ReadChapter 7 Suffering inequalitiesfromSociology: The basics(Plummer, 2010, pp. 152182), which provides a general introduction to a range of catego

Essential readings

ReadChapter 7 Suffering inequalitiesfromSociology: The basics(Plummer, 2010, pp. 152182), which provides a general introduction to a range of categories of diversity and difference and sets the scene for bias and assumptions, which we continue to discuss in weeks 2 and 3. This reading will provide you with an introduction to the concepts and topics of this unit.

Sociology: the Basics : The Basics

Ken Plummer , and Dr Ken Plummer

Children as young as two are well aware of difference and related societal attitudes. Read from the sectionChildren's perceptions of difference., Robinson and Daz explain why it's important to explore the issue of diversity with very young children. This text will also assist you in considering social justice issues and provide a rationale for social justice to help frameAssignment 1: Essay.

E-Book:

Diversity and Difference in Childhood: Issues for Theory and Practice by Kerry Robinson; Criss Jones-Diaz

Childrens perceptions of difference

The childhood years (from birth to age 12) are formidable in terms of the growth and development of cognition, language, social, emotional and physical competence. This development takes place within different social contexts, where issues related to human diversity and difference impact significantly on childrens learning and understandings of and ways of being in the world (Kontopodis, Wulf and Fichtner 2011). Over the past 20 years, research has increased educators awareness of the discrimination that can be experienced by young children for being different, and of the discrimination that children can hold and perpetuate towards those who are perceived as different from themselves and the dominant culture. This research highlights that, by the time children enter primary schooling, their perceptions of difference largely reflect and perpetuate the dominant racialized, linguicized, gendered, sexualized, classed and (dis)ableized body stereotypes and prejudices that prevail in the broader society (Blaise 2010; Jones Daz 2011; Buchori and Dobinson 2012; Gunn 2015).

Children do not enter early childhood programmes as empty slates, but rather bring with them a myriad of perceptions of difference that they have taken up from their families, peers, the media and other social sources, and negotiated in the representations of their own identities. Robinson (2013) found that 3 and 4 year olds can have strong opinions on what is appropriate gender behaviour for males and females. This behaviour was linked to heteronormative understandings of gender. For example, a 4-year-old girl challenged a 3-year-old boy who was initially adamant that two boys could get married. The battle continued between the two about who was right or wrong, until the girl stood up declaring that she was right because she had never seen it before and that she was bigger than the boy. In the early 1990s Glover (1991) found that, as 2- and 3-year-old children become aware of differences, they simultaneously develop positive or negative feelings about the differences they observe. For example, racial awareness is developed early in young children, impacting on their perceptions of skin colour, and on their preferences in the social relationships they initiate and foster with other children (Palmer 1990) (see also Chapter 6). Glover (1991) reports that children frequently exhibited negative behaviours towards children from different racial backgrounds: refusing to hold their hands, never choosing to play with dolls from different racial backgrounds and always picking same-race pictures for collages. An Australian study by Palmer (1990) clearly illustrated how preschool children were able to make negative evaluative judgements based on racial characteristics. In Palmers study, the non-Aboriginal children made negative comments such as Blackfellas dirty, and children were reported as saying Youre the colour of poo... Did your Mum drop you in the poo? and Rack off wog. We dont want to play with you (cited in Glover 1991: 5). Kutner (1958) found that racial prejudice in young children affects their ability to make sound judgements, and often their perception of reality is distorted. By age 34 years they are becoming more aware of ability and other differences, and are developing critical understandings of their own identities, as well as the diversity and differences of others. Bredekamp and Rosegrant (1991) pointed out that 2 year olds are already aware of and curious about differences and similarities among people, and they construct theories about diversity congruent with their cognitive stages of development and life experiences.

As children grow older, other differences, such as language variation and linguistic diversity, become obvious. Children become aware that speakers use different language codes and literacy practices in different contexts, and bilingual children are highly aware of contextual differences in their use of languages (Genesee 1989; Lanza 1992; Falchi, Axelrod and Genishi 2014). Lanza (1992) investigated the language use of her bilingual 2 year old, and found that the child was able to separate the two languages or mix them according to the social expectations and context of the language used. Non-bilingual children also demonstrate an awareness of language differences, and comments such as He speaks funny or I dont understand her are not uncommon.

Early childhood educators in our combined research largely perceive childrens prejudice more as the passive reflections and expressions of adults values towards difference, rather than as representations of the narratives and perceptions of the world that children, as individual agents, own themselves. This perspective is reflected in the following remarks: Children arent aware of these things unless it is pointed out to them by adults; Childrens prejudices are just a reflection or a mimicking of what they directly pick up from adults behaviour; They dont really understand what it means, they just say it. Dominant discourses of childhood that constitute children as too young to engage in or understand discriminatory practices or power, as naturally blind to differences, and as passive recipients who soak up adults perceptions and values, are still highly influential in childrens education.

However, in recent years, primarily with the influence of poststructural perspectives shifting understandings of childhood and constructions of identity, research has highlighted how children play a critical and active role in the constitution and perpetuation of social inequalities through their perceptions of the world and everyday interactions with one another and with adults (Alloway 1995; Devine, Kenny and Macneela 2008; MacNaughton 2009; Blaise 2010; Ringrose and Renold 2010; Robinson 2013; Priest et al. 2014; Jones Daz 2015, 2016).

Walkerdine (1990) found that 4-year-old boys were capable of yielding power, based on the way they repositioned their female teacher within the discourse of woman as sex object. They utilized derogatory sexual language and explicit sexual references to undermine her power as an adult and a teacher. Research conducted by Alloway (1995), which studied the construction of gender from preschool to grade 3, consistently reported incidences in which boys employed subtle forms of manipulation to constitute themselves as the dominant gender. Such examples include preschool boys throwing objects at girls as they played on outdoor equipment, and harassing them by lifting up their skirts and commenting on their underwear. In MacNaughton and Daviss (2001) study of non-Indigenous childrens understandings of Indigenous Australians, their findings revealed how non-Indigenous children drew on processes of colonial othering to position Indigenous Australians as exotic, creating the binary of us and them.

Hierarchies of difference: childhood educators, diversity and social justice

Childhood educators and community-based professionals are in an ideal position to make a positive difference in the lives of children and their families. This is possible not only on the broader level of advocating for their rights, but also challenging and disrupting normalizing discourses through the curriculum that we teach, the policies that inform our practice and the pedagogies that we utilize in teaching children. However, the location of childhood educators and community-based professionals within the various discourses of diversity and difference that are available to them will impact on how they perceive these issues and approach them with children and their families. Educational institutions, government organizations and community-based services are microcosms of the broader society; many constitute and perpetuate the normalizing discourses that underpin social inequalities through professionals practices, educational programmes, educators pedagogies, the hidden curriculum and everyday interactions. There is often great ambivalence and contradiction surrounding various forms of diversity and difference that exist in society, resulting in what we have called a hierarchy of differences (or comforts). The existence of this hierarchy is a reflection of the different degrees of commitment given by individuals and institutions to the provision of equity across the spectrum of civil risks or social justice issues that exist (Robinson and Jones Daz 2000; Robinson and Ferfolja 2001; Robinson 2013). It is also a reflection of the varying levels of comfort experienced by individuals and institutions, associated with different equity issues in society. Contradictory practices around diversity and difference are often based on normative assumptions about people, their social behaviours and their entitlements to justice, especially if they choose to step outside what are widely considered socially acceptable conventions in society. For example, gay and lesbian equity issues are often located at the bottom of the hierarchy of differences. The research of Kobayashi and Ray (2000: 402) echoes the findings in our research: they talk about a hierarchy of rights, highlighting that institutions responsible for setting public policy and providing public services, such as health care, social services benefits and education, represent a network that also functions ideologically to determine what kinds of risk are more or less acceptable and what levels of risk will be publicly tolerated. Similarly, these researchers point out that many rights are controversial and not all receive the same support, recognition or priority, acknowledging that a spectrum of political ideologies results in varying degrees of commitment to equity provision (Kobayashi and Ray 2000: 406).

Some childhood educators and community-based professionals, who have strong commitments to social justice and equity issues such as race, languages, ethnicity, gender or (dis)ability, for example, can ironically uphold homophobic and heteronormative values and practices when it comes to dealing with sexuality (Robinson and Jones Daz 2000). This slippage or contradiction around doing social justice work is not surprising when individuals are viewed as shifting subjects. Within the feminist poststructural context, subjects are viewed as irrational, contradictory and complex beings that change and shift discursively according to different contexts across periods of time (Weedon 1997; Blaise 2009; Osgood 2012; Ferfolja, Jones Daz and Ullman 2015). Individual subjects are constantly negotiating the power relations operating through the different discourses available to them; therefore their locations can change according to the context in which they are operating. Locations within discourses are primarily influenced by the personal investments that individual subjects have in being positioned in one discourse over another. As Robinson (2013) has previously pointed out, the variation in comfort around diversity issues may be related to a number of factors, including an individuals own identity, their experiences or lack of experiences with difference, their knowledge about difference, their religious and cultural values, their positioning in sexist, heterosexist, homophobic and racist discourses, and so on.

The notion of a hierarchy of differences, or of rights, poses some critical questions for childhood education and community-based professionals in terms of how the field approaches social justice issues. There is still a lot of reflexive work that needs to be done in terms of addressing minority rights. This is especially so when some social justice issues for example, sexuality continue to be excluded from programmes and considered, in some contexts, unworthy of the same respect and democratic principles privileged to other equity issues. With regards to Aboriginality, the preoccupation is still focused on deficit discourses and superficial approaches, deflecting from critical contemporary issues such as Indigenous languages education and constitutional recognition. There is still a long way to go from tolerance to respect. Further, the perception of children as critical thinking active citizens in their own right, with valuable contributions to make to families, communities and society more generally, is often overshadowed by traditional and normative understandings and constructions of childhood as a period of innocence, powerlessness and incompetence (Steinberg 2011; Robinson 2013). For many educators and community-based professionals in our research, broad social, political and economic factors contributing to social inequalities, and significantly impacting on the lives of children and their families, are considered marginal to the world of children. Rather, they are perceived to be adults issues from which children, in the name of prolonging their innocence, need to be protected.

Childhood educators and community-based professionals are traditionally taught to value families as an important resource and, in order to do this, they must recognize that their perceptions, values and beliefs about family diversity will directly impact on their work with children. Relationships developed between staff and families will depend on how the educator interacts with diverse and different religious practices, sexual preferences of families, child-rearing practices, language differences, gendered practices, ability levels and socio-economic backgrounds of families. Jones Daz (2003) argues that it is crucial that early childhood educators acknowledge the intersections between identity and difference in understanding the multiple ways in which children and families negotiate everyday lived realities through which they experience their identity.

For professionals working with children and families there is a need to recognize the various power dimensions that operate between themselves, children and the different families using their services. Families placing their children in the care of educators do so in the trust that their childrens needs and interests will be met. Families can often feel alienated, silenced and marginalized when their experiences and perceptions of the world are not included and represented in their childrens education.

The impact of adult attitudes on behaviour.(pp. 47), which provides an overview to some of the themes covered next week where we explore discrimination, bias and attitudes.

Equality and childhood.(pp. 1218) provides a great overview to children's development of attitudes and how adults shape these attitudes. It provides a great introduction to some of the considerations in the unit, helping frame ideas around bias, and is complementary to this week's core reading from Robinson and Daz.

The sectionKey words and phrases.(pp. 911) is also useful to refer to as a glossary of some of the terms and categories in this unit generally.

Rawls' social justice principles you may wish to reviewJustice as fairness (PDF 2.85 MB).(Rawls, 1958, pp. 164194) andSocial justice? Examining John Rawls' theory.(McPherson, 2019).

Essential readings

For more on human perception, please read the following chapters:

Chapter 13 Social behaviourLinks to an external site.(Weiten, 2013,pp. 516559). Pls check attached files.

Chapter 3 The social selfLinks to an external site.(Kassin et al., 2014,pp. 52101). Pls check attached files.

Chapter 1 Equality for early childhood practiceLinks to an external site.(Lindon, 2012,pp. 118) provides an overview of the themes of discrimination, bias and attitudes, as well as an overview of children's development of attitudes and how adults shape these attitudes. It will help frame ideas around bias.

Essential readings

Read from the sectionWhat is postmodernism?.until you reach 'Chapter overviews' in your eText. This extends and expands on the work of Lindon (2012) that we looked at last week. This chapter contextualises human perception in early childhood with an emphasis on power and power relationships, and how they are related to categories of difference and diversity.

It's worth reading the HYPERLINK "https://bookshelf-ref.vitalsource.com/" l "/books/9780335263653/epubcfi/6/16%5B%3Bvnd.vst.idref%3DForeword%5D!/4/34%400:0" t "_blank" Foreword.from your eText to understand the rationale for social justice and for using theoretical perspectives when framing and challenging discourses. This reading is useful in considering how policies may be aiming to promote equality, but may actually be serving political agendasthese ideas are useful for considering consequences of subjectivity compared to 'neutrality', which are further explored next week.

Essential readings

Chapter 2 Doing feminist poststructuralist theory with early childhood educators.in your eText covers feminist post-structuralist theories. This reading will assist you in considering how we shape our world and how feminist post-structuralist theory can help you challenge your own biases and attitudes. This is a big chapter and quite difficultyou may wish to split up sections or review the further resources for an easier introduction to some of the concepts.

Here we continue to explore other theoretical perspectives, particularly feminist post-structuralism, which is covered inChapter 2 Doing feminist poststructuralist theory with early childhood educators.of your eText. The main aim of the chapter is to provide educators and community-based professionals with an understanding of doing social justice education that is informed primarily from a feminist post-structuralist perspective.

To better understand discourse and how to critically analyse discourse, you may wish to read further regarding Foucault, discourse and discourse analysis:

Foucault: Power is everywhere.(Powercube, n.d.).

https://www.powercube.net/other-forms-of-power/foucault-power-is-everywhere/Essential readings

For an understanding of equality in relation to difference, read pages 1214 fromChapter 1 Equality for early childhood practice(Lindon, 2012)., which expects you to consider equity and inclusion in your approach, but it's useful to keep in mind as you move through the entire unit and consider how equity is linked to social justice. Consider this text in relation to your early reading from Robinson and Daz in Week 1, which also discussed children's understanding of difference and how children's attitudes are formed.

EDU44: Advocacy and Social Justice

Assignment 1: Essay

Word limit: 1200 words (+/- 10%)

Weighting: 30%, Reference: APA, 10-12

Assignment overviewTeaching practices are greatly influenced by our personal values and attitudes. This assignment task requires you to write a reflective essay discussing diversity and difference in relation to social justice in early childhood education. You'll also discuss how you can challenge any related stereotypes and biases i.e. examples you have witnessed firsthand or have discussed with others, or stereotypes and biases you hold yourself. Challenging your own and others' biases and assumptions will assist you in further considering strategies that can support children and their families within early childhood settings.

