IMPACT OF DIFFERENCE AND INTERCULTURAL

UNDERSTANDINGS ON TEACHING AND LEARNING

Ethnicity, race and class intersect to give rise to cultural identity. The prejudice around these

cultural identities is a growing cause of inequality and inequity in education. Anthropologically

defined as ‘a way of life’, the word ‘culture’ is a broad term utilized diversely in addressing

differences of ethnicity, race, class, colour and language (Watkins, Lean & Noble, 2016). This

intricate nexus of differences forms an integral part of multicultural Australia, where

multiculturalism co-exists with racism (Ferfolja, Diaz & Ullman, 2015). But resistance in

recognition, acceptance and superficial understanding of these identities results in

ethnocentrism, racism and classism thus powering white-western supremacy as a dominant

discourse in society (Forrest, Lean & Dunn, 2016). Students who are different from the

conventional western majority, are categorized in schools as ‘others’, grouped and stereotyped

on the basis of their cultural backgrounds (Watkins et al., 2016). This leads to marginalization

of students, depriving them of equity in terms of opportunities and resources (Ferfolja et al.,

2015). Further, this tends to impede their learning, cause disengagement, and hamper their

educational success and social development. This essay attempts to outline the existing cultural

diversity in Australian schools and its impact on educational outcome of students. It applies the

understanding from functional, post-colonial and post-structural theories in arguing how this

diversity impacts a child’s aspirations and social development. The essay further lays an

emphasis on the role of teacher’s disposition and training in building their intercultural

understanding. Finally, it outlines the policies laid down by Australian Government to address

diversity in education, and their relevance.

Diversity, Social Justice and Learning Jasroop Kaur Aneja (18918928)

The economic success of Australia is attributed to the inclusiveness of its diverse ethnic, racial

and socio-economic population (Department of Human Rights Commission, 2014). As per the

theorists of modern sociology, education system plays a crucial role in creating this

inclusiveness by socially integrating individuals (Arum, Beattie & Ford, 2011). However,

evaluation of the pattern of cultural diversity in Australian schools portrays a picture of uneven

multiculturalism contributing strongly to growing inequity and social injustice. Public schools

because of their affordability tend to be highly diverse and cater more students from low socio-

economic status (SES) backgrounds, language backgrounds other than English (LBOTE),

indigenous Australians (Aboriginals and Torres Strait Islanders), refugees and migrants. On the

contrary, private schools (especially independent schools) because of their high fee structure

are attended by students from wealthy, white Anglo-Australian backgrounds and only a few

others, resulting in cultural exclusivity (Ho, 2011; Department of Education, Employment and

Workplace Relations [DEEWR], 2011). This disparity has grown considerably in recent years

and has resulted in consistent decline in the number of public schools and percentage of student

enrolments within these schools throughout Australia (Australian Bureau of Statistics, 2017),

leaving minority, non-white, middle class migrants and indigenous Australians as the major

occupants of public schools. The inclination of parents towards private schools is attributed to

the existing dominant discourse which links better education quality, discipline and religiosity

with private schools (Ho, 2011).

Education quality highly impacts learning outcome of students, which in turn is strongly

influenced by facilities and resources provided by schools. Increased funding has given private

schools access to better resources in terms of experienced teachers, technology and

infrastructure over public schools. These non-comparable standards of facilities impact the

image of public schools and create a significant gap between student performance levels

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Diversity, Social Justice and Learning Jasroop Kaur Aneja (18918928)

(DEEWR, 2011). Students from wealthy families get greater access to quality education in

private schools and tend to perform better as compared to their peers from low SES

backgrounds. This is evident from literature studies that emphasize on the critical role played

by education in an individual’s occupational attainment and social success (Server, 2012). This

analysis supports the neo-marxist view, which argues that by providing unequal access to

knowledge and skills, schools are indirectly responsible for creating an “unjust capitalist

society” under the name of social integration (Arum et al., 2011, p. xv). Studies support that

inequity in funding has not only widened the cultural gap but has also resulted in an

imbalanced school system inclined towards development of rich Anglo-Australians (Ho, 2011).

