Students Come From Different Social And Cultural Backgrounds

83). Consider: 44 per cent of Australians were born in another country or are born of foreign parents (Lawrence et al., 2012, p. 75). In 2012, one child in every six was living below the poverty line (Ewing, 2013, p. 79). In a 2014 news article the Guardian reported that children of fathers with poor education levels were seven and a half times less likely to achieve at school than those with well-educated fathers (Adams, 2014). In 2011, the Australian Bureau of Statistics (ABS) reported that nearly 20 per cent of Australians over the age of five years old spoke a language other than English at home (ABS, 2011). The expanse of Australia’s diversity, and the range of influences, experiences and unique resources filling each virtual schoolbag, is

An educator who understands issues of diversity and difference will make the classroom a more enriching environment for all of the students in it, and will ensure those students who are adversely affected by such diversity and difference are given the opportunity and encouragement to overcome challenges they face. Socio-economic disadvantage among students has an impact in the classroom in terms of the ability of a child to gain an understanding of the knowledge and skills required to be a successful student. Gender issues can be one of those concerns in a classroom that, unless they are quite obvious, can be almost disregarded because they are not acknowledged as a concern, for example, asking boys to move chairs. Stereotypical roles can be ingrained in an educators psyche. Cultural diversity is becoming more prevalent in our classrooms; it is the educator’s responsibility to ensure the classroom is a welcoming and diverse environment. When considering how to approach these issues in a classroom and incorporating support for students, an educator would benefit from consulting the Early Years Learning Framework (EYLF) or the Australian Curriculum (AC). These documents provides frameworks for working with diversity and ensuring students succeed within their given circumstances with the support of both their educator and their school. It is imperative educators understand the effects of socio-economic disadvantage, gender issues and cultural diversity when creating an

The teaching resource selected to support diverse literacy and language learning in a grade one classroom is a children’s book ‘I’m Australian Too’ written by Mem Fox and illustrated by Ronojoy Ghosh (Fox, M. (2017) ‘I’m Australian Too’ Australia; Scholastic Australia). The book is available for purchase both online and at ‘Readings’ stores in Hawthorn, Carlton, Malvern and St Kilda for $19.99. It can also be accessed as an audio copy from http://memfox.com/books/im-australian-too/. The book details all the multiple cultural identities that can be found across Australia. It poetically details that no matter where our families come from, or the hardships that may have faced, we can all find a home in Australia. The resource is useful in

When delivering school curriculum, educators must meet the needs and strengths of all students. The Australian Curriculum allows educators to personalize their teaching and learning programs by selecting content that is stimulating, challenging and meets the individual needs and strengths of all students in a classroom (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). The Early Years Learning Framework (2010) explains how a student’s culture is central to who they are as a human being and gives them a sense of belonging (pp. 21-22). Using these two documents, educators can carry out learning programs that caters for all needs,

Australia is a multicultural country and welcomes people from varying nationalities into its communities each and every day. As a result, classrooms all over Australia are changing. No matter what location a teacher is contracted to, there will be some element of a variety of cultures within that environment. Diversity of cultures within individual communities will fluctuate from town to town and state to state as people re-settle and create homes for themselves and forge a new identity and sense of place. As a teacher, it is also important to note, that the experiences of migrant students in your class will vary. Some may assimilate very well; others may encounter more hurdles than others. A teacher’s role in a child’s life should be one which is positive. Supporting a child through their education and ensuring they have appropriate care and compassion in relation to their situation is important. This guide has been put together to help teachers with some background knowledge on educating culturally diverse students and some strategies to help foster compassion and understanding within the classroom.

There is a common, underlying perception that students from particular cultural and linguistic backgrounds – what is generally referred to as ethnicity - have a predisposition towards educational success in Australian schools (Watkins, 2013). Students from Anglo backgrounds, for example, are often seen as having a cultural advantage whilst others, such as Middle Eastern students, are perceived as culturally prone to underachievement. These claims confine ethnicity to fixed and bound stereotypes, and see educational achievement as a result of the inherent qualities of these groups (Watkins, 2013). However, ethnicity

Aboriginal and Torres Strait Islander history, language and culture are part of who we are as Australians. It is important for me as a pre-service teacher to be aware of how my personal background, experiences and ideas about identity will influence my teaching philosophy to support Aboriginal and Torres Strait Islander students. My ability to understand the cultural identities of all students in my class is necessary for addressing their individual needs. We all bring our own perspectives and ways of seeing the world into the classroom. The following journal entries make up my reflective journey into understanding my own cultural capacity.