Assignment detailsYou're required to write a 1200-word essay that identifies and challenges your own and/or others bias and stereotypes in relation to categories of diversity and difference. In your discussion and reflection, you will draw on various theoretical and disciplinary perspectives covered inWeeks 13.

Use these guiding prompts to consider how to structure and frame your essay. Broadly, you may find it useful to consider the following questions to assist you in structuring your response:

As a teacher, why is it important to have an understanding of social justice?

What are the biases and stereotypes that challenge implementing social justice?

How can theoretical perspectives assist in challenging bias and stereotypes?

Specifically, you may also seek to:

define social justice, including what social justice is and how it broadly links to diversity and difference

discuss social justice principles and the regulations and/or policies relevant to early childhood education in the Australian context

discuss why an understanding of social justice and the broader principles and implications are important when working with children

outline some of the broader issues and challenges to implementing social justice in practiceincluding discrimination, bias and attitudes related to categories of diversity and difference that may affect children and families (see Weeks 2 and 3) . Where possible, discuss some of the underlying factors that may affect both children's and your own attitudes and behaviours.

As this is a reflective essay, you will use examples from your own or others' experiences and/or from the learning materials to help frame your discussion and provide context where relevant. You must, however, also refer to academic literature found within the learning materials and beyond to support your discussion.

You should write in first person; however, all academic sources must be cited and referenced correctly.

As this is an academic essay, an introduction (including a thesis statement of what you plan to discuss) and conclusion are expected.

Adhere to APA referencing style, citing references throughout and including a reference list.

Throughout your teaching and learning journey, you will be required to use the nationally approved learning frameworks (i.e. the Early Years Learning Framework or the Australian Curriculum), or the approved learning frameworks for your state or territory.

Completing the task

Make sure you are addressing the Learning Objectives:ULO 1: identify, describe and define categories of diversity and difference

ULO 4: critically reflect to identify and challenge their own and others bias and stereotypes from an informed and principled perspective

List of Policy Documents

Please note that you are able to use State and National policy and curriculum in all the assessments in out unit!Here is a list of some useful policies which you might use in your assignment:Early Years Learning FrameworkNational Quality framework2005 Disability Standards for EducationACARAAITSLUNICEF Rights for the Child

First or Third Person?You may write in1st personfor this essay, as you are discussing your beliefs. If you are referring to your research which is written by others, you will be writing in3rd person.

Rawls theory of social justice

Justice as fairness

Postmodernism

individuals construct their own meaning from personal experience.

Post-structuralism

knowledge can be perceived differently and turned into various ways of thinking and knowing by different people. challenges ways of thinkingand characterised as a mode of thinking about the structures of a society.

Critical theory

critiques bias, inequity and discrimination and aims to do more than explain bow society works, but to reveal the assumptions that keep human beings from knowing injustice.

Michel Foucault's theory of discourse

the different sets of knowledge and the ways of thinking that can be observed in a society. knowledge also has an impact on our social practices the ways we act and behave.

Feminist post-structuralist theories.to address the question of how social power is exercised and how social relations of gender, class, and race might be transformed

tutor: Ellie

Unpacking Assignment 1 - Define Social Justice and Discuss the Principles

The assignment details outline some key points that should be included in your essay.

The week one activities have specifically aligned with some of these points.

These points will likely be the starting point for your essay (after the introduction).

As a teacher, why is it important to have an understanding of social justice?

Specifically, you may also seek to:

define social justice, including what social justice is and how it broadly links to diversity and difference.

discuss social justice principles and the regulations and/or policies relevant to early childhood education in the Australian context

Lets dive into this a little together so we all feel confident with this section of the essay.

Note as part of your planning you will need to decide what you are going to address in each section of the essay. We will be exploring some options in the live collaborate, but ultimately this is something you will need to determine for your reflection.

****** The below discussion includes the regulations and policies discussion however you might choose to include these in the second section where you further explore:

discuss why an understanding of social justice and the broader principles and implications are important when working with children

The task is asking you to:

Define Social Justice and how it links to diversity and difference.

Here we might draw on themodule materialsincluding the Rawls reading to assist with defining social justice. We can also explore additional research (like the many amazing resources shared on the DB in week 1 - collated list attached).

We are also making the connection between social justice, diversity and difference. These themes are picked up again further on in the essay (when discussing the challenges of bias and stereotypes) but here we are wanting to highlight why social justice and diversity are so integrated. This was a common theme in the initial Week 1 activity with many of us highlighting that in order to have a diverse society that accepts difference, there needs to be a level of social justice that acknowledges and protects our diverse perspectives.

Discuss the principles of social justice.

Here we want to provide some framework around our definition of social justice to identify some principles. These again might be drawn from Rawls theory from the module but we may also develop on these, drawing in other principles that we have identified throughout the research this week. These principles could be unpacked after you define social justice OR they could be integrated with your definition.

Discuss the regulations and policies that address social justice, relevant to early childhood education in Australia.

The task is also asking us to connect these discussions with policy. As educators in Australia what regulations and policies will guide our work with regard to social justice? We picked up some of these themes already in the unit (discussing the AC and EYLF as well as frameworks provided by the UN and other authorities on social justice). Many of the great resources shared during week 1 were examples of such policies and guidelines.

Remember to pass this assignment we are looking for:

Critical understanding of theoretical perspectives of diversity, difference and social justice.

Precise integration of evidence to support claims made within the reflection.

A highly sophisticated and perceptive level of critical discussion

The reflections structure, depth of discussion and the significance of the issues identified are integrated into a single sophisticated and coherent piece of writing

Key Clarifications.Social justice defined and principles

We discussed the importance of drawing on a range of research to support these points. The Rawls reading was a great foundation - however we uncovered many other wonderful sources throughout week one that you can use to develop your discussion. The question was asked - do we need to use Rawls, and the answer was no it is not compulsory so long as you are drawing on a variety of other strong academic sources.

It might be helpful here to think about social justice as the "idea" and the principles are the framework that support that idea. I do have a post above that specifically addresses this section of the essay as well.

Criteria

Pass -A developing awareness of different categories of difference and diversity.

Credit - The reflection shows an understanding of the concepts of diversity, social justice

Highlight the importance of social justice for teaching and students.

We discussed that this might be a relevant place to include our policies and guidelines as this is ONE of the reasons it is important to implement social justice within our classrooms. There was a great brainstorm during the session that highlighted many possible options to draw on.

We also however acknowledged that this is not the only reason why it is important. Use your research to explore the benefits of social justice in the school setting.

The Pass criteria refers to this section specifically

Personal and/or professional examples that show an emerging understanding of social justice in the early childhood education context.

Explore Barriers to Social Justice

We discussed a range of barriers including our own lens.Bias and stereotypes will play a role here. We also explored how the theories could potentially help us to understand these barriers. Why is social justice not a "given"? This is likely a section you will have a lot of personal and professional reflections to contribute (this was evident in our chat tonight!). Remember though to balance this with research and theory.

Note -there were a number of questions wondering "how many barriers should be addressed". UC Helen suggested 2 or 3allowing for both depth and breadth of discussion.

Pass Criteria

The capacity to make links between biases and stereotypes and relevant theoretical and disciplinary perspectives.

Opportunities to overcome barriers to social justice

This is where we are considering how we can challenge barriers to social justice (like bias and stereotypes). The theories play a significant role when unpacking these concepts - linking these to your reflections.

Note- It was again suggested that 2/3 theories would be a good number to explore in your essay.

Credit Criteria

The reflection on biases and stereotypes demonstrates a capacity to be constructively self-reflective, with a thoughtful outlook for further teacher self-development.

Below is the table with the answers sorted. Note these are just brief summary points about each theory to help build our foundation knowledge - theweek 3 moduleprovides more depth.I have a post above that further unpacks how to approach the theoretical concepts.

Rawls theory of social justice Justice as fairness

Postmodernism Individuals construct their own meaning from personal experience.

Post-structuralism Knowledge can be perceived differently and turned into various ways of thinking and knowing by different people.PSchallenges ways of thinkingand is characterised as a mode of thinking about the structures of a society.

Critical theory Critiques bias, inequity and discrimination. CT aims to do more than explain how society works, but to reveal the assumptions that keep human beings from knowing injustice.

Michel Foucault's theory of discourse The different sets of knowledge and the ways of thinking that can be observed in a society. Knowledge also has an impact on our social practices the ways we act and behave.

Feminist post-structuralist theories. To address the question of how social power is exercised and how social relations of gender, class, and race might be transformed.

it would be great to mention the Rawls principles and then perhaps share the social justice principles that you feel support this work in EC or primary settings sharing reflections or ideas from the setting and what this looks like/could look like.

EDU44 | Advocacy and Social Justice

0.1 Unit overview

This unit is about social justice and advocacy in Australian early childhood education. What is advocacy and social justice? Why is it important? Inthe speech,Social inclusion and human rights in Australia(Australian Human Rights Commission, 2013),social justice is definedas:

a fair distribution of economic resources

equal access to essential services such as housing, health care and education

equal rights in civil, legal and industrial affairs

equal opportunity for participation by all in personal development, community life and decision-making.

This definition lays down the basic principle for what a just Australian society should be. Advocacy is one of the important steps to achieving social justice. According to theOxforddictionary, advocacy refers to: 'Public support for or recommendation of a particular cause or policy' (Lexico.com, 2020).

What do social justice and advocacy have to do with early childhood education?

First, the principle of social justice has legal binding forall people in Australia. Any unfair ordiscriminatory treatment is against theAustralian Law (seeA quick guide to Australian discrimination laws.[Australian Human Rights Commission, 2015]). In education, teachers have the statutory obligations to ensure all students are treated fairly and equally and provide an inclusive learning environment for all. For example, see the following:

The shape of the Australian Curriculum (PDF 391 KB).(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012).

Belonging, being and becoming: The Early Years Learning Framework for Australia (PDF 8.51 MB).(Department of Education and Training, 2010).

Melbourne Declaration on educational goals for young Australians (PDF 954 KB).(Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

In this unit, we'll look at social justice and advocacy at three levels: the personal, the classroom practice and beyond (the school, community, and society).

Consider the following images of children from the early 1900s:

What do these images represent for you? What do they mean for the following?

Our own perceptions and assumptions about 'childhood' and what it means to be a child

Our views and attitudes of children as being 'innocent' or needing to be protected

How our social values and attitudes (such as those relating to children's roles) have changed over time, and how our social and cultural contexts shape our attitudes

Power relationships between adults and children

Issues such as poverty that may lead children to be placed into difficult circumstances

Opportunities that children may have for learning and education as a result

As an early childhood practitioner you'll need to consider and address these issues and complex topics, and some 'messy questions'. Often there's no right answer. Additionally, much of what we do as practitioners will be shaped by our own attitudes and assumptionssometimes, while well-intentioned, these are not always in the best interests of the child. This unit will hopefully help you to explore these issues, and challenge and question your own and others' assumptions and attitudes.

The learning material is divided up into three modules, in order to allow related topics to be grouped together and enable you to make stronger connections between topics, material and assignments.

Module 1: Diversity and social justice (weeks 13)Here we define the rationale for studying diversity and the objective of social justice. It provides a general introduction to categories of diversity in relation to inequality. It provides a general introduction to diversity and advocacy, with a focus on your own and other adults bias and prejudice regarding diversity and how personal biases and prejudice may contribute to social injustice. It provides a critical theoretical framework for you to understand the biases people can bring to their teaching practice. It covers the content for Assignment 1: Essay.

Module 2: Social diversity and (in)equity (weeks 47)We discuss specific categories of diversity such as race, culture, ethnicity, religion, gender, sexuality, the family and child poverty, and how they are related to social justice. We contextualise the theories, abstract concepts, and broad policies and regulations you've learned in Module 1. We link theories to practice, with an emphasis on teaching and learning diversity in early childhood settings.

Module 3: Advocacy and activism (weeks 811)Here the focus is on advocacy and activism. This requires you to use what you've learned in the previous two modules to construct and develop strategies for advocacy. You'll be able to develop strategies that aim to bring about changes both within and beyond early childhood settings.

Set text

Throughout this unit, the eText we use each week is:

Robinson, K.H., & Diaz, C.J. (2016).Diversity and difference in early childhood education: Issues for theory and practice,2nd ed. Maidenhead, England: McGraw-Hill Education.

1.1 This week's focus

This week's topic is: Diversity and social justice.

The first module comprises Weeks 1 to 3. In the first week, we look at diversity and related social and political meanings attached to different social groups. In the next two weeks, we'll understand how individual attitudes are formed drawing from studies in social psychology.

We'll also introduce critical, postmodernist and post-structuralist theoretical perspectives. These theories provide a 'lens' with which we're able to view and reconsider the world around us. Now, lets start the first week by defining the key words and phrases of this unit:social justice,advocacy, andcategories of diversity and difference.

This week's objectives

By the end of this week you should be able to:

identify and understand why social justice is important

identify and define key terms and concepts of social justice, diversity, difference and advocacy

identify and examine principles of social justice.

1.2 Discussion 1:

Purpose

If theres a good story, then its a good video. And people will watch it. Even if were all not like Ingmar Bergman, we can all tell stories. Video just doesnt take a super-talented high degree of skill to pull off. You can do it. Yes you can!

(Haskin, 2012)

Learning online has many benefits, including the opportunity to construct your learning through social interactions between experts such as your eLearning Advisor (eLA) and people with similar experiences to yourself. The purpose of this discussion is to introduce yourself to the online community and establish rapport with your peers.Italso gives you achance to consider your own personal reflections on the unit's concepts, which is required inAssignment 1: Essay.

Being able to introduce yourself in a succinct, informative and personable manner is a valuable skill you can use in any workplace. In this discussion activity, you will introduce yourself to your peers by creating a short video that outlines your background and motivations for studying. You will do this through the use of the multimedia toolCanvas Studio.

The use of video is widely accepted as essential for today's generation of learners and professionals. It is a highly valuable skill to be able to communicate clearly through a range of formats and linguistic modes. Consider your goals for the futurehow will the ability to access, communicate, create and evaluate using a variety of digital tools support you in the contemporary workplace?

This discussion supportsunit learning outcome 3.

This should take approximately 30 minutes to complete.

Task

Step 1: Createa one-minute video using Canvas Studio that introduces you to your learning group. Briefly describeyour own ideas of what terms like 'diversity' and 'social justice' mean. Consider the following questions and use them to help you write your post:

What does the term 'diversity' mean to you?

What does the term 'social justice' mean to you?

What is 'difference'? Have you been called 'different' or had others consider you as such? Do you consider yourself 'different' in any way?

Step 2:Postyour video to the discussion board.

Step 3: Replyto two other posts, as we aim to build a positive and supportive learning community. In your response,welcome them into the unit and respectfully acknowledge the differences that they've identified.

Classroom discussion:

Ellie thinking to the following prompts;

What does the term 'diversity' mean to you?

What does the term 'social justice' mean to you?

What is 'difference'?-Have you been called 'different' or had others consider you as such?-Do you consider yourself 'different' in any way?

