowledge of
school and department policies in regards to bullying behaviour, and respond
in a timely manner to incidents of bullying according to the schools antibullying campaign (department of education New South Wales). Though this
policy highlights that teachers need to be following up on cases of bullying it
does not take into consideration social conditions that influence this type of
behaviour. An example of how this policy can be seen as being more
effective is evident within how Gendron et al (2010) concludes in his
research report that
By nature, bullying involves social interaction between two or more parties
within a context of ongoing social interaction. Hence, person-in-context
interactions should be anticipated, and the failure to address these
interactions may limit our understanding that bullying involves not just
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