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Given the variety of backgrounds in the classroom, teachers will face many
this reflection is to critically assess the impact and importance diversity and social
The basis to any equitable pedagogy is the ability to have a base understanding of
the perspective of each diverse group. This does not mean the teacher needs to be
mindful of the differences they possess. While it would be great to see every student
as the same, the reality is that no student is the same and their background often
because “Everyone has the right to education” (United Nations, 1948). This comes
from article 26.1 of the ‘Universal Declaration of Human Rights’ and its aim to ensure
not child grows up without education. Article 26.2 states “Education shall be directed
to the full development of human personality and to the strengthening of respect for
it does not talk about content but promoting unity and equity between the diverse
these goals and teach social justice in a way that challenges ‘power’ and the
dominant discourses present today (Samuels, 2014 and Ferfolja, Diaz and Ullman,
learning in the classroom thus increasing the students chance to believe in their own
ability and not be held back by the prejudice facing his/her background.
provide structure and ultimately will enhance the way I will teach students. Improving
my own pedagogy using theories will have a positive causation with the learning
experience of students. The use of narrative is one way we can ensure students can
enhance their learning, by drawing real-life scenarios that are linguistically, culturally,
religiously and socioeconomically diverse student can find relation and become more
There are two main pedagogical theories that I will look at when shaping my
pedagogy; Critical pedagogy, the theory of social practice and social constructivism.
Critical pedagogy was influenced by Paulo Freire, his aim was to provoke thought in
Freire, 1998). This theory involves teachers building a sense of community in the
classroom that works together to promote diversity and social justice. Bourdieu’s
theory of social practice aims to provide framework for teachers to understand the
relations of power. Finally, I will base my pedagogy of social constructivism, the idea
Furthermore, in the classroom I believe that by breaking down the ideas of dominant
discourse using Bourdieu’s work I will be able to create a pedagogy that encourages
experience in the classroom (Nagel, 2013). My teaching practice is one that aims to
reduce the gaps in equity faced by my students to allow them to strive to meet their
create equitable and inclusive learning for student, I am showing them that everyone
school. By putting in the extra hours to design lessons that are inclusive and
highlight every student’s strengths rather than their weaknesses, I am doing my part
to provide equity for all students. As a science teacher, using practical lessons is a
great way to get students to interact and see others for who they are and not the
teaching practice is providing tasks that look into one of the diverse backgrounds
and their contribution to science. Using these methods promote student engagement
and increase inclusion by providing something students can relate to. There is
being all inclusive, which aims to increase participation of student and reduce
It is important to remember as teachers not every student comes from the same
a pedagogy that is based on research and informed decisions, this will ultimately
impact how you approach classroom life. I believe that in order to ensure every
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teaching for social justice from secondary social studies educators (Order No.
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- Ferfolja, T., Diaz, C. J., Ullman, J. (2015). The unseen half: theories for
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- Katz, J. (2013). The three block model of universal design for learning (UDL):
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Difference. (pp. 2-33). Milton, QLD: John Wiley & Sons Australia Ltd.