Analyzing cultural constructions of identity, Australia had become a diverse country; multiculturalism has become visible. A diverse group of individuals interacting with others, inhabiting in the same environment and suburb. Most Australians engage in cultural diversity through everyday interactions, from education, employment, shopping, residency. Regions such as Rockdale are considered as culturally diverse; however, cultural tension within the community is noticeable, majority viewed Arab Muslim Australians as a threat to their ‘harmonious community’ (Bloch, 2009). The Arab Muslim culture was noted as incompatible with Australian values, in which makes them the “outsider,” often fear and racism directed at ethnic minorities stem from visible

A strong sense of belonging helps children understand and appreciate differences in themselves and others, which ultimately benefits their mental health and wellbeing (DEEWR, 2009). This means that as an educator, I need to ‘think about my own values, beliefs and attitudes related to diversity and differences and acknowledge and address any bias that we may hold. As well as critically examining our own assumptions, ‘cultural competence’ requires us to take a strong approach to countering racism and bias when we encounter it (Miller, 2013). This is a long way from ‘live and let live’ attitude. It involves

Gaining learning and experience about other cultures background will enrich my multicultural knowledge. Therefore, as an educator I must learn about others culture. As I begin to learn about others cultures I will understand how values influence the ways families interpret the instruction that feels right to them. A close study on Figure 3.1 implies that a teacher’s point view or the way the students are treaty can affect their learning. It keeps narrating the story of a teacher that had to learn her students’ roots, their culture values, to get to know them in order to reach them in an academically level. The cultural values are very important and cannot be overlooked, they shape our intrinsic motivation. Many families try to keep their values and belief intact at home, so their children when they step in a classroom. Monica Brown, is the Department editor of Diversity Dispatch, argues in her article, Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, that nowadays it is noticeable the diversity growths in schools, however, this is not the problem. The problem is the way teachers have responded to the diversity growth. (Brown, M. 2007). Therefore, this will affect the students learning. Brown cross with a strong point in regarding the lack of sensitivity some educators show towards their students’ culture. As educator I don’t want to be one of many teachers Monica Brown speaks on her article. I will understand that I must respect my

It is important for educators to understand issues of diversity and difference to ensure no students are disadvantaged and all students are treated equally. While the Australian Government provides educators with curricula, the Early Years Learning Framework (EYLF) for Kindergarten educators and the Australian Curriculum, Assessment and Reporting Authority (ACARA) for primary and high school educators, these curricula should be seen as guidelines and not black and white. Educators will constantly run into situations that the EYLF or the ACARA do not have an answer for. Therefore it is important for educators to have a strong understanding of the diversity and differences among their students. Having the ability to understand and recognise

One person’s understanding of history often relates with their sense of cultural identity (Fearon, 1999). Australia’s education about our history may have been misrepresented so that that voices of several Aboriginal and Torres Strait Islander culture’s voices were not heard or disregarded. Pre-service teachers may have also been misled or have under-represented ideas of Aboriginal and Torres Strait Islander culture’s due to media representations or lack-of, a misguided approach still occurring presently. I believe that it is important for pre-service teachers to consider and understand their ethical positioning, so as to expose preconceived assumptions and views. As a pre-service teacher, it is my responsibility to become continually educated as to the correct history of Aboriginal and Torres Strait Islander cultures, and constantly challenge my present knowledge and understanding in order to develop and have a more mature idea of what it means to be a modern Australian educator. I will make sure that I thoroughly engage with research based online, but will ensure that I engage and have contact with Aboriginal members in my community, especially their elders. Not only pre-serviced teachers, but current teachers in the modern day classroom, need to be prepared to critically develop their professional understanding of Aboriginal and Torres Strait Islander culture, so as to be the most effective practitioner they can

The role of the teachers and the expectations of the students are clearly defined by the Australian Curriculum that supports various learning areas. It is imperative for the teachers to adhere to the curriculum in the lesson planning, planning activities that are culturally inclusive and the assessments. The strategies presented earlier, reflect the curriculum links. The first strategy aimed to create an awareness to acknowledge differences, and to embrace diversity. Some of the curriculum links supporting this strategy are presented below:

Some risks associated with social inequality and educational disadvantage are quantified by an individual's identity. This is an issue of diversity because identity factors including race, class, gender, culture and religion are implicated as contributing significantly to students’ outcomes and achievement. The Melbourne Declaration on Educational Goals for Young Australians conducted an extensive review of Australian education policy and practices. Their research and findings revealed evidence of an educational divide (MCEETYA, 2008, p. 5). They confirmed that for children from low SES homes, school achievements have a vastly lower chance of success via academic achievement or school completion their equivalents from high SES families (Organisation

The Australian Curriculum, Assessment and Reporting Authority (2013, p. 4) is committed to providing a high-quality curriculum for all Australian students. However, in today’s classrooms there is a diverse range of student abilities (including students with learning difficulties and students with exceptional potential) and students from diverse cultural and linguistic backgrounds. The following is a case study of a Year 9 class in the lower middle class suburban Hill Top School whose students reflect the cultural and linguistic diversity of the surrounding community. The student body includes of a high proportion of children from refugee families and a large transient student population comprising children of doctors undergoing a two year training