Increasing cultural exclusivity in schools has amplified social inequity by marginalizing

students from minority, non-english, coloured backgrounds and classifying them as

“problematic” and disadvantaged (Ferfolja et al., 2015, p. 3; Saltmarsh, 2007). On other hand,

identities belonging to majority, affluent socio-economic, white backgrounds enjoy position of

privilege without any doubt (Mills & Keddie, 2012). This is a clear depiction of critical race

theory which criticizes the legitimisation of white supremacy and hegemony in every day

social practices and recognizes race as a social construct (Ferfolja et al., 2015). Bourdieu in his

theory of social practice suggests the same in terms of power. Using his theory it can be argued

how the majority affluent members of society impact and dominate the existing social

discourse and construct one’s perception about the society around. He further suggests that

those who dominate the discourse and construct this social field, tend to enjoy a state of power

and ownership in that field, set rules and regulations for that field and acquire the valuable

resources from it to enjoy the privileges (Ferfolja et al., 2015). This is true in field of education,

where the rich, majority, white Anglo-Australians, who can afford to study in private schools,

reap the benefits of better resources to achieve higher educational outcomes as compared to

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Diversity, Social Justice and Learning Jasroop Kaur Aneja (18918928)

their peers from disadvantaged, minority backgrounds. This picture becomes clearer on

observing that, a significant number of teachers in the profession are also from white Anglo-

Australian and middle class backgrounds. On one hand where the student diversity is

increasing and bringing divergent experiences to classrooms, the population of pre-service

teachers is becoming more and more homogenous (Mills & Keddie, 2012).

Teachers and peers are regarded as another crucial factor that highly impacts a student’s

educational achievement (Arum et al., 2011). In addition to promotion of inequity, lack of

intercultural understanding in teachers and peers also encourages racial discrimination

(Watkins & Noble, 2016), thus highlighting the overlap between ethnicity with race. Racial

unjust not only causes issues of mental health and reduces self-esteem, but is also responsible

for morbidity in children (Forrest et al., 2016). Critical race theory (CRT) facilitates the

understanding on how the practice of racism continues to oppress the non-white students (Shay,

2015) and persistence of this act, normalises the oppression (Picower, 2009). Studies show that

irrespective of rapidly changing social discourses, conventional teaching practice continues to

bolster inequity among students (Keddie, 2011). This highlights the essential role that teachers

play in generating social awareness and building a child’s perception about the society.

Teachers have been described as intellectual workers (Watkins & Noble, 2016). They are not

only responsible for imparting subject knowledge to their students but also have a crucial role

in constructing their perceptions of inter-culturalism by allowing them to practically engage in

the complex intercultural world. Teachers disposition deeply influence their perception and

action (Gay, 2010). Theoretical knowledge of social behavior interlinked with professional

practice involving critical reflective approach, enables equitable and responsive pedagogy in

teachers. This critical pedagogy aims to address the bias in knowledge-power relations that

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Diversity, Social Justice and Learning Jasroop Kaur Aneja (18918928)

empowers dominant discourses of mono-culturalism (Ferfolja et al., 2015). Studies on attitudes

of pre-service teachers towards cultural diversity, multicultural education, anti-racism policies

and strategies in schools reflect a profound positivity (Forrest et al., 2016). However, literature

also suggests that essential transformative changes in pedagogy constituting critical reflection,

intercultural understanding and its application in day to day teaching have been perceived as

challenges by many in teaching community (Watkins & Noble, 2016). It can be argued that, a

teacher’s unwillingness and resistance in adopting critical pedagogy, moving beyond notions

about multiculturalism as mere recognition of other cultures and accepting culture as a dynamic

entity (Magendzo, 2005; Keddie, 2011) reflect their incapability as a teacher. This implies that

in addition to their dispositions, the knowledge imparted to pre-service teachers during their

training also plays a crucial role in their intercultural understanding. The persistent gap in

professional learning and training of pre-service teachers can be held responsible for making

them incapable of meeting the needs of dynamic cultural proliferation in schools (Watkins et

al., 2016). The significance of thorough knowledge can be understood from this famous

couplet by Alexander Pope in 1709 (Bolick, 2010, p.86);

“A little learning is a dangerous thing;

Drink deep, or taste not the Pierian spring

There shallow draughts intoxicate the brain”

This makes inclusion of disciplines on cultural diversity and social justice imperative, for

teaching education. Knowledge imparted by sociological theories and emphasis laid on critical

reflections acts as an eye opener, which not only enables teachers to engage in development of

post-critical pedagogy but also, generates cultural intelligence in their students (Watkins &

Noble, 2016).

