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Social justice perspective has the aim to promote equity and equality while also impeding the nominalisation of marginalisation based on diversity. I identified that social justice issues at the individual level and in their primary form are usually accustomed through the bandwagon effect common in young adulthood social/group acceptance. This personal reection on the social justice perspective in education system will be conveyed in three distinct segments. The first part is a critical reection on the importance of a social justice perspective in my teaching practice, and then the second segment on how different sociological theories influence and enhance learning and student experience. Finally, I discuss how I intend to nurture a learning community within my Key learning Areas (KLAs) through encouraging awareness of social justice issues and the incorporation of pedagogical theories within my teaching marginalisation.
Social justice perspective in education means achieving equitable and quality education for all students irrespective of their gender, race, culture, ethnicity, religion, social-economic status and sexuality (Keddie, 2011; Ragoonaden, 2015). In the modern 21st century classroom, it is critical to have a comprehensive understanding of social justice issue in education. Understanding sociological theory for educational practices addresses sociological theory, highlighting its relevance to policy, curriculum and practice for the pre-service teacher education (Ferfolja, 2015, p). The goal of social justice education is full and equal participation of all students in learning communities that is mutually shaped to meet their needs (Keddie, 2011).
As the percentage and number of diverse students in Australian school have augmented through globalisation, so has the need for teachers with multicultural awareness and perspectives (Mould, 2005). For the success of students of diverse needs, it is imperative that I foster a social justice foundation and perspective learned while enrolled in my teacher education programs and carry this perspective into my teaching training. Moreover, I believe education is an important means of encouraging equity, equality, fairness and social justice in society at large, and to support learning societies to be caring and inclusive learning places in which students perceive and experience equality and social justice in their daily life. My role as a teacher (informed by Australian Professional standard of teacher) is not only providing academic instruction but to help students develop the critical thinking, collaboration, and self-reflection skills necessary to foster a better society. Hence, encourage them to become a global citizen (Melbourne declaration).
Majority of white teachers has a power
Diversity pedagogy informed curriculum development and promoted trans-disciplinary educational praxis. These transformative frameworks provided the teacher educators with the necessary knowledge base and knowledge mobilization to introduce marginalization, oppression, and alienation of underrepresented populations to preservice and service teachers.
It is the functionalist theory which mainly emphasises on the ways that universal education serves the needs of society (Altbach, 2015). Functionalists first see education in its manifest role: conveying basic knowledge and skills to the next generation. As per the functionalist theory, the role of education is to socialise people into the society mainstream. The theory states that education provides the cohesive structure by bringing together all students belonging to the different diverse group. It also states that education transmission of values is only possible through education.
Critical theory in education (Server, 2012) is about questioning how our educational system can best offer learning to all student irrespective of their diversity. It offers opportunities and understanding of the different perspective of disadvantaged or marginalised students. Critical Race Theory (CRT) delivers many tools to support me as an educator take to social justice activism, in order to create an atmosphere that validates that learning is valued for all learners and ensures that all learners are given an equal opportunity to obtain a quality education.
I personally believe, an important part of promoting equity and diversity is setting norms in the classroom that promote inclusion and openness. Be explicit about the way my class will be reverential to each other; and share notions, thoughts and beliefs. Teach students how to disagree respectfully. I could utilize a social justice pedagogical lens to teach my KLAs (mathematics and science) in ways that meet commitment to empowering education. Specifically, social justice education introduce five key components useful in my teaching practice from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection, and tools for awareness of multicultural group dynamics.
In conclusion of this personal reflection, I believe understanding of social justice perspective is very important in pre-service teacher training. It not only foster empathy towards the disadvantaged and marginalised but inspire to become global citizen.
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