Professional Documents
Culture Documents
Personal Reflection 18869561
Personal Reflection 18869561
Our game ‘Genex Tower’ has been developed to highlight the transparency of
highlight the prejudice and power play at work in society and how some groups
have better life opportunities than others. We focused on the equity issues
nature of personal experience. Our main aim was to expose young people to the
difficulties faced by others. In implementing the various social justice issues into
pedagogical practices.
Cultural diversity, gender expression, social power, privilege and linguistic and
economic diversity are all-important issues that arise. Society in general tries to
homogenise everything, normalising the different, with people thus losing their
the misconception that they must fit into a certain “box” or category (Saltmarsh,
acceptance and inclusion can be experienced by all students, not just those that
society have deemed ‘normal’. However, teachers feel that they are ill-equipped
and don’t have enough knowledge to deal with situations arising from inequality,
especially towards sexual diversity (Ferfolja, 2015, Ullman & Ferfolja, 2013).
Ferfolja (2015) states that part of the issue for beginner teachers is that they
know the theories on how to teach students but they experience difficulties
their students, so exposure to pedagogical theories and the best ways to inform
application of the theories and adapt the theories to better aid their own lives
and the lives of the students they are teaching (Ferfolja, 2015).
looking at social theories and what they propose is the best way of approaching
will aim to include all, and practice not just equality but equity, meaning if some
students need more help than others I will aim to recognize this and address the
issue head on. Furthermore I will ensure that my classroom allows group
engagement for all and will ensure recognition of language deficit (Creagh,
2012). It will be my aim not to stereotype students and to not avoid addressing
classroom, I will aim to give a voice to all students, not just the privileged. As
where minorities’ voices are heard and respected. I will also incorporate a
culturally diverse curriculum and day–to-day lesson plan so that the cultural
norm students are made aware of the various cultures in their classroom and in
the real world (Ho, 2011). Not all students are aware of multiculturalism in
society and through incorporating this into my unit plans I will allow the
Watkins & Noble, (2016) believe that one of the main aims of the Australian
needs to be given to the skills and knowledge students need for living in the
word they inhabit. The Australian curriculum does highlight the need for
students to develop empathy, and learn about and engage with diverse cultures
but it does not teach the teachers themselves as professionals how to engage the
students in the issues, and that they themselves are not equipped with the skills
and knowledge of intercultural understanding (Watkins and Noble, 2016). This
highlights that I need to address social issues in my classroom to not only equip
the students with the knowledge of acceptance and empathy to all marginalized
people on society, but also to ensure that I can teach this effectively; that I
completely comprehend the social justice issues that are occurring in society. As
a teacher, I need to think critically not only to adopt a capacity to critique but
then also apply my understanding in productive ways with students inside and
This unit has opened my eyes to the social justice issues experienced by the
Ferfolja, T.; Jones Diaz, C. & Ullman, J. (2015). Understanding Sociological Theory for
Ho, C. (2011). Respecting the Presence of Others: School Micropublics and Everyday