Yu:

What does the term 'diversity' mean to you?Diversity for me means people are quite different, they come from different social, political and economic backgrounds with different cultures, religions and beliefs.

What does the term 'social justice' mean to you?Social justice means that people from diverse backgrounds have the same rights in terms of education, employment, housing and have a sense of belonging to the society or community.

What is 'difference'?Difference means not only about appearance such as colour, but also about the personality, beliefs and perceptions.I think every person (child) is different and unique which makes everyone special. What we need to do is to respect other people and get respect from them as well.I am definitely different from anyone else in the world. I have many advantages and of course have some weaknesses, but this is me, geniue and real.

Vanessa

What does the term 'diversity' mean to you?

Diversity is differences, its about including everyone regardless of their background or life choices.

What does the term 'social justice' mean to you?

Social justice to me is putting aside differenceswithin society and considering each individual as equal with equal opportunities to education and employment.

What is 'difference'? Have you been called 'different' or had others consider you as such? Do you consider yourself 'different' in any way?

Difference, I think we are all different as it is our unique life journey that mould's who we are and what we believe. I was raised in the country I believe it has moulded who I am, I believe in community and appreciation of our natural work, I like bushwalking, camping and gardening. I now live in Perth suburbs but find I have very different values to the vast majority.

Collapse SubdiscussionEllie Beadle ebeadle@swin.edu.auGemma What does the term 'diversity' mean to you?When I think about diversity, I think about my students and their diverse needs, strengths and interests. Each child has their own unique personality, strengths, ideas and interests and with that, they also come from different cultures/social backgrounds. I think diversity is great- because if we were all the same life would be very boring.

What does the term 'social justice' mean to you?Social justice to me means breaking down the social inequalities that exist within our society today. "Social justice isthe view that everyone deserves equal economic, political and social rights and opportunities."

What is 'difference?

Difference I guess is not considered 'the norm' within a particularsocial group and/or setting.

Have you been called 'different' or had others consider you as such?

Yes, I have been called different. I moved to Australia when I was young with my family from England. My differences were very apparent back then and they still are today. I sounded different to everyone else and would use different words to describe different things in some instances. I also was behind compared to the children in my age group from differences in our past education.

Do you consider yourself 'different' in any way?

Yes, I always consider myself different. To be honest, is anyone normal? What is normal?

Collapse SubdiscussionEllie Beadle ebeadle@swin.edu.auStephanieWhat does the term 'diversity' mean to you?

I see diversity as acceptance and giving the same treatment to each individual child/person, no matter what their culture, background, SES and appearance is. Diversity is also changing the way society can be towards a range of cultural backgrounds, and changing those beliefs to live in a world where everyone belongs. Diversity should be seen as something that is extremely important and special, that can bring lots of people together to learn and connect with one another.

What does the term 'social justice' mean to you?

I don't know a lot about social justice, but I assume this means that everyone is given equal opportunities and involves fair decision making amongst society.

What is 'difference'? Have you been called 'different' or had others consider you as such? Do you consider yourself 'different' in any way?

I believe that being different is often viewed as something that is negative or a negative trait. Society often views people that may be 'different' as 'strange', 'doesn't fit in' or 'weird'. I align with the notion everyone's uniqueness and authentic self should be encouraged to be expressed and children should have the right to grow into the person they were meant to become, despite of any hesitance towards being judged for not being 'normal'. Who is to say what normal is? Who is to say how a person should be? Look like? Act like? Live like?

1.3 Introducing social justice and advocacy

As we mentioned in the introduction,social justice is a fundamental principle in Australia. In the speechSocial inclusion and human rights in Australia(Australian Human Rights Commission, 2013), https://humanrights.gov.au/about/news/speeches/social-inclusion-and-human-rights-australiatheAustralian Government definessocial justiceas:

a fair distribution of economic resources

equal access to essential services such as housing, healthcare and education

equal rights in civil, legal and industrial affairs

equal opportunity for participation by all in personal development, community life and decision-making.

Broadly, social justice refers to those social conditions and institutions that facilitate all citizens actively participating in and contributing to their communities. Advocacy, on the other hand, involves individuals and groups attempting to influence outcomes in economic, political and social fields (Rawls, 1971).

Social justice principles

Rawls (2001) suggests a theory of social justice as 'justice as fairness', with two key social justice principles underpinning this theory:

Principle 1Each person has the same indefensible claim to a fully adequate scheme of equal basic liberties, which scheme is compatible with the same scheme of liberties for all.

Principle 2.

Social and economic inequalities are to satisfy two conditions: first, they are to be attached to offices and positions open to all under conditions of fair equality of opportunity; and second, they are to be to the greatest benefit of the least-advantaged members of society.

(Rawls, 2001, pp. 4243)

However, Rawls is not the only theorist to suggest social justice principlesseveral theorists, as well as organisations and bodies both in Australia and beyond, have outlined their own principles of social justice.

Social justice is a goal and principle of education in Australia. Lets have a look at the guiding documents. Select each document to learn more.

The Australian CurriculumThe Australian Curriculum is designed for all students.

TheAlice Springs (Mparntwe) Education Declaration (PDF 4.94 MB).(Education Council, 2019) affirms the goals of theMelbourne Declaration (PDF 955 KB).(2008). The Melbourne Declarations goals provide the policy framework for the Australian Curriculum, to promote excellence and equity and enable successful learning opportunities for all students.

The ways in which the Australian Curriculum addresses these goals are detailed inThe Shape of the Australian Curriculum Version 4 (PDF 392 KB).(ACARA, 2012). The propositions that continue to shape the development of the Australian Curriculum establish expectations that the Australian Curriculum is appropriate for all students. These propositions include:

that each student can learn and that the needs of every student are important

that each student is entitled to knowledge, understanding and skills that provide a foundation for successful and lifelong learning and participation in the Australian community

that high expectations should be set for each student, as teachers account for the current level of learning of individual students and the different rates at which students develop

that the needs and interests of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests.

(ACARA, n.d.)The EYLFThe EYLF sets a new vision for Australia.

The Early Years Learning Framework is an important and timely resource for early childhood.

It embraces a vision for a new Australia:

a future that embraces all Australians

a future based on mutual respect, mutual resolve and mutual responsibility

a future where all Australians, whatever their origins, are truly equal partners, with equal opportunities and with an equal stake in shaping the next chapter in the history of Australia.

(AGDEEW, 2010, p. 3)

1.4 Categories of diversity and difference

While we uphold our ideal of justice and fairness, the reality is quite different. Economic resources are not distributed fairly in Australia. This uneven distribution leads to unequal access to services, rights and opportunities.Despite the economic growth in the past decades, inequality in Australia keeps rising.For example, when looking at average income:

When looking at average income:

Someone in thehighestincome group has aroundfive timesas much income as somebody in thelowestincome group.

People most likely to be found in thelowestincome group include:

Older people.

Sole parents and single people.

People without paid work.

People from culturally and linguistically diverse backgrounds.

(Australian Council of Social Service [ACOSS], 2015)

ReadInequality in Australia: A nation divided (PDF 269 KB) (ACOSS, 2015) to learn more about this divide.

Not only are people categorised into different groups, certain groups also tend to be more disadvantaged than others.What social categoriescan you name and how are they related to social (in)equality?This weeks readings (Plummer, 2010; Robinson and Daz, 2006) have detailed discussions on categories of diversity and difference in relation to inequalities and social justice.

Reflect

Now, listen to Tony introduce himself, giving a little bit of his story and talking about how he came to be a teacher.While listening, please consider the following questions:

What categories of diversity and difference does Tony belong to?

He's male (gender), and Asian-Australian (ethnicity)what other social categories can you name (for example, people defined by their occupations, such as engineers and educators, as well as their income)?

What do these categories mean in Tonys case?

What categories are you fitting in? What do they mean for you?

How do you categorise people around you?

How are these categories related to inequalities and social justice?

What should be changed to ensure a more just and fair society in the cases of Tony, yourself, and people around you?

What's next?

This week's readings will provide you with an overview of the key terms and concepts for the unit. The readings will also assist you in understanding why social justice is important, and why we may need aparadigm shifta topic that we explore further next week.

The readings this week and next week also begin to introduce you to sometheoretical perspectives(essentially, theories that act as 'lenses' through which you can view the world) which will continue to be referenced throughout the unit.

Essential readings

Children as young as two are well aware of difference and related societal attitudes. Read from the sectionChildren's perceptions of difference., until you reach 'Shifting paradigms in early childhood education: a historical overview' in your eText. Robinson and Daz explain why it's important to explore the issue of diversity with very young children. This text will also assist you in considering social justice issues and provide a rationale for social justice to help frameAssignment 1: Essay.

Additional resources

The textEquality and inclusion in early childhood(Lindon, 2012) is a great resource that you may find useful to regularly refer to in order to read about some of the unit's concepts in a more accessible way and to consider how equity and inclusion is a part of social justice and advocacy. In preparation for next week and to better understand how children develop attitudes, this week you may wish to read the following Lindon (2012) sections:

The impact of adult attitudes on behaviour.(pp. 47), which provides an overview to some of the themes covered next week where we explore discrimination, bias and attitudes.

The sectionKey words and phrases.(pp. 911) is also useful to refer to as a glossary of some of the terms and categories in this unit generally.

If you're interested in Rawls' social justice principles you may wish to reviewJustice as fairness (PDF 2.85 MB).(Rawls, 1958, pp. 164194) and

Social justice? Examining John Rawls' theory.(McPherson, 2019). https://medium.com/the-reformed-conservative/john-rawls-is-the-modern-architect-of-social-justice-aa6bd7bd80901.5 Activity: Researching social justice principles

Purpose

As noted in this week's learning materials, Rawls (2001) outlines his principles of social justice. However, he's not the only one. Are there any social justice principles that resonate with you as an individual or as a teacher?

This activity encourages you to consider social justice and do your own research around social justice principles. You will then share your research with your peers in this week's discussion.

Task

Step 1: Researchsocial justice principles that other theorists or government bodies have suggested.

Step 2:Findone resource that provides alternate social justice principles compared to those in the learning materials.

Step 3: Preparethe following for this week's discussion:

a brief description of the link to the research you conducted (e.g. organisation and how many principles)

a brief note of how you feel the principles compare to those suggested by Rawls.

Step 4: Proceedto1.6 Discussion 2: Exploring social justice principlesto share your research.

1.6 Discussion 2: Exploring social justice principles

Purpose

In1.5 Activity: Researching social justice principles, you conducted your own research around social justice principles. You will share your research and findings in this discussion.

The ideas you and your peers share will support your response toAssignment 1: Essay, in which you'll need toconsider and articulatesocial justice principles and the regulations/policies relevant to early childhood education in the Australian context.

Task

Step 1: Ensureyou have completed1.5 Activity: Researching social justice principles.

Step 2: Posta link to the resource you found (make sure you cite sources usingAPA referencing).In your post:

provide a brief description of the link (e.g. organisation and how many principles)

add a brief note of how you feel the principles compare to those suggested by Rawls.

Step 3: Replyto another peer's post.Discusswhether you feel the social justice principles they've posted align with your own views of social justice, aiming to provide your own summary of what you feel are important social justice principles for you.

Classroom discussion:

Ellie

This week introduces key topics and definitions, and will require you to consider a rationale for social justice and different perspectives and principles of social justice.

The identification of the principles of social justice is a dot point in Assignment 1, so I encourage everyone to engage with this activity and bounce a few thoughts and ideas off each other.

Further resources that might assist you this week:

Salvation army - HYPERLINK "https://www.salvationarmy.org.au/socialjusticestocktake/" t "_blank" Social Justice Stocktake reveals issues of concern for Australia

This site provides a great introduction to social justice in easy to understand terms, noting society as the 'bad guy'.

The UN convention on the rights of the child and theUniversal Declaration of Human Rights.This simplified 'child friendly' version of the UN convention of the rights of the child is an easy-to-consider breakdown. While not regarding social justice per se, you should aim to consider/compare social justice principles for their alignment to the UN convention.

Ellie The first essential reading this week isChapter 7 Suffering inequalities(Plummer, 2010, pp. 152182).

Some of the key takeaways I took from this reading included:

The idea of "objective vs subjective" suffering - in particular I resonated with Plummer's (2010) words "But even if they are seen, it will often be through the lenses of charity and patronage, and often locked in a language of degradation" (p. 163).

This is something I feel really passionate about, the way we talk about students should reflect their strengths, their uniqueness, their potential. Of course that does not mean we ignore the additional challenges and barriers a student may face, but it does mean that we do not define the student through those barriers.

Plummer (2010) also highlights the importance and indeed the power in asking questions - seeking to identify which social orders might be impacting our students and their families.

2.1 This week's focus

This week's topic is: Discrimination, stereotypes, bias and assumptions.

This week we explore key terms around bias, assumptions and discrimination. We begin by discussing discrimination and stereotypes, and continue by exploring bias, assumptions and 'subjectivity'.

Hopefully you'll begin to question your own and others' attitudes and begin to imagine ways to question these attitudes, a requirement ofAssignment 1: Essay.

This week's objectives

By the end of this week, you should be able to:

define bias and discrimination

identify forms of bias and discrimination

examine and analyse your own and others' bias and stereotypes

begin to analyse why an anti-bias approach is important in educational contexts.

2.2 Stereotypes, prejudice, and discrimination

Prejudice and stereotyping are biases that work together to create and maintain social inequality. Prejudice refers to the attitudes and feelingswhether positive or negative and whether conscious or non-consciousthat people have about members of other groups. In contrast, stereotypes have traditionally been defined as specific beliefs about a group, such as descriptions of what members of a particular group look like, how they behave, or their abilities.

Vescio & Weaver, 2015

Watch the video to learn more.

Prejudices are harder to shake than you think, with Heidi Grant Halvorson (2015) http://bit.ly/2xwVMIsPrevailing perceptions and views cannot be swiftly changed or simply switched on and off. These perceptions and views do not come from within a vacuum, nor are we born with them. They're the result of a matrix of interrelated social, political, economic, and culturalhistorical factors. They're a product of socialisation, a process that, while it may have various stages, does not itself stop when adulthood begins. Such prevailing perceptions that are held by a large proportion of a population are known asstereotypes.

Stereotypes can have a number of useful functions to do with being able to reasonably predict people's likely behaviour before meeting them. For example, you can imagine how they might be useful when approaching the task of teaching children from a quite different cultural background to one's own in terms of anticipating possible challenges. However, they are also dangerous, since they tend to prejudice people against individuals who differ from the prevailing and expected patterns of behaviour and thought. Moreover, they tend to encourage people to see groups as homogeneous and to perceive individuals who do not act or think like the majority as somehow deviant.

2.3 More about stereotypes

This week'sdiscussion and readings will continue to challenge your attitudes and beliefs. We'll then spend time next week looking at some of the underlying perceptions and assumptions that may form attitudes, and how we can begin using theoretical perspectives to challenge our own attitudes and behaviour, as well as the behaviour of othersthese are the main focuses ofAssignment 1: Essay.

