Social Justice, Ethics and Inclusion in Classroom Practice

Abstract

In this subject teacher education students will acquire the knowledge and skills necessary to create inclusive classrooms that promote participation, engagement and success in primary school contexts. In order to do this, the subject requires teacher education students to think critically about a range of social justice topics such as human rights, multiculturalism, equality, racism, bias, and discrimination. Students consider how policy, curriculum planning and pedagogical practice can effectively respond to a diversity of histories, languages, cultures, religions, socio-economic backgrounds and experiences of wellbeing and trauma to achieve school outcomes that reflect equity and excellence. Also, this subject introduces principles and practices that support differentiated learning as well as exploring ways in which ethical and intercultural understandings, including empathy, can be included within the classroom environment.

Syllabus

Aims and purposes of educationEthics: Ethical principles and decision making in educationEducational policy, resources and inclusive education: Social justice, equity and excellenceCulture, language, gender and identity at school and the impacts on student achievementMulticulturalism, religious diversity, and intercultural understandings (empathy, human rights and anti-discrimination)Socioeconomic diversity and inequalityCreating inclusive schools: High … For more content click the Read More button below.

Aims and purposes of education
Ethics: Ethical principles and decision making in education
Educational policy, resources and inclusive education: Social justice, equity and excellence
Culture, language, gender and identity at school and the impacts on student achievement
Multiculturalism, religious diversity, and intercultural understandings (empathy, human rights and anti-discrimination)
Socioeconomic diversity and inequality
Creating inclusive schools: High expectations relationships with students and partnerships with parents and the community
Creating inclusive classrooms: Culturally inclusive resources, curriculum teaching and assessment practices
Creating inclusive classrooms: Differentiation
Creating inclusive classrooms: Experiences of trauma and trauma-informed practice
Working effectively with EAL/D students (reading on understanding second language acquisition and language demands in the mainstream classroom)

Assessment items

1. Group Discussion Tasks

2. Critical Reflection

3. Unit of Learning

Learning outcomes

Upon successful completion of this subject, students should:

be able to identify how social policy and the provision of resources can be utilised to achieve inclusive and equitable education for students from diverse linguistic, cultural, religious and socioeconomic backgrounds;

be able to discuss ethical issues relating to education in a diverse Australian society and how they affect practices of inclusion, equity and achievement;

be able to justify pedagogical strategies that consider and address the strengths and educational needs of children from diverse linguistic, cultural, religious and socioeconomic backgrounds including literacy and numeracy development;

be able to demonstrate an inclusive approach to curriculum, classroom teaching and assessment by developing, differentiating/modifying, and evaluating programs, strategies and resources to respond to diversity/multicultural perspectives; and

be able to reflect on how teachers in mainstream classrooms promote inclusive student engagement and participation.

Handbook

EEP427 - Social Justice, Ethics and Inclusion in Classroom Practice

Abstract

Syllabus

Assessment items

Learning outcomes