Introduction

The phrase, For schools to operate for the benefit of all they need to be socially just denotes the necessity for the development of socially just and safe spaces within the domain of schooling. The realm of schooling all over society can be found deformed and hijacked by economic and political forces (Klaasen, 2020). Ethnicity can be considered as a cultural and social identity that denotes a group of individuals who share basic features like religion, language, behaviors, values and beliefs. A viewpoint is brought within the quote that an education system that is socially just should be established on a particular notion. This specifically states better education can be considered one kind of democratic right in relation to all people living within the society. Additionally, the education should be socially just that has the objective to enhance learners intellectual growth and well-being (Klaasen, 2020). Social justice within schools creates an impact on various ethnicities students as they have to deal with discrimination, language obstacles, caste-oriented prejudice and gender disparities. This report mainly aims to highlight the presence of social justice policies, pedagogies, and practices of different ethnicities in several settings of schools along with providing some recommendations on developing an equitable environment of learning.

Main Body

Absence and Ethnicity of socially just policies, practices and pedagogies within schools

Ethnicity concerns are becoming a prime concern within the context of education and recently, it has been found to reach a new height. Higher education in South Africa has made fewer strides and although the post-apartheid policy aims to redress the impact of apartheid, injustice due to belonging from a particular group in higher education is still an endemic issue in the context of South Africa (Klaasen, 2020). Moreover, the social just pedagogies are considered as the agency formation resource towards enhancing social justice. Its absence is highlighted by the utilization of pedagogies and curriculum with regards to every essential learning area. Developing evidence indicate several educators are not incorporated well to educate students from backgrounds which are culturally unique as compared to mainstream cultural backgrounds (Klaasen, 2020). With regards to a potential students number from various backgrounds belonging from culturally diverse backgrounds forming the population of schooling, teachers have faced a challenging task.

To several students who are from refugee backgrounds, it is noticeable that schools are to a certain extent responsible to provide them with a failure self-sense. This is because of refugee students' adjustment issues around schools (Watkins et al., 2019). Refugee students face complexities to build connections and also have to deal with comparisons made with their peers in Australian schools. Therefore, a constant burden is placed on these students to abide by educational rules and policies and close the potential educational limitations formed between them. Watkins et al. (2019) find to develop the latest language and knowing well social contexts can be considered very much essential yet most educational types within schools are found to be decontexualized and abstract, thereby generating major concerns for refugee backgrounds students. Instances of these abstract approaches include visual representation depending on conventions of Western Australia including decontexualized and abstract written words taking them into notice as not suitable for refugee backgrounds students. Another example can be found as students from Africa often experience inequity in school settings and hence, African individuals must hold the ability to have liberty and space in order to embrace who they actually are and what abilities they have. They are required to love themselves and they should be proud of their heritage (ABC, 2021). They must not hide the parts of their identity so that they can meet the expectations of the racists.

Jeong (2021) observes ethnic discrimination as racisms behavioral manifestation that is elaborated as differential or unfair treatment focused on ethnicity or race basis. Racist comments for students who are from a specific group are usually thrown by White Australian people as they reside within a country regulated by individuals whose appearance is similar to them. The notions and perceptions of their individual superiority can be identified as immense in characteristics. For example, the 2019 research review from the University of Western Sydney and Australian National University brings the confirmation that racial bullying greatly takes place at Australian schools and universities. Evidence provided clarity that one out of three students in public schools within Victoria and NSW has dealt with discrimination and racism from their friends. The relevant proportion has suffered from the same issue within broader society. The country of Australia is likely to keep concepts like discrimination and racism at a particular distance (Jeong, 2021). The government's message that every individual belongs through Harmony Week is mainly to develop more regarding hashtags and morning teas rather than addressing racism reality. But if the ultimate objective is to bring harmony, these peoples' job role is exiting the cultural or ethnic limitations and promoting diversity by working against adverse opinions on race.

Around Australia, constitutional recognition and continue have been aspects incorporated within policies of the national level with different approaches producing educational resources and tools to assist educators and resolve these challenges. For example, NSW schools around Australia have presently acquired more autonomy for organizing their EAL/D (English as a Dialect or Additional Language) programs; a growing responsibility impairs them for financing these programs. A huge burden is created by this measure for schools obtaining restricted budgets to deliver sufficient EAL/D assistance to refugee background students with complex needs of English literacy and language. Gerdin et al. (2020) also relate pedagogies of social justice include recognizing inequalities as well as strengthening groups or people to undertake social measures and attain change significantly. They can be found incorporated when physical and health education educators are likely to identify and take actions based on social inequalities instead of marginalizing students' groups further because of their ethnicity, sexuality gender, or position in society (Gerdin et al., 2020).