Listen to Tony talking about stereotypes in the field and how they have adversely affected him. What kinds of stereotypes do you think he might mention?

Podcast: Tony talks about stereotypes (2014) created by Swinburne OnlineReflectYouve been reading about feminism, and poststructuralism - heavy terms. What kind of stereotypes do they bring to mind? Or if you haven't read about them yet, you will be. So, what does feminism mean to you and, perhaps more interestingly, why should a man be talking to you about feminism? Isnt that somehow a contradiction in terms? Can men be feminists? As a man working in early childhood education, am I somehow a feminist? (Whatever the answer, don't tell my Dad!)

Anyway, allow me to get a bit analytical here. Dad was not, and is still not quite happy about my choice of working in an early childhood centre; it is a stereotype that early childhood education is a 'womens job'. Is it something you think of as biological, that women are biologically best served to work as carers and educators for young children and babies? And that men are, biologically, made to be engineers.

Feminist theorists have long pointed out the other side of this so-called 'truth', that traditionally, womens work, such as care and domestic work is seen as inferior to 'masculine' work, such as law, engineering, plumbing, and so on. Jobs that tend to be overwhelmingly filled by women also tend to be paid less. Because women are subordinated to men, 'womens work' is devalued. This is why people working with under 5 year olds have a lower social status than teachers in other sectors; and people working with under 3 year olds, because the job requires more care that is seen as more 'feminine' have an even lower statusthis situation is resulted from the gender inequity. So, feminist post-structuralists push this view another step forward to consider the interplay of many structural inequalities, such as social class and race. This is discussed in your second reading. Therefore, social justice exists to break such an oppressive cycle. Or at least to break the appearance of such a cycle as somehow inevitable or normal. And yet, we cannot just change peoples perception by shouting some slogans. Watch the way little girls tend to play and little boys tend to play. Do you ever see social roles being learned at this young age?

One of my nieces is a bit of a tomboy. That term alone tomboy contains all sorts of value judgments about what is appropriate for little girls and little boys to do. Is there a male equivalent for little boys? Anyway, at her crche one day the educator found her - a 3 year old, Vietnamese-Chinese-Cambodian-Aussie girl - putting one of the little boys in a headlock in the sandpit. My sister, her mum, was called in to discuss this violent behavior and my niece was severely reprimanded for inappropriate behavior. She said that the little boy had been teasing her and hitting her so why shouldnt she finally snap and defend herself. However, one of the things that emerged was that it was considered inappropriate behavior for a girl to fight back or to be rough, whereas there would not have been such controversy had the person doing the headlock been a little boy. Obviously, in an ideal world, nobody is being put in a headlock or hitting anyone else. However, when it is boys doing the fighting, that is somehow normal and natural. Its just what boys do. So from a young age it seems, my niece the tomboy is learning the hard way what is considered appropriate and inappropriate behavior based on gender rather than based on some more universal template. Does this seem fair or am I simply being biased in my analysis?

Here you can begin to question your own and others' attitudes and to imagine ways to question these attitudes.Reflect on Tony's podcast and consider the following.

Think of some stereotypes, prejudice and discrimination you have observed or experienced.

What kinds of stereotypes about early childhood education and teachers exist?

Can you think of how any of these stereotypes may be useful or dangerous?

What common prejudice and discrimination do you observe in your daily life?

How can you deal/challenge the negative attitudes/behaviours discussed by taking a 'paradigm shift'adopting critical theoretical perspectives?

Find a resource that helps develop an anti-bias approach to the stereotypes, prejudice and discrimination.

2.4 Perceptions

Look at the following image of two children approaching a house.

Write down all the details you see when you look at this photograph.

What impressions of the photograph have you formed based on the details you've noticed?

Children and house (2013)http://bit.ly/1qnczWlIf you were walking past this scene on your way home, what would you think? What would you do? An initial reaction for many people might be that 'something is wrong' because what we see does not fit our expectations or assumptions about children, about homes and about parents. An abandoned, derelict and graffitied house is not somewhere that young children should be visiting, let alone perhaps living in. It's common to think that all children in Australia should be supervised, kept safe and warm. We most likely wonder: What is going on? What's this house? Where are the parents? Should I call the police?

Now that you've considered your own ideas of the image, read the following definitions and reflect on each of them in relation to the image. Did you bring your own perceptions and assumptions to your reading of the image?

Select each definition to learn more.

PerceptionSchacter (2011) defines perception as 'the process by which people organise, identify, and interpret the information that they receive through their senses so as to make sense of their environment'. We listen to people, we look at people, we smell people and we form judgementsor evaluations of these people based on our understanding of these sensory impressions.

The impressions we have of people and events, and the meanings we apply to them, are based on our own personal and cultural experiences. The process of attaching meanings to our perceptions is both consciously and unconsciously done.

AssumptionsWe have assumptions about what a society should be, what we should be, and what others should be. Some assumptions and expectations are more fundamental than others and they are the norms we expect everyoneto follow. In other words, we expect that things should be 'normal'. Anything or anyone that's 'abnormal' could cause a problem that should be fixed.

Not all of our assumptions are bad, because they constitute something fundamental for a shared predictable, cohesive, and stable social reality. With the image we looked at, the conflict with our assumptions could alert us to take action to ensure the wellbeing and safety of the children in the picture. However, not all assumptions are helpful or have positive results. As we have briefly touched upon earlier, some negative attitudes can become racism, sexism, prejudice, or discrimination and exclude and oppress certain groups of people.

Not only do we make assumptions about what we observe, we also make inferences and analyse causes and effects. Starting from a concern about 'what?', people continue to ask 'why?', 'how?', and seek solutions to what is perceived as a problem.

Lets go back to the image of the two children. People would speculate on why and how these two children are running towards a boarded-up and unkempt house. Some people may blame the parents, or particularly the mother; some may look at the lack of social support; some may declare the whole welfare system should be abolished; some may blame the breakdown of family traditions; some may point to the collapse of social, moral and traditional values; some may jump to various conclusions before any investigation has occurred. To blame is to attribute cause to something or someone.

AttributionAttribution theory is a group of theories that describe how people explain the causes of behaviour.

Personal attribution: Attribution to internal characteristics of an actor, such as ability, personality, mood or effort.

Situation attribution: Attribution to factors external to an actor, such as the task, other people or luck (Kassin et al., 2014, p. 117).

There are many studies and theories on attribution and biases in social psychology. If you're interested, you may explore further. Here we'll briefly discuss cultureandattribution, and motivational biases. Consider this take on cultureandattribution: 'Just as culture influences the way we perceive the physical world, so it also influences the way we view individuals and their place in the social world around them. Hence, although attribution researchers used to assume that people all over the world explained human behaviour in the same ways, it is clear now that cultures shape in subtle but profound ways the kinds of attributions we make about people, their behaviour, and social situations' (Nisbett, 2003, as cited in Kassin et al., 2014, pp. 125126).

Reflect on the citation from Kassin et al. (2014) and consider how education in Australia is influenced by its dominant Anglo-Saxon culture, which is just one of many cultural perspectives. How is childrens thinking influenced by their culture?

Motivational biasesMotivational biases refer to how peoples perceptions are influenced 'by personal needs, wishes, and preferences' (Kassin et al., 2014, p. 127). For example, consider the image of the two children running towards the derelict house. The many different opinions of the image in terms of what's happening and what might be wrong with the picture may also be coloured by personal experience, needs, wishes and preferences or hidden agendas. Some examples of these 'colourings' include (Kassin et al., 2014, pp. 128129):

Wishful seeing: perceptions that are shaped by their intent or existing beliefs.

Theneed for self-esteem: perceptions or beliefs to enhance peoples self-esteem.

Belief in a just world: The belief that individuals get what they deserve in life, an orientation that leads people to disparage victims.

Essential readings

For more on human perception, please read the following chapters:

Chapter 13 Social behaviourLinks to an external site.(Weiten, 2013,pp. 516559). Pls check attached files.

Chapter 3 The social selfLinks to an external site.(Kassin et al., 2014,pp. 52101). Pls check attached files.

There is overlap and similarity between them, but they are complementary to each other. The two chapters give you a comprehensive overview of how people perceive, make judgements and behave in certain ways. This information enables you to identify various biases and stereotypes of your own and others and critically analyse and challenge them. This is a requirement ofAssignment 1: Essay.

Additional resources

The book by Lindon (2012),Equality and inclusion in early childhoodLinks to an external site., is a great resource that you might find useful to regularly refer to in order to read about some of the unit's concepts in a more accessible way and to consider how equity and inclusion is a part of social justice and advocacy. You will need to consider equity and inclusion inAssignment 3: Report.

2.5 Can we remain neutral? Should we remain neutral?

This week Tony discusses whether in the face of issues concerning social justice, diversity and difference, we can and should remain neutral and objective.

After our discussion, it looks, at least on the surface, that human emotions are the culprit behind our human fallacies when it comes to perception.

Should we get rid of all emotions or subjectivity? Can we?

This week Tony describes a book that he once read on emotions and subjectivity,Descartes error: Emotion, reason and the human brainby Antonio Damasio. Within this book, Damasio suggests that feelings assist us in making decisions in an uncertain world. He argues that feelings '...serve as internal guides, and they help us communicate to others signals that can also guide them. And feelings are neither intangible nor elusive. Contrary to traditional scientific opinion, feelings are just as cognitive as other precepts' (Damasio, 1994, p. xv).

What do these mean when we're required to 'critically reflect to identify and challenge [our] own and others bias and stereotypes from an informed and principled perspective'?

Podcast: Tony reflects on emotions in thinking (2014) created by Swinburne Online

Hi again. Hows the study going? Lets go back to those two key terms, social justice and advocacy. Youve thought about them; you might even have clear definitions of them. The question for now is whether you can somehow remain neutral about social justice and advocacy. Let me contextualize this form a minute. As I record this podcast, the tragedy of the siege in Sydney has just gone down. Can anyone remain neutral about that? Were you able to somehow remove emotions from your reaction? As observers, the thing I would say is that we need to remain critical, we need to interrogate our emotions and our thoughts, to understand them better. For me, I need to ask questions about the way the siege was reported on the news and on social media by my friends and the people I follow. I need to think about whether it was terrorism or if it was mental illness or a massive failure of the criminal justice system or about another male who felt entitled to commit horrible, violent acts and dress these up as political? But you know, we are also emotional beings and our feelings are important. If we are to remain neutral or critical, should we somehow detach from our emotions? Can we even do that?

It turns out that it is not about detaching our emotions and feelings. Actually, we cant. A few years ago, I was chatting with a friend of mine about this issue of detaching our emotions, trying to be somehow objective or impartial about social issues, and she recommended this amazing book calledDescartes error: Emotion, reason, and the human brain. Its written by a neuroscientist called Antonio R. Damasio. He argues that human emotion is a part of the cognitive development. In fact, contrary to much 20th century neuroscience, Damasio believes that emotions play a crucial role in high-level cognition. He used many studies of the human brain, and many real cases, historical and present. In the past, 'scientific research' or 'scientific truth' meant to remain neutral. Thats why we used to be told that we should never use 'I' in an essay because we were supposed to be objective and the use of the first person somehow made the argument or the analysis seem too subjective. Of course, we cant produce mere fabrication. But it is not quite logical that objectivity can be achieved through not using the term 'I'. It is how we reach the opinions that matters not just whether we use 'I' or not. This old practice is based on the belief that human cognition is independent of emotion and that emotional arguments are somehow suspect and weak. Anyway, weve included two excerpts from Damasios book in this weeks learning materials. This was also Descartes philosophy: I think therefore I am rather than I feel therefore I am. Or, I feel therefore I think.. Thats why the title of the book starts with 'Descartes error'.

In my early childhood studies, I learned about human development. Research shows that human development is dynamic and complex, and that cognitive, emotional, social, and physical development are all intertwined. Thats why in early childhood, we now focus on the 'whole child'. In early childhood education, we used to do 'running records'. This kind of documentation is meant to capture only 'facts' and the observations by the educator about the kids are meant to be objective. You know, like scientists in a laboratory. Now we also use learning stories for learning assessment. So, instead of trying in vain to strip away our emotions and feelings that influence our perceptions, we should reflect upon all the factors that shape our views. We write narratives and not just reports. If something is inspiring or confounding or upsetting or challenging, we write about it and our responses and the behavior of the children in order to make sense of it all. Then we can make informed decisions about the best solutions and pathways for everybody and the society. Maybe now you may realise why you are constantly asked to write reflections in your studies. These arent just diary entries or an exercise in jumping though hoops. They are designed to get you to combine the emotional with the intellectual; you know, so that your feelings and experiences are mixed up with relevant academic research as well as your own thoughts. If something happens professionally that angers you or makes you feel particularly great, then you look into what others in the field have said about it, you consider the perspectives of other players in the situation like the children and your colleagues and the parents, and you reflect on all these aspects to produce an account that is multi-faceted.

You know, in my case, I get where my dad is coming from; I understand his own upbringing and cultural background and I get why he is confused if not disappointed by my career decision. You know, I understand how he might think that he has lost face among some other men in the community. So, when I approach him to talk about my life direction, I consider all these aspects as well as my own motivations. This is how I stay optimistic that he will eventually come around to where I am at.

2.6 Discussion: Should we remain neutral?

Purpose

Do social justice and fairness mean that we should remain neutral or should we examine critically our own stands and others?

The purpose of this discussion is to help you considersome of the broader issues and challenges to implementing social justice in practice. This is a requirementofAssignment1: Essay.

In this discussion you'll debate the following statement:

'Teachers should remain neutral in the educational setting in relation to issues of social justice'.

If your last name begins with AL, you'll support this statement in the debate.

If your last name begins with MZ, you'll argue against this statement.

This discussion supportsunit learning outcomes 1 and 4.

This should take approximately 30 minutes to complete.

Task

Step 1: Posta summary explainingyour assigned position andfindan article or other source that supports it. Inparticular, discuss the potential issues you see in aiming to remain neutral and whether we can truly be neutral.

Make sure you cite sources usingAPA referencing.

Step 2: Replyto one of the opposing members of your learning group.Challengetheir position with a question related to their post or a sourcethat challenges their perspective.

Ellie

This week, we needto take sides, although the sides on offer are aboutteachers neutralityin relation to social justice issues. Debating a problem always offers critical opportunities to understand that specific problem further at a deeper level, so I hope to see many of you participating and sharing at least one source (article, textbook chapter, video, audio, or even professional website resources) to corroborate your stance. This could become your ultimate source collection to utilise in your A1 Essay along with the main readings of the unit.

Assignment 1requires you to discuss why an understanding of social justice and related broader principles is critical when working with children and their families. In Week 1 we explored the broader principles and definitions, and we set up the scene for further informed investigations.Week 2is key to collect data and develop a deeper understanding of issues and challenges related toimplementing social justice, which is also an important aspect of your A1 Essay. This week we will be reflecting upon our responsibility towards doing the best we can to remove barriers of inclusion through our practice; therefore, engaging in this activity (whatever side you end up being) means engaging inreflective practice,which will be extremely helpful towards crafting your Essay.

