Cameron Rodgers 18381766
Diversity, Social Justice and Learning - Personal Reflection
Reflection on knowledge and experiences in teaching is an integral part of pedagogy. Reflection
allows an individual to reflect on their knowledge gained strengths, weaknesses and learn where they
can apply knowledge and better improve both from a teaching and learning perspective (Howard,
2012). Therefore, reflecting on the teachings on social justice principles, pedagogical theories, equity
and diversity that this unit provides, is essential in forming a holistic approach to teaching.
One area that the unit of Diversity, Social Justice and Learning explored and will be reflected upon it
social justice perspectives. It is important to implement social justice perspectives within teaching
practices, as it allows us to create a learning environment that encourages equity. Brooks &
Thompson (2005), state that integrating social justice perspectives in the classroom through teaching
practices, is essential in maintaining respect to all students, regardless of race, ethnicity and gender.
One social justice perspective that was learnt during the unit was about dominant discourses and how
to break down the barrier between discourses, to create an environment that promotes social justice.
Gorski (2008), defines dominant discourses as individuals or groups in power and that are deemed
“accepted”. Learning about this area is important in devising a teaching practice that recognises the
dominant discourse in order to create a level playing field that endorses social justice. One example
can be observed in the teachings of sexuality and gender expression, as the dominant discourse of
heterosexuality was identified. The unit then explained that breaking down the barrier between
discourses, through encouraging expression and individuality, instead of a labelling, creates an
environment instils a values system that encourages equity, which is social justice. Therefore, utilising
the practices and theories of social justice learnt in the Diversity, Social Justice and learning unit is an
important area for me as a teacher to reflect on and utilise in my teaching practice.
In order to improve and enhance teaching, students learning and/ or student experience, utilising
theories learnt in this unit to be applied in a pedagogical manner is important. Young (2010), states
that applying theory within the classroom not only improves the pedagogical nature of the lesson, but
also enhances the learning and understanding of students learning. A theory that can be applied in
lessons that was learnt in the Diversity, Social Justice and Learning unit, was Bourdieu’s theory of
social practice. The theory of social practice focuses on the idea that capital, habitus and field directly
correlate with the educational discourse and pedagogies that relate to equality (Bourdieu, 1990,
p.112-136). The theory of social practice can be applied to meet the needs of the social justice issue
of socio-economic status within the classroom. This is as we can use the principles of economic,
social and cultural capital to create an equal, cosmopolitan classroom society, where we embrace
difference, rather than discourage it. For example, social capital can by addressed by incorporating
group work, whereby students can create new connections, regardless of class differential. Lareau &
Horvat (1999), state that implementing Bourdieu’s theory of social practice within the classroom,
creates a balance of power where no one is marginalised, creating an equal classroom. Thus,
implementing Bourdieu’s theory of social practice, addresses the social justice issue of socio-
economic status within the classroom. Upon reflection of my learnings within the unit of Diversity,
Social Justice and Learning, applying Bourdieu’s theory of social practice within lessons improve the
pedagogical nature of the lesson, whereby both teaching and learning are enhanced.
One of the main area’s teachers need to meet within their teaching practices, is to ensure that the
issues of equity and diversity are addressed. One equity and diversity issue that was explored in the
Diversity, Social Justice and Learning unit, was the issue of linguistic diversity. Linguistic diversity is
defined as the influence place, ethnicity and culture has on one’s language, grammar and vocabulary
(Chiappe, Siegel & Wade-Woolley, 2009). This an issue within the classroom, as there is barrier
created both socially and educationally when students that speak a language other than English enter
a classroom, where English is the primary language. One method of breaking down these barriers is
through embracing language, even by acknowledging it through a greeting. Evans & Cleghorn (2012),
state that embracing a LOTE students language with in the classroom, even as simple as a greeting,
allows the student to feel accepted within the classroom, rather than confused and segregated.
Another method that was learnt in the unit to address the issue of linguistic diversity was to implement
art within learning. Instead of asking a student to write a sentence, drawing the concept is an idea that
can be universally that can be used to teach and assess. It has been found that introducing art within
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Cameron Rodgers 18381766
the classroom to address the needs of linguistically diverse students, can create an equal
understanding, inclusive learning environment (Montgomery, 2001). Therefore, utilising these
methods can create a culturally competent classroom, which addresses the issues of equity and
diversity, in particular linguistic diversity. Upon reflection, the Diversity, Social Justice and Learning
unit provides important tools to deal with encumbrances that issues of equity and diversity present,
which can be implemented in my future teaching career.
In conclusion, reflection on experiences and learning is an important part of any teachers’
progression, as strengths and weaknesses of their practices are identified. Reflecting on my
experiences and learnings within the unit, Diversity, Social Justice and Learning, has allowed me to
identify the tools and knowledge of social justice perspectives, theory and issues of equity and
diversity, that I can implement within my lessons.
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References:
Bourdieu, P. (1990). Structures, habitus, practices. In The logic of practice (pp. 112-136). Retrieved
from https://books.google.com.au/books?
hl=en&lr=&id=YHN8uW49l7AC&oi=fnd&pg=PA1&dq=bourdieu+theory+of+practice&ots=0fVeOmFt
1V&sig=AtvWU5j1CCHZxP-hdU9QiZgA4CE#v=onepage&q&f=false
Brooks, J. G., & Thompson, E. C. (2005). Social justice in the classroom. Educational Leadership, 63,
48-52. Retrieved from https://eric.ed.gov/?id=EJ725900
Chiappe, P., Siegel, L. S., & Wade-Woolley, L. (2002). Linguistic diversity and the development of
reading skills: A longitudinal study. Scientific Studies of Reading, 6(4), 369-400.
doi:10.1207/s1532799xssr0604_04
Evans, R., & Cleghorn, A. (2012). Linguistic diversity in the classroom. Complex Classroom Encounters,
1-15. doi:10.1007/978-94-6209-083-5_1
Gorski, P. C. (2008). Insisting on digital equity. Urban Education, 44(3), 348-364.
doi:10.1177/0042085908318712
Howard, M. O. (2012). Reflection on four years of social work research. Social Work Research, 36(4),
243-243. doi:10.1093/swr/svs055
Lareau, A., & Horvat, E. M. (1999). Moments of social inclusion and exclusion race, class, and cultural
capital in family-school relationships. Sociology of Education, 72(1), 37. doi:10.2307/2673185
Montgomery, W. (2001). Creating culturally responsive, inclusive classrooms. TEACHING Exceptional
Children, 33(4), 4-9. doi:10.1177/004005990103300401
Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable
is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260.
doi:10.1177/0022487109359775