Theorizing different injustices in schools

Different ethnicity-oriented policies and programs produced and abided by throughout the history of Australia comprising assimilation, segregation, and colonization create a negative impact on all Torres Strait Islander and Aboriginal Australians (Guenther et al., 2020). Inequalities and injustice mar in the spectrum of education are explored best through the requirement-based partial theory of human justice. It has been acclaimed that inequalities in society are generally based on a three-tier system which are social mechanism, individual level, and level of social system. The level of the social system mainly explores the factors of exploitation and operation faced by an ethnic or marginalized group. The level of social mechanism draws out on the way culturally particular issues within society produce systematic injustice within the community. On the other hand, the individual level mainly entails exploration of the way unmet requirements like justice treatment can lead to severe harm (Dover, 2019). At the level of the social system, it has been identified that oppression is generally conceptualized as the phenomenon of social groups. With regards to the factors of equality among disadvantaged students in the educational domain, the identities of distinctive gender are conceptualized as the social phenomenon that is based on groups exploited by different personalities in an educational setting. An individual is likely to be oppressed on the basis of their distinctive identities of ethnicity features like culture or gender (Dover, 2019).

The population of minority students is inclined to the systematic subjects up to impersonal procedures which ignores their rights in the realm of education when an individual is treated as an ouster, hence, marginalized in the realm of education. Postcolonialism can be recognized as a vital theory that emphasizes colonialism's cultural legacy and places concerns with regard to national and self-identify together with white domination and colonial thinking's persistence within postmodern aspects. Stuart Hall through his cultural theory makes postcolonial theoretical concepts utilization to grapple with cultural identity concerns and specifically relates the effectiveness to understanding primary problems surrounding society and culture. Raymond Williams, the cultural theorist elaborates culture shall be known within various unique manners. For instance, globalization procedures have caused many people to know and experience a universal cultures existence (Watkins, 2015). This term is utilized in consideration of various nations like the American or Australian culture. The media and politicians use the concept of culture at daily intervals to provide illustrations for different social issues like entitlement culture. For instance, conservative politicians use these terms to elaborate a welfare dependence which is the primary cause for the development of structural unemployment.

Recommendations for students to produce a more just and equitable environment

1. The promotion of multiculturalism aspect to eradicate ethnicity issues in schools

Multiculturalism is equal to the concept of ethnicity and the policy makes sure several challenges oriented to Aboriginal and migrant Australian people are accordingly resolved. Multiculturalism effectively works when educators in Australian schools read stories in different languages for diversified cultural students. Watkins (2015) signifies intercultural understandings' primary intention is to motivate critical reflection based on the individual cultural identity of a person together with various factors and variability within its context that goes beyond ethnicity. In fostering an equitable learning environment within the educational setting, it has been found that social justice pedagogies help to promote equity (Schenker et al., 2019). For instance, teachers of NSW schools are likely to showcase more openness to diversity along with reflecting positive characteristics in order to eradicate ethnicity issues of disadvantages students as compared to the basic Australian population. Educators from regional NSW schools have been found more focused to observe ethnicity as a major issue within schools instead of those located within Sydney regions. With the help of thorough multicultural practices, the teacher can connect education and social action through their intent to facilitate social engagement of the students supporting the social action of the student and consequently aiming to raise the awareness of equity and injustice among students (Schenker et al., 2019). Teachers can abide by the significant literature of the Australian Curriculum that pertains to equity operation and specifically that addresses ethnicity, social class, and cultural and gender inequity. This results in facilitating the dynamics of a multicultural group and establishing a connection between curriculum standards and topics of social justice.

2. Facilitation of equity and social justice with the presence of an equitable learning atmosphere

An equitable learning environment can be fostered by providing all of the students with access to high-quality education which will be free from any kind of ethnicity issues like discrimination on the basis of language, gender, ethnicity, disability or health, religion, and many more. This sets the basis for work and learning in partnership with the local community on each and every factor of schooling procedure, including facilitating high expectations for learning outcomes of the Indigenous students. For example, NSW schools in Australia follow and abide by ethnicity inclusion policies and programs based on community involvement held within their schools which are built on the experience of the Indigenous students and local cultural knowledge (Eric gov, 2008). Through the community engagement approach, educators should provide their commitment to continue their teaching transformation and learning journey in relation to Indigenous cultures and histories. Intercultural understanding's inclusion within the National Curriculum of Australia should be encouraged across several subjects to identify multicultural educations limitations and critically interrogate questions related to cultural identification (Dover, 2019). Indigenous cultures along with refugee groups variations in knowing Western languages and cultures need a wider engagement in educational institutions which can be promoted through intercultural understanding.

Conclusion

Transformational learning changes can be brought by Australian educational institutions like schools by the effective facilitation of socially just pedagogies. Nevertheless, several Indigenous scholars feel the necessity to highlight injustice, coloniality, and ethnicitys structural foundations through the use of their pedagogical reform and decolonial work. Hence, it is important for educational institutions to consider the historical inequalities and injustices during the establishment of ethical course content. Teachers are required to follow the Professional Educational Standards of Australia and hold the ability to elaborate wider understanding and knowledge considering linguistic and cultural backgrounds impact on students' education.

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