As Lindon (2012) notes in one of the key reading this week, being a reflective educator concerned with social justice is important not just because our focus is on childrens (and their families) wellbeing, but also because of the image of the world that you are giving the children: the big picture that extends beyond their own backyard (p. 2).

Lindon, J. (2012).Equality and Inclusion in Early Childhood : Linking Theory and Practice.Hodder Education. Proquest eBook Central. Retrieved from https://ebookcentral.proquest.com/lib/swin/reader.action?docID=967141&ppg=1

Readings

Chapter 13 Social behaviour (Weiten, 2013,pp. 516559). attached files

This reading covers a lot of concepts and as they have a fair grounding in psychology, they may be new to some of us.

I know sometimes when I have a chunk of reading to get through it can be helpful to work off some prompts, below are a few points I noted and also some key concepts it would be great to locate and define.

The first point that really jumped out at me was:

Stereotyping is a normal cognitive process that is usually automatic and that saves on the time and effort required to get a handle on people individually (Fiske & Russell, 2010). Stereotypes save energy by simplifying our social world. However, this energy savings often comes at some cost in terms of accuracy (Stangor, 2009).

Of course stereotypes can have a significantly negative impact on our own perceptions and on our engagement with others - it was interesting to consider that to some extent it is a logical process for our brain to undertake.

The discussion later in the reading about the evolutionary role of perception and our ability to identify friend from foe also expanded on this concept. The key point seemed to be "difference" could equal "danger" - which is a big support for our role as educators to assist students to understand difference. When something is no longer unknown, it is far less "threatening".

Can you think of a classroom example of how you might support students to understand difference?

The section of the reading on attributions was also really fascinating, I personally found myself drawn to the difference between internal and external attributions. One of the most simple explanations I have ever heard for this concept is "if someone cuts in front of you while driving, you assume their just a jerk or a an idiot, but if you do it to someone else, you think about your external situation like how youre late for work or how your loved one has been hospitalized.".

Remember that our attributions are essentially guess work and heavily influenced by our own complex lens.

Some of the other concepts that I picked up when reading included:

Attitudes and social judgementsConforming

Obedience

Chapter 3 The social self.Kassin et al., 2014,pp. 52101). attached files

This is another long one - but there are some really valuable concepts throughout that will:

help to unpack your OWN perspectives and reflect on this in your essay.

assist you to understand your students perspectives and support them in a way that meets their unique needs.

Some of the key terms that you can takeaway from the reading include:

Self-concept refers to our overall beliefs that we have about ourselves. The reading introduces the concept of "Self schemas" which is something we can relate to as early years educators who are always working to support students general knowledge/schema to assist with meaning making.

The reading outlines some relevant concepts when considering the idea of self concept.

Introspection

Self-Perception

Influences of Other People

Autobiographical Memories

Culture and the Self-Concept

The reading also outlines 3 applications of self concept:

Self Esteem - How we evaluate ourselves.

Self Regulation - How we motivate and focus ourselves.

Self Presentation - How present ourselves through our social identity.

Self concept is relevant both to our students (as it influences many aspects of their behaviour and learning) as well as to better understanding our own lens.

Chapter 1 Equality for early childhood practice.(Lindon, 2012,pp. 118)

Reflective Practice

***This section is taken directly from the text

Equality in practice is definitely an area that benefits from some reflection, as outlined below.

You need to be willing toacknowledge what you learned within your own childhood, as well as adulthoodsources of your beliefs and assumptions.

Discussion with team or network colleagues is important for airing ideas, sharing knowledge and, with support,addressing areas of practice that are less comfortable to face.

Childminders, who usually work alone, need reflection and a chance to discuss issues, in order to be consistent over time in their reactions with children. If you work with an assistant or co-childminder,you need to discuss ways of handling sensitive situations.

In group provision, it is essential that the whole staff team reaches an informed commitment over policy and, just as important, ashared understanding about what policy means in daily practice.

There must beconsistency between individual practitioners on key issuesaround how to handle types of situation that arise with children, in communication with parents or with fellow professionals.

Follows the beautiful Chloe Hayden (she is a bit of a hero in ND circles at the moment!). Her speech at theMarie Claire Women of the Year awardsLinks to an external site.was powerful and aligns with the discussions about difference and diversity!

https://www.facebook.com/theicannetwork/Links to an external site.

Yu: Hi Ellie,

I may try to define attitudes and social judgements.

Attitudes are positive, neutral and negative evaluations and thoughts about objects, such as social issues, people, consumer products etc. Attitudes consist of three components including cognitive, behavioural and affective components. Attitudes vary along the dimentsions of strength, accessibility and ambivalence (Weiten, 2013). People ususally have explicit attitudes and implicit attitudes. Research found that implicit attitudes which people have little consious control over had been the central issue for prejudice. People may change their attitudes, but strong attitudes are more tougher to alter (Weiten, 2013). In early childhood education, some educators, children and families hold negative or neutral attitudes towards social justice. To effectively implement social justice and inclusive education in early childhood education, it is vital for educators to develop positive attitudes through professional development and training, regular critical reflection and seeking support from the government and other stakeholders. So that educators can embed appropriate strategies to promote children's understanding and positive attitudes about social justice.

Stephanie:

Personally, my own view is quite stuck between the two statements! I think that teacher's should remain neutral in education settings in regards to social justice issues by not impacting and influencing children's beliefs and perceptions. As children are not born into this world with an understanding of prejudice, assumptions and bias, I think that the role of the teacher is really important in providing students with opportunities to be exposed to a range of views, but should not influence children on what to believe. However, for teacher's to completely detach from their emotions could be seen as impossible if their emotions are supported by their strong beliefs. I wonder what the solution is? Will teacher's detaching from their emotions benefit children's learning in relation to social justice issues? Will teacher's be able to perform as their best if they are not teaching authentically and passionately? Does this limit educators practice?

I will give this a go though... Supporting the statement'Teachers should remain neutral in the educational setting in relation to issues of social justice'.

Teacher's should remain a neutral identity in an education setting relating to issues of social justice to provide students with opportunities to listen to multiple perspectives and make sense of their world to make decisions that reflect authenticity and their own personal beliefs. Teacher's should provide children with learning environments and experiences that do not taint children's views similar to their own (Brandes & Kelly, 2001), rather they should be existing as a balanced point of view that allows children to see two or more views of social justice issues.

Brandes, G. M., & Kelly, D. M. (2001). Shifting out of "neutral": Beginning teachers' struggles with teaching for social justice.Canadian Journal of Education,26(3), 437-454. https://www.proquest.com/scholarly-journals/shifting-out-neutral-beginning-teachers-struggles/docview/215372370/se-2

Ellie A student shared this article this week which has some good points for both sides of the debate.

https://www.amle.org/do-teachers-remain-neutral-or-share-their-beliefs-with-students/Links to an external site.

What do you think? Shall we remain neutral?

As future EC teachers (and some of you are a step from becoming one, hooray!), you are going to enter the profession and represent it not just for yourself as an EC/teacher and person, rather you will represent and advocate for the profession as a whole.

What strikes me in this Week 2 Podcast, is when Tony delves deeper into post-structuralist and feminist theories, and says, "Feminist theorists have long pointed out the other side of this so-called 'truth', that traditionally, womens work, such as care and domestic work is seen as inferior to 'masculine' work, such as law, engineering, plumbing, and so on. Jobs that tend to be overwhelmingly filled by women also tend to be paid less. Because women are subordinated to men, 'womens work' is devalued. This is why people working with under 5 yearoldshave a lower social status than teachers in other sectors; and people working with under 3 yearolds, because the job requires more care that is seen as more 'feminine' have an even lower statusthis situation is resulted from the gender inequity."

He concludes that social justice might exist to break such an oppressive cycle.

How does the observation above make you feel?

What may our responsibilities be as EC/Primary school teachers regarding these stereotypes?

How can they affect the way we teach?

How may these gender-based stereotypes affect the children in our classes and the way they feel about school, parents, you and them as well?

Tony (Host). (2014).Tony talks about stereotypes [Audio podcast]. Swinburne Online. Retrieved fromhttps://swinburneonline.instructure.com/groups/44544/discussion_topics/597318

Laura:

Hi Ellie and everyone,

Apologies for my late contribution. It's actually a really busy time for me at the moment. I'm actually getting married in January! so with wedding planning, studying (which is my final TP and then I'm done but I'm very excited) and working it's super crazy lol. I still wanna do my absolute best with my final studies and still wanna contribute :)

For this discussion, I believe that effective neutrality is when an educator facilitates a discussion between students so both sides of an argument can be represented. As the teachers neutrality enables a learning environment where every student feels that their experience and opinion are respected. This is exactly the kind of environment where students learn best and want to be in school.

Supporting this statement Teachers should remain neutral in the educational setting in relation to issues of social justice'.In an article I found, Wormeli (2016) suggests that it can be a dilemma when to impose our own philosophy and values but being an educator is an important role. Educators are encouraged to work hard at not bringing bias into the conversation but rather instead to try and remain neutral to hear both sides of whatever issue that's been discussed.

Our job is not to teach kids what to think but rather how to think as students also need to understand where opinions come from and ideal creating a safe space for that to happen and to be able to explore them on a deeper level (Wormeli, 2016).

Wormeli, R. (2016). Politics, Racism, Religious, Classism, Sexual Orientation: Do Teachers Remain Neutral or Share their Beliefs with Students? AMLE Magazine, 4(3), 37.2.7 Week in review

Before you move on to Week 3: Critical and post-structuraltheoretical perspectives, take some time to reflect on this week's readings and assignment tasks.Weekly readings

All the readings you came across this week have been collated so you can access them easily next time you're in the unit.

Essential readingsChapter 13 Social behaviour.(Weiten, 2013,pp. 516559).

Chapter 3 The social self.(Kassin et al., 2014,pp. 52101).

Chapter 1 Equality for early childhood practice.(Lindon, 2012,pp. 118).

Equality and inclusion in early childhood.(Lindon, 2012).Assignment 1: Essay

Assignment 1: Essayis due Monday of Week 5. Your essay should:

define social justice

discuss social justice principles and the regulations and policies relevant to early childhood education in the Australian context

discuss why an understanding of social justice and the broader principles and implications are important when working with children

outline some of the broader issues and challenges to implementing social justice in practice

discuss how theoretical perspectives may help you to challenge your own and others' biases and stereotypes or in developing an anti-bias approach.

3.1 This weeks focus

This week's topic is: Critical and post-structural theoretical perspectives.

This week we explore assumptions and ways of seeing the world through theoretical perspectives. We moreover explore how theoretical perspectives might help us change our ways of thinking. In particular, we look at theories of modernism, postmodernism and post-structuralism.

This week's objectives

By the end of this week you should be able to:

compare critical andpoststructuraltheoretical perspectives

appreciate the roles of power and discourse in defining perceptions

identify and understand ways in which theoretical perspectives can assist in challenging your own and others' bias and assumptions.

3.3 Critical theories: Modernism and postmodernism

What do you understand by the term 'paradigm'? The related cartoon might give you some ideas. Research the term and discuss its meaning and relevance with peers. This week's reading provides a brief recount of the paradigm shift in early childhood education and what it means.

We have previously discussed children's development and that, despite adults thinking children are 'innocent', children will begin to develop attitudes as early as two years old. These attitudes may begin to shape their behaviour with others. Consider the following questions:

Do you consider children as innocent? Since your reading from last week, do you still hold this belief?

What is our role as teachers to challenge traditional ideas about children?

Theoretical perspectives can help us to view the world in different ways and question commonly held beliefs or ideas that we may previously have considered a truth. Begin exploring theoretical perspectives by watching an explanation of postmodernism in the following four-minute video. The video explains some of the key differences between modernism and postmodernism, sometimes also referred to as post-structuralism. As you watch, think about how this might impact on the field of early childhood education.

Post-modernism - Post-modern Worldview (2010) https://bit.ly/3lzJbNJCritical and post-structural theories

These two theories were explored in EDU10004 Theories of Teaching and Learning. They have differing paradigms, which do different things. However, they can also work together in relation to understanding concepts and constructs of race, class, gender and abilities.

Critical theory critiques bias, inequity and discrimination and aims to do more than explain bow society works, but to reveal the assumptions that keep human beings from knowing injustice. Critical pedagogies focus on the lives of the children in their education settings and families advocating against injustice in the community and wider world and include critical issues in their teaching. Critical theory is also focused on taking action to tackle injustice and critical pedagogy works to engage children as empowered agents able to question, challenge and contribute to society.

Post-structuralism challenges ways of thinking and pursuing a normalised truth, based on a fixed understanding or facts. Post-structuralism therefore explores and is open to multiple truths. Post-structuralism can be characterised as a mode of thinking about the structures of a society.The benefit of postmodern approaches like critical and post-structural theories is that they shake up thinking and challenge ideas of power, knowledge and discourse (the relationships between language, structure and agency).

Essential readings

Additional resources

3.4 Power and discourse: Feminist post-structuralism

According to Burr (1995, p. 64), knowledge refers to the particular construction or version of a phenomenon that has received a stamp of truth in our society. The knowledge that we take up in our lives is generally upheld as our 'truth' about how we see the world. The knowledge is largely constituted within cultural binaries that result in oppositional or dualistic thinking, commonly perceived to present 'common-sense logic'.

Theory of discourse

Michel Foucault's theory of discourse provides a theoretical framework for understanding how the world operates in terms of identity and power. Discourse is defined by Burr (1995, p. 32) as a set of meanings, metaphors, representations, images, stories and statements that in some way together produce a particular version of events. It is important to note that the discourses that constitute our knowledge of the world are historically and customarily specific; they change across and within cultures over time.

Subjectivity, discourse and power

Individuals do not just locate themselves in discoursethey read from their own discursive positions. Subjectivity is made up of a range of:

...shifting and precarious subject positions as a result of its constitution with the contextual, changing, contradictory discourses that are culturally available. Consequently, the subject is no longer in total control, and this is in stark contrast with the modernist perspective.

(Robinson & Daz, 2006, p. 32)

As you read the Robinson and Daz text, consider the following questions:

Do we need a paradigm shift in early childhood education?

What underlying attitudes form stereotypes and discrimination?

Can we remain neutral?

Power is tolerable only on condition that it mask a substantial part of itself. Its success is proportional to its ability to hide its own mechanisms.

(Foucault, 1976, p. 86)

Essential readings

Chapter 2 Doing feminist poststructuralist theory with early childhood educatorse.in your eText covers feminist post-structuralist theories. This reading will assist you in considering how we shape our world and how feminist post-structuralist theory can help you challenge your own biases and attitudes. This is a big chapter and quite difficultyou may wish to split up sections or review the further resources for an easier introduction to some of the concepts.

The following questions will guide you in understanding the reading:

Why is doing social justice education with children and their families not easy work (pp. 2425)?

What are some of the difficulties early childhood professionals face in daily practice?

What is feminist post-structuralism (p. 25)?

