Oodgeroo of the Noonuccal tribe or Kath Walker was a revolutionary Australian poet, who was also a teacher, artist, advocate and spokeswomen for Indigenous peoples. Oodgeroo represented the quintessentially Australian value of egalitarianism. Themes of hope and optimism are portrayed in Oodgeroo’s poem “All one Race” (APPENDIX A). “All One Race” (APPENDIX A) is a poem comprised of colloquial language and various poetic devices.
Oodgeroo created her poem by using rhythm of the iambic pentameter, and rhyming couplets in order to create a poem with an effective message. Additionally, the use of rhythm and rhyme within her poem “All One Race” (APPENDIX A), is resonant of a ‘singsong’, characterised by the mechanical regularity of rhythm and
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At the conclusion of her poem Oodgeroo says, “I’m international, never mind place; I’m for humanity, all one race” (APPENDIX A). This statement shows Oodgeroo’s unique personality and promoted her as an authentic voice for the people of Australia. This resonates with me as a pre-service, regardless of any circumstances students and teachers alike have a right to inclusive educational experiences. Many would concur that Oodgeroo Noonuccal 's voice awakened us to profoundly-situated issues that are prominent within contemporary Australia, and such issue are profoundly evident within the classroom environment.
In contemporary society, the focus of Inclusive Education has morphed into a notion that encompasses not only the inclusion of students with special needs, but also students from diverse cultural, socio-economic and familial backgrounds (OCAD, 2016). Despite the wide-spread acceptance of inclusive practices in education, there is minimal accessible information about the effectiveness of the inclusive practices used in Australia. However, there is one piece of literature, entitled Inclusive education in Australia: rhetoric, reality and the road ahead, which was written by Joanna Anderson and Christopher Boyle in 2015.
This particular article by Anderson and Boyle (2015) seeks to provide an all-encompassing assessment of Australia’s
Critical issues facing educators today include; educational inequity, socio-economic status of students, cultural diversity, stereotyping, dominate cultural paradigms, and social disadvantage. Because of these issues, educators will be best prepared for classroom life if they find ways to adapt and modify the learning environment in order, to provide for inclusive regardless of the learners needs. All children in Australia are presented with the opportunity to attend schools which are designed to be inclusive for any and all abilities. Due to the diverse nature of the school age population in Australia classrooms are made up of an assortment of needs in relation to social, cognitive, and physical areas of learning.
Our conceptualization of inclusive pedagogy focuses on how to extend what is ordinarily available in the community of the classroom as a way of reducing the need to mark some learners as different. This is underpinned by a shift in pedagogical thinking from an approach that works for most learners existing alongside something ‘additional’ or ‘different’ for those (some) who experience difficulties, towards one that involves providing rich learning opportunities that are sufficiently made available for everyone, so that all learners are able to participate in classroom life.
The Commonwealth of Australia is both a representative democracy and a constitutional monarchy with Queen Elizabeth II as Australia 's head of state. (How government works, 2016). Since the 1990s globalization has gained widespread currency in Australia on a social, economic, political and cultural level. (Holmes, 2012, p. 340) Laws and politics have an influence on Australia’s economic system, which is capitalism and socialism. (Political Economy, n.d.) Analysis of political and economic approaches by government can add insight into the flow on effects on a community and its individual.
Oodgeroo Noonuccal was an Australian poet, activist, artist and a campaigner for Aboriginal rights. Her poems ‘We are going’ and ‘Let us not be bitter’ conveys the loss of the Indigenous culture and how much they suffered because of this. Oodgeroo Noonuccal’s perspective on Aboriginal rights is impassioned, concern and worry for the loss of her family and home. She expresses these emotions using imagery, poetic structures and poetic techniques, such as inclusive language and symbolism, to strongly represent what she is feeling and how much the Indigenous people have suffered through.
In a contemporary Australian school setting, inclusion is the ongoing collaboration of all members of the school community to effectively meet the diverse needs of all students, including those with additional needs (Blackmore, 2009; Lyons, 2014). All students regardless of their cultural background or ability level should experience an enriching education where they feel included and supported. Creating inclusive cultures, producing inclusive policies and evolving inclusive practices are the best ways to promote learning and participation in schools for all students (Centre for Studies on Inclusive Education, 2012; Dempsey, 2014).
