Critically discuss the ways social inclusion and exclusion impact upon Indigenous students in education and outline some ways teachers can support the educational needs of those students.
Critically discuss the ways social inclusion and exclusion impact upon Indigenous students in education and outline some ways teachers can support the educational needs of those students.
Essay Question: Critically discuss the ways social inclusion and exclusion impact upon Indigenous students in education and outline some ways teachers can support the educational needs of those students.
Context: Australian Schooling, Primary school.
Your response must include:
A definition of social inclusion and exclusion and how they are
interrelated.
A critical discussion that unpacks some of the ways social inclusion
and exclusion impact in schooling, focusing on your chosen social
group.
A brief outline of several ways teachers can support students in
your chosen social group. This can relate to curriculum and pedagogy
Reference to the academic literature drawn from suggested
readings and the resource list for the course.
Structure:
Introduction: 150words
Section 1: 150-200 words. Your definition of social inclusion and social exclusion
and how they relate goes here. This part is worth 15% of the whole
assignment
Section 2: 800 1000 words. Ways social inclusion and exclusion impact in schooling. This part is worth 40% of the assignment. Divide this section into several subsections addressing the main points you want to make. (Three or four is a good number 250 to 300 words each section) You could address this through i. Policy, ii. Curriculum, iii. Pedagogy or; focus upon Curriculum Point 1, Point 2, Point 3 or Pedagogy – Point 1, Point 2, Point 3. This is where the critical is the focus. This means you connect ideas, present opposing views, reference suggestions for change. The key here is to connect to the evidence and cite research and expert perspectives. The reading list is full of research in your chosen areas.
Section 3: 600 750 words. Ways teachers can support students. Address four to
five strategies. There is no need to go into detail it is more important that you can demonstrate there are several ways teachers can support disadvantaged students. It might help if the strategies have some connection to the discussion in the previous section but not absolutely necessary.
Conclusion: 150words
References to be included:
Cowlishaw, G. (1992). Studying Aborigines: changing canons in anthropology and history. Power, Knowledge and Aborigines. Bundoora, Vic: La Trobe University Press.
Cranston, N., Kimber, M., Mulford, B., Reid, A., & Keating, J. (2010). Politics and school education in australia: A case of shifting purposes. Journal of Educational Administration, 48(2), 182-195. doi:https://dx.doi.org.ezproxy.newcastle.edu.au/10.1108/09578231011027842
Ford, Margot (2013) Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia. Race, Ethnicity & Education, 16: 80-102.
Lardner, D. (1999). Adding an Aboriginal Perspective across the Key Learning Areas. Hornsby: Aboriginal Education Office.
Royal Commission Into Aboriginal Deaths in Custody. (1991). Canberra: Australian Govt. Pub. Service.
Include quotes where possible:
The Royal Commission Into Aboriginal Deaths in Custody (RCIADIC) states that, The first is the deliberate and systematic disempowerment of Aboriginal people starting with the dispossession from their land and proceeding to almost every aspect of their life. They were made dependent upon government or non-Aboriginal pastoralists or other employers for rations, clothing, blankets, education, living place and living conditions (1.4.6).
Aboriginal perspectives are not in themselves units of work but rather the way in which curriculum are developed. It is not an additional item to be dealt with separately but should be an integral part of what the school is already doing. It is the Aboriginal view taken toward a particular matter that is of concern to Aboriginal people, their society and culture (Lardner, 1999, P. 55
Cowlishaw (1997) claims that Racism can flourish as a hidden discourse because it is hidden behind the assertion of equality which assumes similarity (p. 178)