Why combine feminist perspectives with post-structuralism?

How is the 'self' defined according to feminist post-structuralism?

How is 'truth' defined by feminist post-structuralism?

What is 'subjectivity'?

What does it mean that 'self' is 'fluid and dynamic' (p. 27)?

What are some of the 'common-sense beliefs' that are challenged by feminist post-structuralism (p. 28)?

What is discourse and what are some of the discourses listed in the chapter?

What are 'power' and 'agency' according to Foucault?

What are reflexivity and deconstruction?

What are the implications of the reading for early childhood professionals?

Additional resources

Discourses are all around us. To better understand discourse and how to critically analyse discourse, you may wish to read further regarding Foucault, discourse and discourse analysis:

Foucault: Power is everywhereLinks to an external site.(Powercube, n.d.).

3.5 Discussion 2: Theoretical perspectives in challenging stereotypes -

Purpose

This week we looked at some theoretical perspectives, such asmodernism, postmodernism and post-structuralism.We will delve into these perspectives in greater detail throughout this discussion, to explore how bias and stereotypes may be present in the classroom and how you might challenge these.

Participating in this discussion will help you withAssignment 1: Essay, in which you are required to consider how theoretical perspectives may help you to challenge your own and others' bias and stereotypes. It may also help you in developing an anti-bias approach.

This discussion supportsunit learning outcomes 1, 3 and 4.

This should take approximately 30 minutes to complete.

Task

Step 1:Considerthe following questions:

What kinds of stereotypes about early childhood education and teachers exist?

Can you think of how any of these stereotypes may be useful or dangerous?

What common prejudice and discrimination do you observe in your daily life?

Step 2:Postyour response to the following question.

Adopting critical theoretical perspectives, how can you challenge the negative attitudes and behaviours by taking a 'paradigm shift'? You might want to revisit some of the concepts from Week 2.

Step 3: Replyto one of your peers' posts. Share a resource (not covered in the readings) you've found, which helps develop an anti-bias approach to the stereotypes, prejudice and discrimination discussed in their post.

Ellie Hi team

I really likethe story of Tonythat you learnt in our Week 1 study.

Tony is a very good role model for changing things we take for granted and things that we have felt familiar or even comfortable with. As a male, non-Anglo, mixture of Chinese, Vietnamese and Cambodian early childhood teacher, Tony experienced a lot of pressure because of his families cultural beliefs and values, as well as prejudice towards male educators. However, he was able to do what he felt right for himself although his dad was not happy about his decision at the beginning. In the years while he was studying, he shared with his families what he learned and slowly they started to think Tony was doing an important job.

This week's discussionprovides you with an opportunity to explore howbiasandstereotypesmay be present in the classroom and how you might challenge these.

3.6 Week in review

Before you move on to Week 4:Diversity, difference and (in)equity, take some time to reflect on this week's readings and assignment tasks.

Weekly readings

All the readings you came across this week have been collated so you can access them easily next time you're in the unit.

Essential readingsRead from the sectionWhat is postmodernism?until you reach 'Chapter overviews' in your eText.

Chapter 2 Doing feminist poststructuralist theory with early childhood educatorsLinks to an external site.in your eText.

Additional resourcesForewordLinks to an external site.from your eText.

Foucault: Power is everywhereLinks to an external site.(Powercube, n.d.).

FoucaultLinks to an external site.(Pinkus, 1996).

4.1 This weeks focus

This week's topic is: Diversity, difference and (in)equity.

This is the first week of Module2.In this module, we'll look at social categories in more detail as well as related teaching strategies to advocate social justice.This week, we have a general introduction to social categories of diversity and difference and social justice. In the rest of the Module2, we'll focuson:

culture, ethnicity and religion

gender and sexuality

the family and poverty.

Many other issues and categories are related to diversity and difference. We're only covering a few here. Some areas, such as disability and Indigenous studies are covered in other units (e.g. EDU30005 Understanding and Supporting Inclusion and EDU10005 Indigenous Education and Perspectives).

This week's objectives

By the end of this week you should be able to:

describe concepts of difference and equity

identify categories of diversity and difference

identify and describe how equity and inclusion are linked to social justice

identify and analyse strategies to explore social justice issues with children.

4.2 Social groups and categories

Previously, we discussed categories of diversity and difference in relation to inequalities in Australia (ACOSS, 2015). We noted that certain groups tend to be disadvantaged. In fact, inequalities start early in life. Although Australia is a developed country, access to education, social services and other opportunities are not equal among its youngest citizens (UNICEF Australia, 2016).

Children are born into social and economic circumstances that they don't have any control over. A deprived childhood is likely to have profound effect on the childs future. Therefore, the issue of childhood inequalities is particularly relevant to social justice and fairness (United Nations Childrens Fund [UNICEF], 2016).

In the previous module,our aim was to challenge your own and other adults bias and prejudice in relation to diversity and difference. In this module, we'll turn our attention to teaching and learning diversityanddifference in early childhood settings. This weeks readings will have more information on these matters.

Difference

Let's listen to Tony discussing an experience he had in an early childhood setting while on practicum. Although the situation was unsettling for Tony, he was able to rationalise it effectively so that he might develop professionally and also anticipate another such incident in his working future.

Podcast: Tony reflects on difference (2014) created by Swinburne Online

Lets talk about differences and diversity. From my experience, children can spot differences from a very young age. They recognise familiar faces. You know, that makes evolutionary sense. Children read peoples facial expressions, and they predict their routines. The crux is how they interpret differences. Children are living in the social world, and they are part of it. They are not blank slates.

So, as a student I had a placement in an early childhood setting. It was predominantly a white, you know, anglo environment. There was a little boy, he was about 15 months old. On the first day of my practicum, he stared at me, and then started crying. Later, whenever I tried to come close to him, he would scream. I was the only non-white adult. I mean, obviously, I dont think this is racism (laugh). However, if we use the attachment theory to look at the situation, you know, the idea of how human beings respond within relationships when hurt, separated from their loved ones, or sensing threats. So, the little boys response could fit well with the explanation of stranger anxiety. You know, I didnt look like his primary care-giver in that early childhood setting. But he was used to childcare, and he didnt react to other strangers in the same way he reacted to me. Well, the situation is more complicated than a developmental psychology theory can explain. From a very young age, children notice the differences and give meaning to them. But I dont think children are just born to reject everything that is different. I have worked with a Chinese toddler who was attached to an educator with blonde hair, and a Caucasian baby who followed a Burmese educator everywhere.Children develop their own theories from what they have observed. Their theorising gets more sophisticated and systematic later as they are older. Nevertheless, the key thing to keep in mind as an early childhood educator and care-giver is that these early patterns of attachment shape though they do not determine the individual's expectations in later relationships.

Heres an anecdote. There were two 4 year olds boys, Max and Nathan. Max and his family were moving overseas. His Mum and Dad were selling their furniture. Max told Nathan: 'Two guys came into our house and took our coffee table. But they are not burglars.' Nathan agreed: 'No, because your Mum and Dad were there. They didnt call the police.' It is clear that Max and Nathan understood the concepts of law, law enforcement, and property ownership. They didnt use the words in the abstract but were able to grasp and express the meanings in concrete details that were relevant to their lives.

Children dont just parrot what they are told. They put together all the information from observation, stories, conversations or the media to come up with their own theories, to construct their own meanings. Well see this process happening as we consider gender appropriate behavior and racial stereotyping.

Reflect

Do you think it's important to worry about whether children are concerned with inequity and social justice?

How should we deal with the issues of social justice and fairness in Australian early childhood education?

How are you going to teach social justice and fairness in early childhood settings? Are we able to? Is it necessary?

How is social justice and fairness related to Australian laws and regulations?

We discussed the rules and standards of social justice in Module 1. We explained the latter should be the ultimate goal. To uphold this principle, multiculturalism should move beyond understanding other cultures and celebrating different cultural festivals. Or, should it?

Essential readings

For an understanding of equality in relation to difference, read pages 1214 fromChapter 1 Equality for early childhood practice(Lindon, 2012)Links to an external site.. This will be useful for framing your assignments and when consideringAssignment 3: Report, which expects you to consider equity and inclusion in your approach, but it's useful to keep in mind as you move through the entire unit and consider how equity is linked to social justice. Consider this text in relation to your early reading from Robinson and Daz in Week 1, which also discussed children's understanding of difference and how children's attitudes are formed.

To further understand equality, including your requirements in practice, readChapter 2 Equality law, guidance and policyLinks to an external site.(Lindon, 2012, pp. 1933). This will allow you to consider how equity and equality are intertwined with social justice, but also how supporting children's wellbeing is important not only for children, but for yourself as a teacher in meeting requirements and regulations. Follow this up with this week's discussion to explore relevant laws and regulations for the Australian context.

Additional resources

Two chapters fromShaping early childhood: Learners, curriculum and contexts(MacNaughton, 2007) will this week help you to understand different models of learners.

Firstly, inChapter 3 Models of the learner: Reforming through interaction between nature and cultureLinks to an external site.(pp. 4069), MacNaughton (2007) discusses modernist theories in relation to teaching.

While inChapter 4 Models of the learner: Transforming culture and natureLinks to an external site.(pp. 7092), MacNaughton(2007)introduces postmodernist and critical theories and their implications for practice. In both chapters, cases, scenarios and reflective questions are included to contextualise the theories. MacNaughton (2007) is particularly useful for you to understand your approach of teaching and learning diversity in early childhood settings.

4.3 Documents in international and Australian law

All forms of discrimination in Australia are outlawed. Anti-discrimination is a practice required by legislation, regulation and many professional codes of conduct. You may be familiar with the following documents as they have appeared in a range of units, albeit with different focuses.

Navigate through the following presentation to learn more. Select the arrows to move between the sections.

UN conventions

United Nations the Universal Declaration of Human Rights(United Nations, 1948).

A simplified version of the UN Convention on the rights of the child(UNICEF, 2021).

If you would like to go through this convention with young children, there is a version in child-friendly language,UN convention on the rights of the child in child friendly language (PDF 154 KB)(UNICEF, n.d.).

The Australian Government has ratified both of the above conventions. Accordingly, a range of laws and registration are in compliance with the Conventions. The following website provides comprehensive information on Australian Human Rights if you would like further information:Australian Human Rights Commission(Australian Human Rights Commission, 2019).

Australian laws

Human Rights and Equal Opportunity Commission Act 1986 - Declaration on the Elimination of all forms of Intolerance and of Discrimination based on Religion or Belief(Australian Government ComLaw, 1986).

Sex Discrimination Act 1984(Australian Government, 2014).

Disability Discrimination Act 1992(Australian Government, 2011).

Age Discrimination Act 2004(Federal Register of Legislation, 2014).

Apply your learning

This week's discussion asks you to consider the rationale of advocating social justice in early childhood education, as well as related approaches and strategies, which are required byAssignment 2: Case study analysis.

In preparation, complete the following tasks:

Identify one challenge/social justice issue that's important to children and their families in the early childhood education environment.

Prepare a brief summary on how the issue you identified in step 1 is related to Australian laws and regulations.

You will share your issue and a strategy to this week's discussion board,4.4 Discussion: Children, social justice and fairness.

4.4 Discussion: Children, social justice and fairness -

11 unread reply.11 reply.

Purpose

This discussion will give you an opportunity to consider the rationale of advocating social justice in early childhood education, as well as related approaches and strategies, which are required byAssignment 2: Case study analysis.

In preparation, make sure you have completed the steps on page4.3 Documents in international and Australian law.

This discussion supportsunit learning outcomes 1, 2, 5 and 6.

This should take approximately 30 minutes to complete.

Task

Step 1: Postthe issue/challenge you identified with a brief summary on how the issue is related to Australian laws and regulations (see4.3 Documents in international and Australian law). In your post, include the link to the relevantlegislation, regulation, etc.

Step 2: Replyto one of your peers' posts andshareone strategy or approach you would use to respond to the selected social justice issue. In particular:

How would you address this issue in early childhood settings?

Are you able to?

Is it necessary?

5.1 This weeks focus

This week's topic is: Culture, ethnicity and religion.

Last week, we had a general introduction to categories of diversity and difference. This week, we focus especially on culture, ethnicity, religion and contemporary Australian Indigenous issues and perspectives.

This week's objectives

By the end of this week you should be able to:

discussissues related to culture and ethnicity that affect children and families

identify potential biases or discrimination related to culture, ethnicity and religion

analyse and develop strategies that explore and/or support issues related to culture, ethnicity and religion that may affect children and families

identify and analyse strategies that may assist in equitable approaches to inclusive practice.

5.2 Culture, ethnicity and religion

Selectthe parts of the following map to learn about diversity in Australia.

Australia is one of the most culturally diverse countries in the world, according to the 2016 Census (Australian Bureau of Statistics, 2017).

Select the map to explore statistics illustrating Australia's changing population.

Two thirds (67 percent) of Australian population were born in Australia. Nearly half (49 per cent) of Australians had either parent born overseas (second generation Australian).

While England and New Zealand were still the next most common countries of birth after Australia, the proportion of people born in China and India has increased since 2011 (from 6.0 per cent, and 5.6 per cent to 7.4 per cent, respectively).

Of the 6,163,667 people born overseas, nearly one in five (18 per cent) had arrived since the start of 2012.

In 2016, there were over 300 separately identified languages spoken in Australian homes. More than one-fifth (21 per cent) of Australians spoke a language other than English at home.

In your readings in Module1, Robinson and Daz pointed out that in the globalisation era, increasing interactions among different cultures have deepened disparity. In the global context, the differences are positioned on unequal footing. While different forms of institutional discrimination are abolished, the discursive formation of prejudice continues. For example, Anglo culture has tended to become or assume the place of the global norm. It's constructed as the only 'truth' against which 'the others' are evaluated. We talked about how inequality is constructed through discourses. Next, we'll use racism as an example to illustrate why discrimination persists even though it has been largely outlawed.

For French philosopher and historian Michel Foucault, the present is intricately intertwined with the past. He said, 'I am fascinated by history and the relationship between personal experience and those events of which we are a part' (Foucault, 1998, p. 124). Remember Tonys story, and that despite being born in Australia, Tony was frequently asked where his 'real' birthplace was, and what nationality he 'really' was. From a Foucauldian perspective, this situation is a relic and reminder of the 'White Australia' mentality.

Racism in the Australian context

The term 'White Australia policy' refers to a range of government policies in placeuntil the 1970s that aimed to keep Australia racially and ideologically white (Gare and Ritter, 2008; NSW Government, Education and Communities, 2012). This led to discriminatory and abusive treatment of various groups, particularly Indigenous peoples and Asian migrants. While the policies were dismantled by the 1970s, the White Australia discourse has been internalised and lives on long after the ideology was deinstitutionalised. Every now and then in the name of free speech, hate speech arises that echoes the history of this policy.

While it's not required that you have a deep understanding of the White Australia policy, further information is included in the tab 'The history of the "White Australia" policy (1900s1970s)' if you're interested.

Select each of the following headings to learn more about racism in the Australian context.