Australia. A country associated with the ideals of mateship, integrity and equality; a nation renowned for its people and characterised by the strong belief in ‘a fair go’. Australia’s history is one of a constant belief in the value of egalitarianism, amid changing levels of inequality. Many have said that this ideology is culturally ingrained in the Australian identity; however, the notion of Australia as a classless nation is a persistent myth of egalitarianism that must now be superseded. It manifests in an unwillingness to acknowledge the causes of the deep inequalities that permeate Australian society.
Creating an inclusive learning environment is an extremely important aspect of modern education, which, according to Gravells (2008: p18), ensures that “[…] all learners are entitled to be treated with respect and dignity. Everyone is an individual, with different experiences, abilities and needs.” She also offers a brief explanation of inclusivity (2008: p18), which is “[…] involving all learners in relevant activities rather than excluding them for any reason directly or indirectly.” Inclusion has also been defined by John Tomlinson (1996: p26) as “the greatest degree of match or fit between individual learning requirements and provision”. In the other words, inclusive learning environment nurtures individual potential of all learners,
Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13).
6). The Diversity and Equity policy (DET 2013) was created to respond to the growingly diverse Victorian Community. Many Victorians face issues of racism and bullying and due to cultural and religious backgrounds, as well as socio-economic status, many do not experience equal or equitable opportunities. This is due to the emergence of our society as neo-liberal. Neo-liberalism means that ‘the agenda of economic and social transformation’ (Connell, 2013, p. 99) has moved from public agencies to ‘companies selling services in a market.’ A society modelled under neo-liberalism is skewed to support those with money and privilege, a majority of which, in Australian society, are middle class Anglo-Australians. As a result, the issues of equity and diversity within a neo-liberal society leave those affected at a marked disadvantage in comparison to the majority of Australians. The Diversity and Equity policy (DET 2013) is an attempt to improve the disadvantage experienced by the
The purpose behind this report is to analyse inclusive practice within an early years setting of a child with a special educational needs (SEN). This is done through a case study. In order to establish whether inclusion is being taken into consideration and put into place, theoretical views, legislation and appropriate intervention methods will be discussed in this report. There is sufficient evidence being drawn upon as how the setting provides equal access to the curriculum for the child. The report will consider strategies that are in place to promote and factors that hinder inclusive educational practice.
Australia is very a multicultural and diverse country. Consequently schools are faced with many diverse students of different abilities and backgrounds. To ensure equity and fairness among students, policies and legislations have been put into place to ensure diversity is being catered for and that no student is being excluded from the education system. Some of these policies and legislation include: The Disability Discrimination Act 1992, The Salamanca Statement, Disability Standards 2005, Inclusive Education Statement, Disabilities Services Act QLD 2006 and the Melbourne Declaration.
Social justice and inclusion have become important parts of the modern world, especially within the Scottish education system. They allow pupils to reach their full potential and to become fully integrated whilst at school, regardless of background or disability. However these terms are ever changing and require a lot of thought and determination to be fully fulfilled within schools. This paper will look at the importance of social justice and inclusion as well as considering different views on the topics. It will also focus on the teacher’s role in achieving an inclusive environment within school and the implications for learning.
Through my theoretical and small practical understanding of inclusive education I will be embracing the concept and practice of inclusion through the use of the term Curriculum Differentiation, which is all about arranging the classroom learning environment to be more suitable for students of all types, abilities and learning capacities to have the chance to reach their own individual maximum potentials (Carpenter, 2010). Through researching and learning about inclusion I have come to believe and agree with the statement of “Diversity not Deficit” when teaching in an inclusive school or classroom (Queensland Government, 2005). This statement reflects my own personal philosophy of inclusive education, as it pushes my strong belief that education is about not seeing any of the students, their families or the
This report will aim to discuss the inclusion for special educational needs (SEN) students as well as those students with autistic spectrum condition (ASC). This report will discuss inclusive education and its history, as well as the social, political and philosophical arguments that impact upon it. The report will look at how educational practice is shaped by legislative and regulatory frameworks; it will also show how our own practice provides support for all children to achieve within mainstream education.
Inclusive education is concerned with the education and accommodation of ALL children in society, regardless of their physical, intellectual, social, or linguistic deficits. Inclusion should also include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003). Inclusion tries to reduce exclusion within the education system by tackling, responding to and meeting the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of learning of each learner and ensure that there is quality education for all through the use of proper resources, suitable curricula, appropriate