A socially just filter was not something I placed on my radar when designing my original lesson plan, although in hindsight I have realised the value of a socially just pedagogies have to the advancements of student participation and overall outcomes. A socially just classroom moves beyond fair and equitable notions, but involves students having the opportunities to question and take action to become culturally global citizens. For the purpose of one’s critique an English Stage 5 year 10 lesson plan was selected to analysis. In its creation, I did not place much emphasis on the make up on my classroom, apart from their ability levels, and thus limiting the scope of my influence by not considering their funds of knowledge and cultural relevance.
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P107 Teachers need to develop pedagogical skills to engage sensitively and productively with diversity, Allard 92006) adopts a post structuralist perspective of race were our identities are shaped by our own social cultural contexts and remain changeable. 325. Allard (2006) argues that popular discourse that that mention we are all the same at times limit our ability to help as treating everyone the same it does not mean treating everyone fairly, risk of marginalising or silencing voices of others less off. Children are equally valid but have very different values and knowledge systems that stand in contrast to the dominant cultural groups p326). Students enter the classroom and possess different cultural and social capital to that of the dominant culture. 327. Similarly, I did not desire to overemphasis cultural differences in risk of making it seem as the “exotic other” instead need to appreciate differences and see the ma’s unique individuals and teachers need to be a chameleon need to become flexible and adaptable competent in order to meet the diversity of student needs. Thereby, as an educator I acknowledge my profession is one …show more content…
However, I need to specify how groups are divided, in this instance by the teacher appearing randomized, but in actual fact mixing the class around based on ability levels so students have the opportunities to learn from themselves. This physical setting that students govern provide them with student empowerment and social responsibility, where specifying roles within groups ensures all members are afforded an opportunity to contribute to the overall task, and not become monopolised by a
P107 Teachers need to develop pedagogical skills to engage sensitively and productively with diversity, Allard 92006) adopts a post structuralist perspective of race were our identities are shaped by our own social cultural contexts and remain changeable. 325. Allard (2006) argues that popular discourse that that mention we are all the same at times limit our ability to help as treating everyone the same it does not mean treating everyone fairly, risk of marginalising or silencing voices of others less off. Children are equally valid but have very different values and knowledge systems that stand in contrast to the dominant cultural groups p326). Students enter the classroom and possess different cultural and social capital to that of the dominant culture. 327. Similarly, I did not desire to overemphasis cultural differences in risk of making it seem as the “exotic other” instead need to appreciate differences and see the ma’s unique individuals and teachers need to be a chameleon need to become flexible and adaptable competent in order to meet the diversity of student needs. Thereby, as an educator I acknowledge my profession is one …show more content…
However, I need to specify how groups are divided, in this instance by the teacher appearing randomized, but in actual fact mixing the class around based on ability levels so students have the opportunities to learn from themselves. This physical setting that students govern provide them with student empowerment and social responsibility, where specifying roles within groups ensures all members are afforded an opportunity to contribute to the overall task, and not become monopolised by a