The history of the 'White Australia' policy (1900s1970s)

Casual racism: a white Australian (n.d.)https://bit.ly/3is51kzThe 'White Australia' policy: The early era

In the early White Australian era, Indigenous Australians were forced to go through systematic assimilation or exclusion (Commonwealth of Australia, 2005). The treatment of Asians, called Orientals at the time, provided another example of 'the other'. Chinese migrants and sojourners were one of the largest and earliest non-European ethnic groups in Australia. The earliest recorded Chinese arriving in Australia was in 1803. The number of Chinese immigrants increased during the Gold Rush. The Chinese gold miners were sojourners, a small group of men who were largely passive and mostly worked on gold mines that were abandoned by Europeans. Nevertheless, for decades there were surges of anti-Chinese sentiment in Australia, ranging from institutional exclusion to violent riots.

The anti-Chinese stance softened somewhat during World War II when China and Australia both belonged to the 'Allies' (Australian Bureau of Statistics, 2017). During World War II, the Australian mainstream's hatred towards 'the other' shifted towards the Japanese. Nevertheless, this simply represented an updating of an eternal Australian fear of the various Asian countries and cultures to its north; a fear or xenophobia colloquially known as the 'yellow peril'. During World War II, many Australian-born Japanese were arrested or interned (Piper, 2014).

The end of the White Australia policy

It was not until the late 1960s and early 1970s that the Australian Government implemented a series of measures to abolish the 'White Australia' policy (Australian Government, 2012). In 1973, the newly-elected Whitlam ALP government took the final steps to remove race as a factor in Australia's immigration provisions. This four-and-a-half-minute video,End of the White Australia policyLinks to an external site.(ABC, 2001), outlines the policy's eventual removal. Nevertheless, despite the legislative changes, Australia effectively remained 'white' in terms of immigration practices until 1975, when the implications of the new policy were tested by the Vietnam War refugee crisis. Racism may have retreated from time to time in Australia but has never died. For example, the Vietnam War (interestingly enough, referred to in Vietnam as the American War) during the 1960s and 1970s introduceda surge in anti-Vietnamese racism, particularly against the displaced South Vietnamese refugee arrivals to Australia. That is to say, the notion of the 'yellow peril'the fear that Australia as an isolated outcrop of the United Kingdom would one day be attacked or invaded by one of its Asian neighbours to the northhas never abated.

Casual racismUnlike racism, which targets particular racial groups, the movement of anti-racism and social justice seeks to deconstruct all oppressive discourses. Anti-racism is not about white people against non-white people, rather it's about challenging and dismantling the hegemonic power and order. 'Discourses are more than ways of thinking and producing meaning. They constitute the "nature" of the body, unconscious and conscious mind and emotional life of the subjects which they seek to govern' (Foucault, cited in Weedon, 1987, p. 108). There's deliberate racist rhetoric and behaviour intended to achieve personal and political power. However, there are also behaviours that do not mean to hurt or exclude. The latter is usually called 'casual racism'. However, Nelson and Walton (2014) argue that there's no such thing as casual racism. Daily racism is as harmful as any other forms of discrimination.

While as individuals or as a broader society we may like to think that we have been able to eliminate racism and discrimination based on race or ethnicity, the reality is not that simple or idealistic. The following tabs provide further depth and exploration of recent examples of overt and casual racism within the last decade.

Racism post the White Australia policy (1990s) the new 'other'The 'White Australia' and anti-Asian sentiment most openly came back in 1996, when Pauline Hanson publicly attacked Asian immigrants and criticised the 'unfair' special treatment provided for Aboriginal Australians (Hanson, 1996). Almost 20 years later in 2014, Senator Jacqui Lambie pointed the finger, this time at Muslims (Bourke, 2014). In the meantime, Hanson decided to return to politics after a 12-year hiatus. This time, she promoted a new racist political agenda: 'Halal is being forced on us by 2 per cent of the population' (Agius, 2014).

From these snapshots from a long history of racism, we can see that while the tone of Australian racism and xenophobia has remained stable, the victims have changed from time to time. Racism is an emotionally-driven response to an immediate situation. It tends to gain momentum in times of fear and uncertainty. During the Great Depression, with soaring unemployment rates and economic hardship in Australia, there was elevated hostility towards immigrants in Australia. For example, in 1934, anti-foreigner riots erupted in the Kalgoorlie Goldfields.

Indigenous culture and casual racism in the current Australian contextIn 2014, Melbourne AFL and radio celebrity Eddie McGuire infamously said on air that the producers of King Kong should use AFL footballer, Indigenous Australian and 2014 Australian of the Year Adam Goodes to promote the musical. McGuire's racial slur happened just days after Goodes was called an ape by a young girl in a game against Collingwood during the AFL's Indigenous themed round.The Agenewspaper (Wu, 2014) reported on Goodes' response to the abuse in an article,Adam Goodes' friendship with Eddie McGuire is overLinks to an external site.(Wu, 2014).Read the article and listen to the embedded broadcast.

Goodes described McGuire's slur and the young girl's vilification as acts of 'casual racism'. Would you agree with that description?

How would you present such an incident in the classroom, especially since the young girl was a primary school student?

Are the incidents best left undiscussed in a school classroom, or are they ideal triggers for a broader discussion?

What are the features of racism? Why does racism persist? What is casual racism? Have you experienced casual racism? Why is there is racism without intent to hurt or exclude?

Language and multilingualism

Multilingual primary school (2011)<https://bit.ly/3AfCBjF>

Despite the fact that over 300 languages were spoken in Australian homes, as indicated in the 2016 census (Australian Bureau of Statistics, 2017), English remains the only dominant language.

For some of you, this may seem 'natural' because Australiais an English-speaking country. However, if we look carefully into our history, it's not difficult to note that the dominance of the language was a result of the British colonisation.

Global EnglishThe history of modern English is a manifestation of diversity that has absorbed and synthesised many 'foreign' words.

Watchthis very short video:Global English - The history of English(OpenLearn from The Open University, 2011), for a synopsis of the language's worldwide spread and adoption/adaptation.

Global English - The history of English (2011)http://bit.ly/1yH3VEk5.3 Contemporary Australian Indigenous issues and perspectives

Australian state governments have recently started working together to deliver better health, education and employment outcomes for Aboriginal and Torres Strait Islander people in the Closing the Gap strategy that aims to improve the lives of all Aboriginal and Torres Strait Islander Australians. Three of the six Closing the Gap strategies relate to early childhood, primarily based on the understanding that investment in the early years is most effective in reducing inequities and social disadvantage in the long-term (cited in Grace, Hodge &, McMahon, 2013).

Schools and early learning services should provide opportunities for Aboriginal and Torres Strait Islander students to celebrate their cultural identities. These opportunities enhance the wellbeing of Aboriginal and Torres Strait Islander students and children and create shared pride for Indigenous cultures. One of the ways to advocate for Indigenous people and culture is to write a Reconciliation Action Plan (RAP). The following video highlights one school's journey in developing a personal RAP.

Reconciliation Action Plans (2017) https://bit.ly/33Gu6PjSchools or early learning services can access the Narragunnawali platform on theReconciliation Action PlansLinks to an external site.page of the Reconciliation Australia (2017) website to develop a personal RAP. The website has a range of initiatives and resources to support schools and early learning services on their journey to reconciliation.

Apply your learning

1. ReadChapter 13: Australian Aboriginal and Torres Strait Islander children and families: The legacy of strong state interventionLinks to an external site.(Grace, Burns & Menzies, 2013,pp. 292317) and complete the following tasks taken from page 312.

2. VisitStolen generations' testimoniesLinks to an external site.(Stolen Generations' Testimonies Foundation, n.d.). and listen to some of the personal stories of some members of the stolen generations. Then reflect on the following questions:

How has forced removal impacted on the lives of these individuals?

What has the impact been on their children and grandchildren? Is there evidence of intergenerational trauma?

3. At different historical times, the interpretation of the words in the best interests of the child has differed markedly. Reflect on the following questions:

Why was removal of Indigenous children from their families seen as being in the childrens best interests?

Consider how this differs from policies and practices concerning Indigenous children and their families today.

Compare this initial interpretation of the best interests policy for Indigenous children with policies and practices concerning non-Indigenous children at the same time e.g. the British Child migrants from disadvantaged backgrounds sent to Australia up until 1967, or adoption laws and practices before the 1980s.

4.Bringing them home national inquiry into the Separation of Aboriginal and Torres Strait Islander children from their familiesLinks to an external site.(Commonwealth of Australia, 1997). This document suggested that the policies and practices outlined in the report amounted to genocidethe deliberate destruction of a race of people. Do you agree that this was a case of genocide? Why or why not?

5. Read Kevin Rudds 2008Apology to Australia's Indigenous peoplesLinks to an external site.(Parliament of Australia, n.d.) and investigate the impact of this apology on members of the stolen generations. Do you think this apology heralded in a new era in government policy and widespread understanding, as it promised to do?

Essential readings

Sign up to Narragunnawalis early learning and primaryCurriculum resourcesLinks to an external site.(Narragunnawali, n.d.) to promote reconciliation, write a RAP and to strengthen children and students knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and contributions.

The social, cultural and historical context of Aboriginal and Torres Strait Islander Australians (PDF 352 KB)Download The social, cultural and historical context of Aboriginal and Torres Strait Islander Australians (PDF 352 KB)(Dudgeon et al., 2010).

Additional resources

Overcoming Indigenous disadvantage key indicators 2016Links to an external site.(Australian Government Productivity Commission, 2016).

Reconciliation action plan 20182020 (PDF 4.1 MB)Links to an external site.(DET, n.d.).

Reconciliation action plansLinks to an external site.(Reconciliation Australia, 2017).

Indigenous participation in early childhood education and care Department of Education and Training 2016 - qualitative case studiesLinks to an external site.(Social Research Centre, 2016).

Ensuring equality for Aboriginal and Torres Strait Islander children in the early yearsLinks to an external site.(Sydenham, 2019).

Chapter 7: Indigenous Australia and the education systemLinks to an external site.(Foley 2013,pp. 131159) will be useful reading when completingAssignment 2: Case study analysisandAssignment 3: Report.

Closing the GapLinks to an external site.(Australian Government National Indigenous Australian Agency, 2020).

5.4 Cultural and religious differences

This week, Tony presents a case study. He also briefly analyses the situation and a range of possible positive strategies to deal with cultural and religious difference.

Reflect

Listen to Tony and analyse the situation:

What is problematic?

What strategies are positive? What strategies take consideration of childrens wellbeing, respecting different cultural perspectives/practices and strengthening collaboration?

To answer the questions, we need to go back to the principle of social justice. What is social justice? What is mutual respect? This weeks reading Ponciano and Shabazian (2012) may also have useful information in answering these questions. In your assignment, you do not simply present a strategy but you need to make sure your strategies are well-considered and supported by evidence and literature.

Please note that there are two dimensions when we talk about strategies: one to deal with the situation, the other is teaching that promotes childrens understanding of the situation and social justice. What strategies will support childrens understanding of different religious practice in the case presented by Tony?

Podcast: Tony reflects on diversity (2014) created by Swinburne Online

Back to one of my placements again. A four and a half year old girl was asking for food, but she was not allowed it. The girl was doing religious fasting. The childcare centre followed the familys instruction not to give her any food during the day. Staff members were upset about this, but didnt know what to do. Obviously, we should respect the desires and views of parents and families. We should respect religious and cultural practices. However, we also need to consider the childs wellbeing. The Australian Early Years Framework talks about physical and health wellbeing and social and emotional wellbeing. By law, we should not deprive children of food. It was more difficult when the girl was not allowed to eat while other children were eating than if there was no food at all. You know, children seem to be constantly eating in an early childhood centre. How about the other children? Is this the right way for them to learn about diversity? I didnt know what we were supposed to do.

So, I later discussed this with my lecturer. She said that fasting is a common practice among some religious and cultural groups as well as with some individuals. There are many physical and spiritual benefits associated with fasting. There is nothing wrong about the concept. However, a fixed and rigid implementation of fasting could be unsafe. Besides, there are many different interpretations and practices regarding religious fasting. There are beliefs that fasting should not be done in a way that causes any harm. For example, only those who are physically and mentally fit should fast. In most religious contexts, children before puberty are exempted from fasting (e.g. EL-Ashi, n/d).That said, taking a silent stand is a sign of fear and uncertainty. It is not in the best interests of the child who was required to fast and yet constantly was surrounded by food and in the sight of other children eating. I wonder, should we have somehow included the other children in a rite of fasting so as to include the little girl? I mean, that would have meant embracing diversity, wouldnt it? I can imagine some of the parents being up in arms about it. You know, were all for diversity and difference but, really, you need to draw the line somewhere.

Heres another stereotype for you. I remember a French parent at a university early childhood centre where I did placement who was shocked that Australian kids snacked so much between the three basic meals. She told me that it was good once in a while for children to feel hungry.

Anyway, it is also not in the best interests of the other children who had to see the child not allowed food without any explanation either. To respect cultural and religious difference the centre could use the opportunity to have a cordial, honest and open discussion with the family. The centre could seek external professional support, such as advice from the Diversity Council Australia. The centre could have also invited religious and cultural leaders and communities to support the family as well as the staffs and childrens understanding of the religious practice. With the permission of the family, medical support may also be invited to assess the situation to ensure the wellbeing of the child.

Essential readings

Read Ponciano and Shabazian (2012,pp. 2329), HYPERLINK "https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=74184633&site=ehost-live&scope=site&AuthType=ip%2Cshib&custid=swinb&profile=ehost" o "Interculturalism: addressing diversity in early childhood" t "_blank" Interculturalism: addressing diversity in early childhood (PDF 684 KB)Links to an external site., where we are introduced to interculturalism in more detail and discuss its implementation in early childhood settings. The authors argue that in a multilingual, multiracial and multicultural society like Australia, educators must 'support children's development by instilling in them the tools they need to live together respectfully and stand up to prejudice' (p. 23). They also ask readers to imagine an early childhood classroom in which the learning environment of families, children and educators 'facilitates a deep level of sharing about cultural contexts' (p. 23). All three stakeholders need to be aware of their own biases and tendencies, for a collaborative process.

As you read, be clear that you understand the important distinctions between multiculturalism and interculturalism.

This week's second reading,Chapter 6 Critical multiculturalism: policy and practiceLinks to an external site.in your eText, opens the chapter with a brief recounting of the history of multicultural pluralism in Australia, the construct of 'whiteness', and finally a discussion of its impact on early childhood education. They highlight the pitfalls of the practice of liberal multiculturalism and instead promote a 'critical multiculturalism' that addresses power and equality.

Additional resources

InChapter 7 Languages, identities and bi/multilingualism in childhoodLinks to an external site.of your eText, Robinson and Daz discuss languages and childrens identity, English as a global language and implications for practice in early childhood education.

