Pedagogies in Diverse Classrooms

Abstract

This subject develops teacher education students' understanding of issues that impact on students from diverse linguistic, cultural, religious and socioeconomic backgrounds. The need for all teachers to be able to recognise and respond appropriately to the needs and strengths of culturally and linguistically diverse students and effectively teach students for whom English is an Additional Language or Dialect (EAL/D) underpins the objectives of this subject and builds on the foundation of Critical Studies in Education. Teacher education students will acquire the knowledge and skills necessary to create inclusive classrooms that promote student participation, engagement and success in school. In order to do this, the subject addresses a range of aspects of cultural diversity, multiculturalism, and their relationship to schooling in light of relevant state and national policies, with the aim of creating a more equitable and just society. This entails focussing upon curriculum planning and pedagogical practice that considers and responds to histories, cultures, and languages, cultural diversity, religion, and socioeconomic backgrounds, and differentiation of instruction to promote equity and excellence. Teacher education students will be required to think ethically, sociologically and reflectively and develop an understanding of the interconnections between theory, research, teaching and learning to consider how schooling and teaching can contribute to a more equitable society. An examination of the ways in which empathy, values and ethical and intercultural understandings can be introduced and taught within the classroom environment will be considered in this subject.

Syllabus

Educational policy, resources and inclusive educationSocial justice, equity and excellenceCulture, language and identity at school and the impact on student achievementMulticulturalism, religious diversity, and intercultural understandings (empathy, human rights and anti-discrimination)Socioeconomic diversity and inequalityExperiences of trauma and trauma-informed practiceCreating inclusive schools: High expectations relationships with students and partnerships with parents … For more content click the Read More button below.

Educational policy, resources and inclusive education
Social justice, equity and excellence
Culture, language and identity at school and the impact on student achievement
Multiculturalism, religious diversity, and intercultural understandings (empathy, human rights and anti-discrimination)
Socioeconomic diversity and inequality
Experiences of trauma and trauma-informed practice
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: Comparative religions education, antiracism education and citizenship education
Working effectively with EAL/D students

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 eductional needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds including literacy and numeracy development;

be able to apply 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.

Assumed knowledge

EEP425 or EEP505