Video Number Three Presentations From Baroness Glenys Thornton, Clifford Harding, And Henry Bonsu

This essay will analyse the contested concepts of social inclusion and exclusion in education. While there are numerous social groups whom experience the impact of educational inclusion and exclusion the essay will particularly focus on what these concepts entail for indigenous students within the Australian schooling system. The essay will examine the multifaceted nature of social inclusion and exclusion in education by utilising the contested grounds, which substantiate debate surrounding these concepts. Relying on a number of academic literature and evidence to explore discourse surrounding how policy which governs institutions, pedagogy and curriculum, has constituted social inclusion and exclusion within Indigenous contexts. As well as how intergenerational experiences and issues have disadvantaged the outcomes of Indigenous students in engaging in a ‘Eurocentric’ education environment. Concluding the essay will discuss practical suggestions, which would in theory enhance the effectiveness of the current education policy and teacher practice towards including indigenous cultures and learners within the classroom. Considering mechanisms to increase the potential to include and engage a broader scope of indigenous learners across the board.

being rejected by universities because the thing they were good at it in school did not matter. This ethos appeal persuades the audience to believe of the displeasing points Sir Ken Robinson makes and changes their judgment in regards to the public education system as a whole. Moreover, the ethos appeal discussed within this speech does no

It is very important to support participation and equality of access so that every pupil has the same opportunities offered to them regardless of their background. For us to achieve this we must involve the students in finding out what works well and what doesn’t. I feel that if we involve the students in this process it would not only make them feel more valued but also more confident. The equality act 2000 states that there are seven different types of discrimination which are:

David Gillborn and Deborah Youdell’s study (2001) adopts a different approach and instead shows how the school uses the belief of the teachers to decide which pupils have the ability to achieve the 5 A*- c grades at GCSE’s. Working class and black pupils are perceived to lack the required ability therefore ending up being entered in lower tier GCSE’s. This denies them the knowledge and opportunity to gain good grades as even if they get 100% of the test right they will still only achieve a C in lower tier exams.

This means that my setting does comply to the National Curriculum but does adapt to the levels of ability of the current pupils. Even though we are unsure of the complete level of understanding of the pupils we, as a setting, do always try to promote equality and diversity within our resources and work activities, this means out pupils will see that all children, young people and adults are equal and all have the same rights regardless of age, gender, and ability.

Cognitive objectives covered in this course focused on understanding life experiences of diverse populations across the world as well as being aware of our own prejudices and attitudes towards diverse populations. The objectives focused on understanding institutional racism in both present day societies as well as in the

One possible cause of ethnic differences in education could be at the fault of the education system. To investigate this Sewell conducted a study using semi-structured interviews and observations in an inner-city boys’ comprehensive school, his study revealed the ways in which African-Caribbean students are labelled by their teachers, peers, white students as ‘problems’ in the classroom. Sewell showed how Black boys use these negative perceptions to construct

It is the responsibility of the school to provide a broad and balanced curriculum for all pupils, based on the programmes of study for each key stage in the national curriculum. The teacher’s responsibility is to minimise any obstacles to effective learning and plan for all children to participate in the curriculum and achieve the best that they can. This will help to ensure an inclusive classroom. Access to a high-quality education is critical for empowering all children to lead rich and productive lives. Regardless of their background, disability, heritage, special educational needs, social group, gender, physical or emotional needs, race or culture schools have a duty to make sure all pupils have equal access to the curriculum. All children

To analyze this variable, I will look at country-level prevalence of visible minorities according to the 2011 National Household Survey by Statistics Canada (“Visible minority population”, 2011). It is necessary to know how many MPs that identify with these groups are currently in the House of Commons and the total percentage of seats occupied by these MPs to compare and see how severe the underrepresentation of these groups are (Tolley, 2015; “Current Members Data Set”, 2015). The article by Erin Tolley provides data based on visible minorities in Parliament and how well the population is reflected. The data set from the Commons website displays the name and constituency of each current MP, which I will use to match names to the MPs of diverse ethnic

The underachievement of white working boys in the education sector remains a social problem here in the UK, Why? The reason being, as Sir Michael Wilshaw (Chief Inspector of Ofsted) outlined that these group of individuals make up two thirds of the British pupils which in affect makes them are the largest group therefore the attention should be directed at remedying the issue. PISA outlined that countries such as Finland, Hong Kong, Iceland…. Are all working better to support their disadvantaged pupils in comparison to students here in England receive.

Though this policy attempts to achieve a support of diversity and an increase of equity among the Victorian community, its affects are hindered by an education system that favours the middle class and above. As stated by Reid (2013, p. 13), the equity espoused within policy ‘is produced by policy processes which are counterproductive to the achievement of equity.’ This means that, in order to really achieve equity for all students, the education system needs to

One of the concerns regarding social justice in education is that there are marginalised groups within society do not having equal access to the learning and life opportunities that they deserve. The concept of social justice stresses that every individual within society is entitled to have equal rights and opportunities. This means that an individual from a lower class background deserves the same opportunities as a person from a wealthier background. It is about becoming aware and recognising that there are certain situations where the application of the same rules to unequal groups can sometimes lead to imbalanced results. It is therefore crucial that the government create a curriculum that can empower every student regardless of their

Diane Abbott, a London member of Parliament (2002) stated ‘there is a silent catastrophe happening in Britain’s schools in the way they continue to fail Black British children’ due to the increasing number of black pupils being permanently excluded from schools. Adolph Cameron, head of the Jamaican Teachers'

During the late 1960’s, America had entered into a period of cultural definition especially with the emergence of the Civil Rights Movement. Although the term “multicultural education” had not come into play yet, the idea that the U.S needed to reexamine their efforts of educating diverse groups was emerging. During this time inequality especially among minority groups in comparison to the white dominant culture became a social issue (Banks 1999). Before the arrival of this reform multicultural education was displayed in the classroom as having minorities adapt to the predominant culture. Teachers during this time felt it would be more beneficial for minorities to adapt. However, many parents of these minorities begin to argue that the

Historically and Culturally within Australia, education has been viewed as a right, as previously discussed. Although Australia perpetrates the myth of an egalitarian society, it has been cultivated to conceal the unequal life chances of disadvantaged individuals (Jamrozik, 2009). This is central to the political and cultural differences/conflicts and the bases of knowledge in which our education system is being built upon. Within schools certain students are being labelled