MacNaughton and Hughes (2011,pp. 5767),Chapter 6 We respect 'their' cultureLinks to an external site., introduces key concepts regarding culture, racism and respect. You might find the reading useful to consider the complexities of developing supportive strategies in the classroom. Sometimes while trying to initiate effective strategies we can unintentionally still do harm.

5.5 Activity: Working with children from multiple backgrounds

Purpose

This activity provides you with an opportunity to have a deeper look into how cultural and linguistic differences may lead to a number of social justice issues that you may not expect.

Participating in this analysis and activity will help you todevelop teaching strategies, which you will then evaluate in this week's discussion. Both of these skills are required forAssignment 2: Case study analysis.

Task

Step 1: Listento Tony talk about an experience he had on practicum.

Podcast: Working with children from different cultural and linguistic backgrounds (2014) created by Swinburne Online

Transcript

On another one of my practicums, I was in the kinder room. There was a new boy, 'Charlie', from mainland China. He spoke very little English and was quiet. Not fitting into the stereotype about being Chinese, he was tall and solidly built. In fact, he was one of the tallest in the group despite being one of the youngest. Sometimes in the heat of an argument, he could use his fists to 'sort out' some of the other boys who picked on him. The teacher would usually intervene and ask the children involved: 'what could you have done differently instead of fighting.' The other kids were articulate. They would quickly say: 'Use our words! No fighting'. As usual, Charlie would not utter a word. I mean, he couldnt really. Not in English. So other children were allowed to go. But Charlie had to stay. He needed a further talk with the teacher to understand 'we use our words, not fists'. I did mention to the teacher that I spoke some Mandarin and that I could talk to Charlie. But the teacher believed Charlie needed to learn about the rules, the rules that were meant for everybody. And the language of the classroom was English.

Feeling supported by the teacher, other kids became more aggressive towards Charlie. They picked on him and teased him verbally. Then Charlie would respond with his fists. This got him into more trouble. I mean, a part of me wanted to suggest we have the occasional lesson or activity about Mandarin. You know, we learn a couple of Chinese words and draw their characters. It never happened and, being on placement, I was a little too reserved to push the idea. You know, embracing and promoting diversity religious, cultural, linguistic can seem quite straightforward on paper but when you are thinking on your feet and in a workplace setting, its complexities come out.

Step 2: Identifytheissues and categories of social justice outlinedin this podcast.

Step 3: Preparea response to the following question:

If you were the teacher, what strategy or activity might you initiate in the educational setting?

Step 4: Proceedto this week's discussion board,5.6 Discussion: Sharing and evaluating teaching strategies, to share your ideas.

5.6 Discussion: Sharing and evaluating teaching strategies - EDU40004 Learning Group 08

11 unread reply.11 reply.

Purpose

In5.5 Activity: Working with children from multiple backgrounds, you were asked to listen to Tony share one of his practicum experiences and after identifying the issues of social justice found within, develop a strategy or activity for that setting.

In this discussion, you will share the issues you found and the strategy you came up with,. You will thenevaluate the teaching strategies of your peers. These skills are required forAssignment 2: Case study analysis.

This discussion supportsunit learning outcomes 1, 2, 3 and 6.

This should take approximately 40 minutes to complete.

Task

Step 1: Postto the discussion board a brief summary discussing the following:

Describethe issues and categories of social justice outlined in this podcast.

If you were the teacher, what strategy or activity might you initiate in the educational setting?

Step 2: Replyto a peer's post,evaluatingthe strategy proposed for itseffectiveness.Commenton the following:

Have childrens emotional wellbeing and levels of understanding been considered?

How have families been considered in the strategy?

5.7 Week in review

Before you move on to Week 6: Gender and sexuality, take some time to reflect on this week's readings and assignment tasks.

Weekly readings

All the readings you came across this week have been collated so you can access them easily next time you're in the unit.

Essential readingsInterculturalism: Addressing diversity in early childhood (PDF 684 KB)(Ponciano & Shabazian, 2012, pp. 2329).

Chapter 6 Critical multiculturalism: policy and practicein your eText.

Curriculum resources(Links to an external site.)(Narragunnawali, n.d.)

Additional resourcesChapter 7 Indigenous Australia and the education system(Foley, 2013, pp. 131159).

Chapter 7 Languages, identities and bi/multilingualism in childhoodinyour eText.

Chapter 6 We respect 'their' cultureLinks to an external site.(MacNaughton & Hughes, 2011, pp. 5767).

Closing the gapLinks to an external site.(Australian Government National Indigenous Australian Agency, 2020).

Overcoming Indigenous disadvantage key indicators 2016Links to an external site.(Australian Government Productivity Commission, 2016).

Reconciliation action plan 20182020Links to an external site.(DET, n.d.).

Reconciliation action plansLinks to an external site.(Reconciliation Australia, 2017).

Indigenous participation in Early Childhood Education and care department of Education and Training 2016 - qualitative case studiesLinks to an external site.(Social Research Centre, 2016).

Ensuring equality for Aboriginal and Torres Strait Islander children in the early yearsLinks to an external site.(Sydenham, 2019).

6.1 This weeks focus

This week's topic is: Gender and sexuality.

This week we look at thedifferences between sex and gender andunderstand how gender, sexuality and identities are constructed by children. We'll also consider how theoretical perspectives can frame your thinking and help you develop strategies that may support children.

This week's objectives

By the end of this week you should be able to:

define and describe key terms related to gender and sexuality

compare and contrast differences between sex and gender terminology and meaning

identify potential biases in relation to gender and sexuality

identify and analyse issues related to gender and sexuality

analyse and develop strategies that explore and/or support issues that may affect children and families.

6.2 Discussing gender

Gender roles in society mean how we're expected to act, speak, dress, groom, and conduct ourselves based upon our assigned sex. For example, girls and women are generally expected to dress in typically feminine ways and be polite, accommodating, and nurturing, whereas boys and men are often expected to dress in masculine ways and be tough, strong and good leaders.

Nursery rhyme: What are little boys made of?

You know the nursery rhyme, now let's listen to the introductory podcast for ideas of how to use this resource with preschool and primary-school-aged children. While listening, consider the following questions:

How does society think about gender?

What do you think about gender?

Is it another one of those difficult subjects that are best avoided in classrooms with young children?

What are little boys made of? What are little boys made of? Frogs and snails, and puppy-dogs tails, thats what little boys are made of.

What are little girls made of? What are little girls made of? Sugar and spice, and all thats nice, thats what little girls are made of.

What are young men made of? What are young men made of? Sighs and leers, and crocodile tears, thats what young men are made of.

What are young women made of? What are young women made of? Ribbons and laces, and pretty sweet faces, thats what young women are made of.

Music credit: 'Tango Ritta' White Music 7, Licensed under Creative Commons: By attribution 3.0 http://bit.ly/1jmalQxGender or sex?Traditionally, people have always thought about gender in oppositions. Linguistically, oppositions in gender help us categorise people, and help give us identifying labels when we engage with others. They make a world of diversity and difference seem simpler to negotiate, much like simple conceptions of right and wrong or good and bad can make criminality seem easier to comprehend.

Select the following tabs to explore gender and sex.

Gender categoriesExamples of gender categories include:

boy/girl

male/female

man/woman

husband/wife.

Nevertheless, there's a difference between the frequency interchanged terms 'sex' and 'gender'.

The terms 'sex' and 'gender' often used interchangeably on many legal documents. However, this dualism between sex and gender is often seen as unrepresentative of the lived reality and experience of many people. The norm is used to judge people who are transgender, intersex people, and people who identify as genderless.

What is sex?Sex refers to our physical characteristics and our biological structures (Mellor & Epstein, 2006).

For example, when you were born the presence of male genitalia (a penis) would identify your sex as a male and vice versa.

What is gender?Gender, on the other hand, is about who we think we are.

Gender is about how we express our masculinity and femininity (Mellor & Epstein, 2006; Butler, 1988).

Gender roles

Gender roles in many countries have changed over the last century. For example, womens suffrage was first achieved in New Zealand in 1893. Non-Indigenous women in South Australia gained the right to vote in 1895. Women are now an integral part of the workforce, although still underrepresented in positions of power, and the gender pay gap means that women earn lower salaries than men (Workplace Gender Equality Agency, 2018).

Gender and gender roles are not biologically fixed, it is not an 'either-one-or-the-other' situation. Many facets intricately shape the formation and development of gender roles and sexuality.

Gender and gender roles are heavily influenced by culture, media and consumerism. Recently, there has been renewed debate about the gendering of childrens toys. For example, children are surrounded by TV, computer games, clothes and toys that play a role in constructing concepts of gender. Toffoletti (2014) discuses gender neutral toys that enable children to make up their own rules and their own mind when playing with toys.

6.3 Children and sexuality

A persons sexuality is a dimension of their life. It can be expressed individually or with others; it can include desires or practices involving homosexual, heterosexual or bisexual relationships. Furthermore, at different times most of us will experience various emotions related to sexualityexcitement, confusion, anguish, happiness and other feelings. These emotions may be intense or, at other times, mild. Developing comfort and confidence around sexuality is a natural part of growing up.

There are two things we know about childrens sexual development (Richardson & Schuster, 2004):

Children learn about sex from the worldchildren are surrounded by sexual messages and adults have an important role to play in helping them develop a critical approach to some of these messages.

Children are inherently sexualsexual development is relevant to every age and stage of life, with corresponding needs for information and skills related to puberty, reproduction, relationships, and gender.

Gender and the education profession

Listen to this week's podcast, in which Tony talks again about gender and his own experiences as a male educator in what is often considered a 'woman's profession'.

He discusses the idea that gender somehow accords with the biological constructs of sex and that these characteristics of sex somehow predispose certain people (i.e. men and women) to proficiency in certain professions. Tony also introduces the concept of advocacy.

Gender is often related to conventional gender roles. People have assumptions about what men or women should or should not do. As a teacher, how are you going to promote and teach gender equality in your education setting? Consider Tonys story and consider a range of strategies that may deal with gender biases/prejudice in the workplace.

Podcast: Gender and the education profession (2014) created by Swinburne Online

Essential readings

Read the following pages from these readings to consider gender in practice and for strategies to address gender in early childhood contexts.

Read the articleWhy does gender matter? Counteracting stereotypes with young children (PDF 1.13 MB)Links to an external site.(Aina & Cameron, 2011) in which the authors argue the need for early childhood educators to counter and neutralise gender bias in classrooms, as negative stereotypes impact on self-esteem and academic performance. The authors also discuss the role of popular culture in reinforcing gender stereotypes through mass media and marketing. Reading this article will help you complete the activity for this week and fuel your discussions. This reading is also useful for considering the role of the whole school in advocacy and in promoting equitable approaches.

Chapter 10 Childhood and sexualityLinks to an external site.in your eText, discusses social justice and equity issues for gay and lesbian people in early childhood education and argues the relevance of doing social justice education with children around gay and lesbian equity issues. Focus your reading just to these sections:

Homophobia and heterosexism in early childhood settingsLinks to an external site.provides a great exploration of the issues in addressing homophobia in early childhood settingsnot just in children, but with parents and other educators who may have biased or discriminatory views.

Follow this up withImplications for policy and practiceLinks to an external site., which details strategies to address these issues.

Review key pages fromChapter 3 Active support for both sexesLinks to an external site.(Lindon, 2012). Focus your attention on'Reflection on gender equality' (pp. 4144) and the tips and scenario on page 47. If you wish to read the whole chapter, it's listed in the additional resources.

Additional resources

These optional resources will assist you in forming deeper connections to this week's concepts and assist with your assignments. You're not under obligation to read them but may find them useful to deepen your understanding of gender and sexuality issues.

Chapter 9 Gender in early childhoodLinks to an external site.in your eTextdiscusses biological and social perspectives of gender and how early childhood educators can challenge children's stereotyped perceptions of gender. In particular, valuable sections to read are:

A glimpse of educators perspectives on gender and approaches to gender equityLinks to an external site..

Implications for policy and practiceLinks to an external site..

Gender regulation: a feminist poststructuralist and queer perspectiveLinks to an external site..

You may wish to review social and biological perspectives on gendersocialisation theory and biological determinism (Sex roles and socialisation theory: A critiqueLinks to an external site.andBiology is destiny? The discourse of biological determinism: a critiqueLinks to an external site.) for an understanding of the way different theories frame views relating to gender.

Chapter 3 Active support for both sexesLinks to an external site.(Lindon, 2012, pp. 3450) challenges gender differences between boys and girls and provides tips for teachers. It also covers equity considerations and working with families.

If you would like to have more detailed information on sexuality and the discourses, issues and theoretical perspectives, you might like to readChapter 10 Childhood and sexualityfrom your eText in full.

6.4 Discussion: Gender equality - EDU40004 Learning Group 08

11 unread reply.11 reply.

Purpose

As discussed, gender is often related to conventional gender roles. People have assumptions about what men or women should or should not do.As a teacher, how are you going to promote and teach gender equality?

This discussionwill give you an opportunity todiscuss and analyse gender roles and their social justice implications. This analysis will help you prepare forAssignment 2: Case study analysis.

Before you begin, make sure you have listened to Tony's podcast from6.3 Children and sexuality.

This discussion supportsunit learning outcomes 1, 2, 3 and 6.

This should take approximately 30 minutes to complete.

Task

Step 1: Selectan activity/experience that will help you address gender diversity and equality in your educational setting. It could be a game, video, or other activity.

Step 2: Postyour ideas from Step 1 to the discussion board.

Step 3: Replyto one of your peers' posts.Identifyanypotential issues or consequences of using that activity/experience. Suggest one strategy you would use to overcome the challenges.

EDU44: Advocacy and Social Justice

Assignment 1: Essay

Assignment overview

Teaching practices are greatly influenced by our personal values and attitudes. This assignment task requires you to write a reflective essay discussing diversity and difference in relation to social justice in early childhood education. You'll also discuss how you can challenge any related stereotypes and biases i.e. examples you have witnessed firsthand or have discussed with others, or stereotypes and biases you hold yourself. Challenging your own and others' biases and assumptions will assist you in further considering strategies that can support children and their families within early childhood settings.

Assignment details

You're required to write a 1200-word essay that identifies and challenges your own and/or others bias and stereotypes in relation to categories of diversity and difference. In your discussion and reflection, you will draw on various theoretical and disciplinary perspectives covered in Weeks 13.

Use these guiding prompts to consider how to structure and frame your essay. Broadly, you may find it useful to consider the following questions to assist you in structuring your response:

As a teacher, why is it important to have an understanding of social justice?

What are the biases and stereotypes that challenge implementing social justice?

How can theoretical perspectives assist in challenging bias and stereotypes?

Specifically, you may also seek to:

define social justice, including what social justice is and how it broadly links to diversity and difference

discuss social justice principles and the regulations and/or policies relevant to early childhood education in the Australian context

discuss why an understanding of social justice and the broader principles and implications are important when working with children

You should write in first person; however, all academic sources must be cited and referenced correctly.

As this is an academic essay, an introduction (including a thesis statement of what you plan to discuss) and conclusion are expected.

Adhere to APA referencing style, citing references throughout and including a reference list.

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