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Diversity, Social Justice and Learning Jasroop Kaur Aneja (18918928)

Government policies and regulations play a major role in bringing equity and just in education

and therefore cannot be sidelined. Australian government recognizes the expanding cultural

diversity, its inherent complexities, impact on Australian economy and the vital role played by

education in building a nation ready to face the global challenges (Ministerial Council on

Education, Employment, Training and Youth Affairs, 2008). Multicultural policy of Australia

to promote cultural diversity and social harmony, aims for equity in education by recognizing

cultural identity, social justice and economic efficiency as its three key dimensions

(Department of Social Services, 2003). Government has initiated various reforms, developed

strategies and has made key financial investments to provide every child with quality education

(Organisation for Economic Co-operation and Development [OECD], 2013). Its key initiatives

include formulation of Australian Institute for Teaching and School Leadership (AITSL), a

specialized body to improvise teaching standards and raise quality teachers who will meet the

needs of the complex dynamic era (DEEWR, 2011; OECD, 2013). Introduction of NAPLAN,

as a key standardized test to encourage national levels of literacy and numeracy is another

initiative. Development of My School website to raise school leadership by encouraging student

performance is presumed to be a strategy to bring transparency in the system (DEEWR, 2011).

Formulation of Australian Curriculum is also a prominent step towards equity in education.

Apart from these, various other plans and policies have been introduced to focus on skills and

learning in students from disadvantaged and indigenous backgrounds, to retain them in

education and improve their learning outcomes (OECD, 2013).

While these strategies and reforms have planted a seed for addressing the issues and challenges

in education sector, they still lack framework for their effective implementation (DEEWR,

2011). This can be observed clearly from the Quality Schools Quality Outcomes published by

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Diversity, Social Justice and Learning Jasroop Kaur Aneja (18918928)

Department of Education (2016), which states that, in recent years Australia’s performance in

education has constantly declined as compared to the other OECD countries and also the gap

between the high and low performance levels has significantly stretched. One of the main

reasons behind this decline is the uneven funding provided to schools, which lacks planning,

coordination and transparency (DEEWR, 2011). Government has increased the funding for

schools, but in doing so it has given more preference to private schools (Ho, 2011). Increased

funding can be directly related to better resources and higher NAPLAN scores. This bias in

funding is the potential cause of segregation of schools. It reduces the potential of young minds

to experience and explore differences in culture, options and behaviour. It also minimizes their

opportunities to reflect critically and form perceptions, which is crucial for formation of their

identities (Ho, 2011). Despite the efforts, issues interlinked with negative representation of

ethnicity, race and class still remain unaddressed in schools. This demands for improvised

government policies to strengthen equity in schools, in terms of funding and resources, to

encourage cross-cultural interactions between younger Australians, and to bring overall growth

of the education system.

Continuous growth of knowledge, perceptions and their evolution defines us and our identity.

But despite this evolution we still tend to stereotype others because of their cultural identity

and forget that each individual is different and has evolved differently. Ethnocentric, racist

approach of society adds to growing social disparities, resulting in prejudice and

discrimination. Polarization of students on the basis of their ethnicity, race, class and presumed

behaviour has potentially marginalized students and empowered differences over individual

abilities. Thus, making their own identity a barrier, that might impede their educational success

and social achievement (Keddie, 2011). The critical analysis of the vicious circle of poverty,

political neglect and social origin associated closely with coloured underclass, reveals how

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Diversity, Social Justice and Learning Jasroop Kaur Aneja (18918928)

oppression and inequality are interwoven in the roots of education. Removal of cultural barriers

is thus prerequisite for bringing equity and social justice in education, so that every child

irrespective of ethnicity, race or class, gets equitable access to opportunities, to explore their

abilities for holistic growth. Providing young minds with opportunities to explore and evaluate

differences broadens their horizon and social perceptions, which is essential for existence of a

multicultural society (Ho, 2011). But teachers alone cannot achieve this goal of a cohesive,

multicultural society. An integrated system in which government, policy makers, parents,

school leaders, teachers and students negotiate together with a critical intercultural

understanding to raise the social capital, will realize the dream of an equitable and socially just

society.

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