Implementation of social justice perspectives in my teaching practice is essential to address the

diversity and social justice issues that are not recognised and are undervalued in

society(Ullman,2015).The minority groups in mainstream seen as problematic and become invisible

in the society if the issues are not addressed. Hayes et al., Doherty and Singh suggested that

teachers lack knowledge of diversity, differences and social justice issues may either lead to

stereotype group difference or they may avoid addressing the issues of differences ( as cited in

Amanda, 2011). According to Fraser’s work and Postcolonial theory of identity and culture,

diversity and social justice issues can be addressed effectively in a school setting( Amanda, 2011).

Hence the theory of social justice perspectives is significant in my teaching practice, as I can relate

theory and practice which enable to provide equitable and responsive pedagogies. These pedagogies

acknowledge the differences in group and challenges the inequality arises from the mainstream of

society. Teacher deep understanding of social justice is significant to provide equity and safe

environment for marginalised students in their learning experiences ( Ullman,2015). A teacher

equipped with knowledge of social justice and diversity can serve as an agent to promote social

justice in the school community and hence in the society.

In order to serve diverse and marginalised students, our pedagogies and curriculum should be

relevant to their culture and stimulated to empower the non-mainstream students to be proactive and

achievers. Social justice pedagogy helps marginalised students to recognise themselves in the

mainstream and also help them to overcome the barriers that exist due to gender, age, race,

ethnicity, religion, culture or disability. Banks suggested that the social justice pedagogy helps

marginalised students to change the society( as cited in Richards; Janet; Zenkov; Kristein, 2015).In

a note to this, our group has developed the board game ‘The wheel of diversity’ aims to promote

students thinking about social justice issues of marginalisation of an ethnic group. This game also

aims to the mainstream of students to acknowledge the experiences of marginalised people in their

society. This game consists of power-play card and discussion card, in each card the scenario of

1
marginalised people are mentioned. The student needs to roll the dice and move the marker on the

board.The board consists of four division according to our KLA, science and maths class, TAS and

PDHPE class, History, and English class and home time and recess and lunchtime.These boards

represent school setting and show how marginalised students undergo discrimination and privileged

in different class settings.This game challenges the stereotypes of marginalised people in Anglo-

Australian culture hegemony.In a game to represent the discrimination on marginalised people they

often move backward on the board, they need to increase the move to reach the mainstream

people.The wheel of diversity is a power-play game, it not only shows the reduced power of

marginalised people but it also provides a scenario where they get power.This game also highlights

the intersection of gender and ethnicity social justice issues.

Thus the ‘wheel of Diversity’ create awareness of social justice issue for students and also teacher

in discussion and power play cards. In discussions card, bullying issue was mentioned. An Indian

boy was racially abused for being smart in science class and also in playtime. When the boy

complained about his issues with Principal, she dismissed the matter at an attitude to boys being

boys. The boy and parents felt helpless as their voice was not heard in the school community. As

Indian family exposed to discrimination in that school community, they changed the school by

moving to another suburb.This discussion clearly explains the lack of knowledge of Principal

toward social justice, diversity, and discrimination on minority people from anglo Australian.

Similar racial bullying issue was published in the newspaper as noted in Gross and Rutland paper

Patterns of Prejudice, 2014 that Jewish boy was verbally abused by throwing coins at boys feet as ‘

pick it up Jew’ and ‘gas chamber’ by his schoolmates at an elite private school in Sydney. The

Jewish student was traumatised by the incident that he couldn’t return to school. (Gross, Z &

Rutland, 2014).The power play game, group activity, celebrating diversity and addressing bullying

issues and other social justice issues in learning environment promote students awareness of social

justice issues and they may challenges the discrimination and marginalisation in society. While

2
playing the game, the students experience in the same way as I felt while constructing the game.

Gay suggested that the ‘social justice pedagogy is successful as it connects students cultural

knowledge, prior experiences and performing styles to academic knowledge’ (Richards, Zenkov, &

Kristien, 2015).

As suggested by Moore to teach science for diversity and equity, students must be given an

opportunity and freedom to learn and access to science (Mensah,2013). Diverse students will bring

knowledge and experiences with them to the class. Diverse students must be engaged in learning by

setting up a goal for high and achievable expectations to improve their learning. Culturally

responsive pedagogies are essential to teaching diverse students to connect them to the learning

experience. Hence establishing an educational environment where the students are aimed at high

achievement and support them with culturally relevant teaching is the first step in my future

teaching practice towards the needs of diverse students. Applying theories to practice is important

for success in teaching practice and it is essential for diverse student learning ( Mensah,2013).In

teaching science, multiple theoretical frameworks which includes the principle of ideology, critical

pedagogy,critical reflective inquiry, multicultural education and issues of diversity are applied

(Mensah,2013).As a science teacher, my ability to apply theories to practice to find a solution for

scientific inquiry such as how what, why with culturally responsive pedagogy may help to provide

equity for diverse students in science learning. Furthermore developing knowledge, skills, and

resources to promote diversity, equity and learning in the classroom are essential for teachers to

provide equity for diverse needs (Mensah,2013).Hence school, government, and Parents should also

involve with teachers to provide equity for diverse needs.

3
 Reference:

Amanda,K .(2011).Educating for diversity and social justice. (online).Professional Educator:v.10

n.3 p.27-30: April 2011.Availability:

Gross, Z., & Rutland, S. D. (2014). Combatting antisemitism in the school playground: An

Australian case study. Patterns of Prejudice, 48(3), 309-330. doi:10.1080/0031322X.2014.918703

Mensah, F. M. (2013). Theoretically and practically speaking, what is needed in diversity and equity

in science teaching and learning? Theory into Practice, 52(1), 66-72.

doi:10.1080/00405841.2013.743781

Richards, J.C., Zenkov.,&Kristien,(2015). Social Justice, the Common Core, and Closing the

Instructional Gap:Empowering Diverse Learners and Their Teachers.Retrieved from

http://web.b.ebscohost.com.ezproxy.uws.edu.au

Ullman, J.& Ferfolja,T.( 2015 ).Understanding Sociological Theory For Educational Practices:The

Unseen Half.Cambridge:Cambridge University Press.

4
5