Overview This chapter begins by examining the history of Aboriginal and Torres Strait Islander (ATSI) culture in education. Next discussed in this chapter is the gaps and issues that are presented in ATSI culture and the importance of improving ATSI culture in literacy. Following on from this are the intervention strategies teachers can adopt in the classroom to support ATSI students in literacy. History of Aboriginal and Torres Strait Islander (ATSI) culture in Education
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
Cultural competence is “the ability to communicate with, understand and effectively interact with people across cultures” (EYLF, 2015) Some legislation to keep in mind: • Belonging Being and Becoming The Early Years Learning Framework for Australia. - P. 16 Cultural Competence • Early Childhood Australia – Code of Ethics. Inclusivity and Cultural Responsiveness • The National Quality Standards – Relationships with children. Collaborative partnership with families and communities • Australian Human Rights Commission Act 1986 • Racial Discrimination Act 1975 • Anti-discrimination Act 1991 - OUR PHILISIOPHY
Australia is known as a country of freedom and fairness, however many groups such as youth, the unemployed, aged, and ethnic groups tend to become marginalised because of their minority status. Certain groups are marginalised because they are perceived as being different or undeserving of equality in society. This is called stereotyping and it leads to prejudice and discrimination. This essay explores three marginalised groups and discusses some of the reasons why they are marginalised and the effects on those within these groups. Exclusion from areas such as employment and other services and opportunities that other Australian 's take for granted, is a result of the marginality of indigenous Australian 's, woman, and those with
Culture includes all of humanity in the construction and conveying aspects of social life. Since born, the socialisation process is a path of adoption of the behaviour patterns of the surrounding culture to the social groups and the community on what is a symbol and value systems (Kirmayer & Swartz, 2014). Culture respecting is an important to work with aboriginal and Torres Strait Islander, some considerations need to pay attention as follows, Identification For Aboriginal and Torres Strait Islander residing in metropolitan setting, identity may be reflected on place and family as well as may be impacted by multiple factors of disputed characteristics associated with cognitions of colour, culture and preconception that may impact opportunities
Thompson’s notion of the ‘virtual schoolbag’ is an important one for educators to know. Why? Thompson’s theory of the ‘virtual schoolbag’ provides educators with an invaluable metaphor for the unique experiences, knowledge, talents, interests, challenges and difficulties that each student brings with them to school every day. Children from some socio-cultural backgrounds naturally feel more comfortable than others in the school environment (Thompson, 2002, p.5), the ‘virtual schoolbag’ highlights this disparity and can assist educators to enact a more relevant curriculum, in an environment that feels more inclusive to everyone. Diversity must be celebrated alongside similarities in order to provide all children with truly equal opportunities
Suppose a teacher or mentor rejects certain parts of a student’s culture, doing so would essentially convey to the student that his culture is invaluable, thereby making the student himself invaluable. A message of this sort can potentially create a hostile learning environment where a child is no longer enthusiastic or interested in learning. “Heightening the Standard of Quality Education,” authored by Dawn Bryant Ferguson explains the benefits of multicultural education and how to incorporate it into the school systems. Dawson states that greater self-esteem, increased motivation, and interest in the learning material, can be achieved through the learning of other cultures (especially among minority children). Furthermore, Dawson adds that “multicultural
A child’s education is affected by various elements such as gender, race, environment, economic factors, privilege, and more. These elements shape the outcome of a student’s educational experience and learning. They also determine what and how students will learn. In order to create an appropriate learning environment, there should be a sense of community. In other words, the common goal should be helping students succeed and reach their maximum potential.
The diversity of student backgrounds, abilities and learning styles makes each person unique in the way he or she reacts to information. The intersection of diverse student backgrounds and active learning needs a comfortable, positive environment in which to take root. Dr. King continues by explaining, “Education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” From back then to today’s society, kids are failing because they lack those morals that they need to succeed.
Issues such as racism and xenophobia consistently surface and there is a mutual distrust and resentment of other races amongst the pupils. This results in the teachers struggling to do their jobs in a tense environment and having to tackle complex issues such as discrimination. They are forced to attempt to unite students of differing ethnicities who are completely unaccustomed to co-existing with each
A classroom should be filled with a wide variety of languages, experiences, and cultural diversity. An effective teacher understands the importance of culturally responsive teaching, and recognizes the significance of including students ' cultural references in all aspects of learning. Having an enriching classroom that engages all students does not mean making judgments about a student’s culture based on their skin color, gender, or socioeconomic status, rather it means knowing each student in a way that is individualized. According to the authors of The First Day of School: How to be an Effective Teacher Harry Wong, race, gender, religion, financial statue, and skin color is the least important factor determining a student’s achievement. Moreover, demographics and culture are not an excuse for students’ lack of achievement.
At Harmony School of Discovery we have a very tight knit group of students. When Discovery first opened as a new school it opened it’s doors to kids from everywhere and from every which background. Us students were forced to come together and start fresh with virtual strangers, leaving behind everything familiar. This reality forced us to build new bonds with people going through the same hurdles as us, adjusting to a new school and a disparate environment. We learned how to nurture and preserve close relationships among our classmates, relationships between teachers and students, and relationships between students and administration.
All students deserve to be treated fairly as individuals. When considering the diversity of the class members, we will celebrate the uniqueness that the differences contribute. Because I have high expectations that all my children can be successful, adjustments may be necessary because everyone is not the same (Burden, 2017, p. 115). It is vital that a spirit of understanding and edification is active amongst the students and from the teacher (Romans 14:19, King James Version) to produce fruits of mutual respect: reduced bias, positive academic outcomes, enhanced problem solving, and healthy group dynamics (Cousik, 2015, p. 54). For differences that stem from culture, gender, ethnicity, or socioeconomic status, the adjustments will involve bridging the cultural gap between the students’ diversity and the curriculum.
The purpose of this essay is to acknowledge the conditions that impact upon Indigenous students’ education. This will be reached through analysis of the concepts of race, racism and whiteness in Australia. These key understandings of Indigenous students’ will be incorporated into my own critical pedagogy in order to demonstrate how I would teach for reconciliation in my classroom. The concepts of race, racism and whiteness have produced unequal outcomes for Indigenous students to a vast degree in Australian society. The term ‘race’ has a historical context in Australia that is not acknowledged highly enough.
Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes