Pedagogy and Diversity in Education

For this assessment, you will write a number of reflections on topics about diversity and difference. These include awareness of personal prejudices and biases; Indigenous identities, perspectives and pedagogies; and diversity in Education. 

Part (a) is a personal reflection where you consider personal prejudices and/or biases that you currently hold or have previously held based on two stimulus episodes. Unlike part (a), parts (b) and (c) are academic reflections that will focus on your professional practice as an Early Childhood Educator, children and parents more broadly. In parts (b) and (c), you are encouraged to reflect on key concepts, ideas, perspectives and pedagogies (as apparent in relevant [required and recommended] readings) that can enrich your professional practice within Early Childhood Education.

The three components of this assessment are as follows:

PART A. Personal reflection: Awareness of personal prejudices and biases (900 words)

Please select TWO (2) episodes from the following list: 

– ‘You can’t ask that: Muslim Australians’ – Series 1 – Episode 4

You Can’t Ask That: Muslims – Series 1 – Episode 4 | EduTV (csu.edu.au)

– ‘You can’t ask that: Indigenous Australians’ – Series 1 – Episode 8

You Can’t Ask That: Indigenous – Series 1 – Ep 8 of 9: Indigenous – Series 1 – Ep 8 of 9: You Can’t Ask That: Vol null, No null (csu.edu.au)

– ‘You can’t ask that: Transgender Australians’ – Series 1 – Episode 3

You Can’t Ask That: Transgender – Series 1 – Episode 3 | EduTV (csu.edu.au)

– ‘You can’t ask that: Children of same-sex parents’ – Series 2 – Episode 4 

You Can’t Ask That: Children of Same-Sex Parents – Series 2 – Episode 4 | EduTV (csu.edu.au)

– ‘You can’t ask that: Refugees’ – Series 2 – Episode 2

You Can’t Ask That: Refugees – Series 2 – Episode 2 | EduTV (csu.edu.au)

Each is available to view via the Interact2 subject site (Diversity & Self-Awareness – ‘You can’t ask that?’)

Watch the TWO (2) episodes and write a personal reflection based on key topics (Muslim Australians/Indigenous Australians/Transgender Australians/Children of same-sex parents/Refugees) within your selected episodes [450 words each]. 

You are expected to focus on a particular idea/conversation that resonated/challenged you within each of the two chosen episodes. You do not need to discuss every question/discussion point below, but please do consider the following as a guide to structure your reflection:

What did you know about each of the TWO (2) chosen topics before viewing these episodes? Did the episodes challenge your understanding of your chosen topics? Did they challenge any important dominant discourses or popular misconceptions? Why is it important to be aware of personal prejudices and biases as Early Childhood Educators?

Assessment 1, Part A continued

Reflection – Awareness of Personal Prejudices and Biases

[approx. 450 words each (900 words total)]

You are expected to focus on a particular idea/conversation that resonated/challenged you within selected episodes.

Use these questions to structure your reflection:

1. What did you know about each of the two (2) chosen topics before viewing these episodes?
2. Did the episodes challenge your understanding of the topics therein?
3. Did the episodes challenge any important dominant discourses or popular misconceptions?
4. Why is it important to be aware of personal prejudices and biases as Early Childhood Educators?

PART B. Academic reflection: Indigenous identities, perspectives and pedagogies (350 words)

You will demonstrate your understanding and analysis of the relevant issues and social contexts of working with Indigenous children, families and communities. To do so, you are required to write a reflection based on the learning material available in modules 3/required and recommended readings regarding this topic. 

Academic Reflection: Indigenous Identities, Perspectives and Pedagogies) [350 words] 

• Demonstrate your understanding and analysis of the relevant issues and social contexts of working with Indigenous children, families and communities by writing a reflection based on the above viewed material.

PART C. Academic reflection: Diversity in early childhood education (650 words)

Again you will demonstrate your understanding and analysis of the relevant issues and social contexts of learners, this time from diverse backgrounds. To do so, you are required to write a reflection on your choice of TWO (2) of the following three topics:

– anti-racist approaches 

– challenging gender bias 

– examining class

These critical reflections must include some form of academic reflection based on the associated readings. Each will have a word limit of approx. 325 words and explore your understanding of the learning material from associated topics. 

Participating in discussions on the site and completing readings assigned will assist you greatly with each section of this task.

A minimum of 10 references are expected.

Reflect (academic reflection)

[approx. 325 words per reflection (650 words total)]

Demonstrate your understanding and analysis of the relevant issues and social contexts of learners from diverse backgrounds by writing a reflection on two (2) of these three (3) topics:

– Anti-racist approaches;

– Challenging gender bias and homophobia;

– Examining class

Critical reflections include some form of academic (rather than personal) reflection based on an area of interest within the associated readings, thus exploring your understanding of the topic.

RATIONALE

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This assessment task will assess the following learning outcome/s:

• articulate awareness of personal prejudices and biases.
• articulate and deconstruct one’s autobiography in relation to her/his professional practice.
• demonstrate a critical understanding of issues related to diversity, social justice and equity for children, families and communities.
• develop and articulate a critical disposition towards assumptions about children in relation to issues of diversity and difference in our contemporary culture.
• recognise the power and place of early childhood education in the struggle for social justice and act to provoke thought in others.

Reference

1. Prescribed text (Robinson & Jones-Diaz, 2017) – Chapter 1: Challenging paradigms and theory in childhood education: Critical perspectives on diversity and difference in childhood [available here]
2. Prescribed text (Robinson & Jones-Diaz, 2017, pp.26-47) [available here]
3. Prescribed text (Robinson & Jones-Diaz, 2017) – Chapter 5: Indigeneity [available here]
4. Martin, K. (2007). Ma(r)king tracks and reconceptualising Aboriginal early childhood education: An Aboriginal Australian perspective. Childrens Issues: Journal of the Children’s Issues Centre, 11(1), 15-20 (click here for access)
5. Grace, R., & Trudgett, M. (2012). It’s not rocket science: The perspectives of Indigenous early childhood workers on supporting the engagement of Indigenous families in early childhood settings. Australasian Journal of Early Childhood, 37(2), 10-18. (click here for access)
6. indigenous culture – It’s everybody’s business  

(Goodwin, 2012)

• The strengths of Aboriginal and Torres Strait Islander child-rearing practice

(Butera, 2015)

• Childhood, lifehood and relatedness: Aboriginal ways of being, knowing and doing (Martin, 2005) [see ‘recommended readings’ tab]
• Thinking, feeling and relating: Young children learning through dance

(Deans, 2016)

1. Embedding Indigenous perspectives in the early childhood curriculum

(Miller, 2011)

1. Incorporating Indigenous ways of knowing in early education for Indigenous children

(Kitsen & Bowes, 2010)

1. Findings from Footprints in Time, the Longitudinal Study of Indigenous Children 

(Salmon et al., 2018

1. Davis, K., & Mac Naugton, G. (2009). Thinking differently: The call and the desire. In K. Davis & G. Mac Naugton (Eds.), ‘Race’ and early childhood education: An international approach to identity, politics and pedagogy. (pp. 1-16). Palgrave Macmillan.
2. Mac Naugton, G., & Davis, K. (2009). Discourses of ‘race’ in early childhood: From cognition to power. In K. Davis & G. Mac Naugton (Eds.), ‘Race’ and early childhood education: An international approach to identity, politics and pedagogy. (pp. 17-31). Palgrave Macmillan

Both these chapters are from the same book, click here for access.

Assessment Goals Some considerations: have the readings challenged your understandings of ‘race’ and racism? Describe key terms? Consider a resource you can use?