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Diversity, Social Justice & Learning

Assignment Two, Part B - Critical Personal reflection

By Michael Alex Murgolo

Western Sydney University

Word Count: 1100

Assessing the content learnt throughout the unit, understanding Sociological Theory has
provided me with the fundamentals to develop my educational practices in the upcoming
semesters. Stemming on the strategy of my group assignment, I was able to identify a social
justice problem, the disparity between low and high SES in learning trajectories, and implement
a teaching resource to educate and enhance student’s learning of the issue. The association
between the content knowledge and execution has given me perspective on the extent of these
social justice issues in the school environment, and how we as teachers must understand and
cater for the ‘unseen half’ of student’s situations to achieve equitable learning (Ferfolja, Jones
Diaz, & Ullman, 2015, pp. 3).

Why is it important to implement social justice perspectives in your teaching practice?

As an educator in my own teaching practice, stemming from a quantitative field, it becomes

important to acknowledge the social justice perspectives that potentially influence the
educational needs of my students. Assessing the situational behaviour is imperative as the
educational system within a community may be affected by the power imbalances of a political,
legislative or institutional order. With respect to significant social justice issues we can expect
that some students may be affected more than others in the learning system and this can hinder
their development and potentially play a significant role in their perceptions of education. In an
article by Parsons (2013, pp. 281) “the dominant factors affecting school performance … are
associated with extreme social disadvantage”, so teacher’s must have the knowledge and
experience to remove that problem from the classroom and effectively nurture students in an
environment of equitable and/or equal education.

The impact of power upon learning communities is not only constrained by the socio-
economic factors that represent it, rather there remain other variables including race, culture
and privilege that shape a student’s learning potential. More than ever us teachers need to
experience these perspectives in the classroom to better prepare students in reaching
educational goals that are restricted by these factors. Following an article from Obidah and
Howard (2005, pp. 250) they explain that low achieving public schools had 50% of students
score low on numeracy and that 7% of students from these backgrounds were expected to
complete a bachelor’s degree. Alarmingly the impact of power, although theoretically
recognised, remains unaware in the hardships students from diverse situations of social

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inequality face unless experienced or exposed to educators personally. My understanding and
growth as a teacher in recognising social justice perspectives allows me to influence students in
a key stage of their development through effective and equitable pedagogy.

What pedagogical theories would influence and enhance learning and teaching and/or the
student experience?

As teachers we observe individuals and how they learn on a daily basis, acknowledging the
diverse cultural and social backgrounds that may form their cognitive processes. Because of
this, our understanding of their learning strategies allows us to evaluate our practices in
accordance with the teaching standards to better enhance the learning experience.

An example of a pedagogical strategy that would enhance learning in my opinion is the

application of the socio-cultural theory, which clarifies that a student’s learning is shaped by the
social and cultural context of their learning environment and human interaction in that
particular period of time. An article by the Higher Education Academy (n.d) explains that the
difficulties students may be experiencing in obtaining new information is because their
knowledge is already accommodating a specified ‘schema’ shaped by, beliefs, attitudes,
behaviours, language and identity. Through situational practice, teachers can replicate the social
environments where student’s learning is easily achieved. Matching this strategy to the aspects
of Bourdieu’s Theory of social practice, we acknowledge the three key tenets of capital, habitus
and field expressed and how they shape both teacher and student educational experiences.

In response to Foucault’s Discourse Theory, the focus on power relations together with social
practices, subjectivity recommendations by Macleod and Golby (2003) mention that an
appropriate strategy would be for educator’s to demonstrate real life situations of their work
with applications to abstract thinking. Reflecting on this strategy we can draw out relatable
interactions that are embedded in the experiences of students. This situational analysis allows
students to behave in a querying nature and learn skills beyond the classroom, namely overt
instruction and critical framing, thereby “reflecting on how their own understandings sit within
the wider world and engage with alternative perspectives” (Macleod & Golby, 2003, pp. 355).

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Sever (2012, pp. 668) argues that one should go beyond the main conceptualisations of critical
theories in order to understand what’s going on inside schools and the community, as this
would better shape our understanding and application of the theories to specific students.
Conclusively, the two strategies mentioned above will be applicable in my pedagogy and will
inevitably be adapted to meet the diverse needs of students in my future classes.

How does/will your teaching practice address issues of equity and diversity?

Presenting my educational resource as a primary example, issues of equity and diversity will be
addressed throughout my journey as a teacher within multiple platforms and engaged in
alternate ways. The information conveyed throughout the unit has given me adequate
knowledge and confidence to modify lesson plans and improve pedagogies where it is
applicable to the benefit of students. My perception of equity and diversity has changed
through exploring issues that these factors play in the classroom, now I’m aware that in the
school environment they are mutually dependent on one another, and must be resolved
frequently once I’m a teacher.
As exposed in my educational resource, I found that low social economic status students (SES)
face greater disadvantages than higher SES students not only in their academic performances,
but also their social environment, and so it is important for me to create an environment of
equal opportunity where students feel they can achieve and learn anything. In the thesis
compiled from Seto (2016) she emphasizes that “teachers and educational leaders have a
responsibility to encourage students, to believe in their capacity to be challenged and to be
demanding but also responsive towards all learners” (pp. 203), this is regardless of social or
educational status so that equity, diversity and equality are met in unison as expected in the
standards for Teachers.
Furthermore, in a country as diverse as Australia our education of aspiring teachers needs to
expose the cultural and social diversity of our students. Gibson (2006) mentions in her
dissertation that education systems are “limited to reading and publishing materials on the
subject … but never teach in a multiculturally diverse school setting nor do they possess ethnic,
linguistic, or cultural ties with the students they are preparing their candidates for” (pp. 2).
Through my teaching practise I’m better prepared to address these issues in light of equity and
diversity.

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 References

Ferfolja, T., Jones Diaz, C., & Ullman, J. (2015). Understanding Sociological Theory for
Educational Practises. Australia: Cambridge University Press.
Gibson, S. G. (2006). Pre-service Teachers and Student Responses to a Culturally Relevant
Curriculum (Unpublished Doctor’s Thesis). Auburn University, Alabama, United
States of America.
Macleod, F., & Golby, M. (2003). Theories of Learning and Pedagogy: issues for teacher
development. Teacher Development, 7(3), 345-361. Retrieved from
http://www.tandfonline.com/doi/pdf/10.1080/13664530300200204
Obidah, J. & Howard, T. (2005). Preparing Teachers for ‘Monday morning’ in the urban
school classroom: Reflecting on our pedagogies and practices as effective teachers.
Journal of Teacher Education, 56(3), 248-255. DOI: 10.1177/0022487105275920
Parsons, C. (2013). Challenged school – challenged society: stacking the odds
against the poor. Educational Review, 65(3), 267-283. DOI:
10.1080/00131911.2013.772127
Seto, K. M. (2016). The challenges and unintended impacts of the New School Leaving Age
Policy in one low socio-economic status school in Australia.Western Sydney University,
Kingswood, Australia.
Sever, M. (2012). A critical look at the theories of sociology of education. International Journal
of Human Sciences, 9(1), 650-671. Retrieved from
https://ap01.alma.exlibrisgroup.com/leganto/readinglist/citation/14330013000001571
The Higher Education Academy. (n.d). Pedagogic Theory. Retrieved from
https://www.heacademy.ac.uk/system/files/resources/pedagogic_theory_0.pdf

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