18563346

Gabrielle Magee

102083 Assignment 2
Reflection

02/05/2016
1H

The assessment task addressed in this reflection involved the group creation of a
learning activity that addressed diversity and social justice issues on a secondary
education level. It was a fulfilling and challenging assessment task that
thoroughly applied course content to a practical application.
Before commencing this assessment I had several positive expectations, but
some concerns. I knew that due to my abilities in digital and video design that I
could create and effective learning resource, (a skill I will use in the future to
influence and enhance learning and teaching in classroom), and I was hopeful
that what I had learned throughout this course, including social theories, social
issues and strategies for equitable education, could be applied very effectively to
a number of different educational activities. I was concerned, however, that it
would be difficult to create a learning activity that catered to multiple KLAs
when the subject is highly humanities based. I was also concerned about the
logistical and dynamic issues with group work. I therefore expected to face
challenges in working with a group and in ensuring that our assessment task
would cover a wide range of KLAs present within our group, including music and
science.
I believed that I had a thorough knowledge of the theories and concepts
addressed in this course and in this assessment task as, in addition to the highly
informative lectures and tutorials I have attended over the course of this unit, I
have studied anthropology and sociology as part of my undergraduate degree. I
therefore, from an academic and research perspective, have an understanding of
the major social theories, such as Marxism and feminism, and how they apply to
the world as a whole. This task will hopefully increase my underdeveloped
understanding of how these theories can be applied to education and why this is
important for creating harmonious classrooms and more socially aware students.
I believe this assignment is hoping to teach pre-service teachers exactly what I
have addressed above. Specifically, how to apply social justice theories into
educational practise, using awareness of issues of diversity and of social justice,
particularly those such as race, socio-economics and education, to engage and
challenge students within classroom environment. It serves as a reminder that as
educators our responsibility extends beyond the transmission of knowledge and
content. We also bear some responsibility for the moral and social development
of our students, and we can achieve this by engaging their critical consciousness
and increasing their capacity for objective thinking and analysis (Moustakim,
2015, p.139-141). Activities such as those presented in this assignment are one
method of achieving this. Before undertaking this assessment task I am
optimistic that it will be highly beneficial for my future teaching practise, for a
number of reasons. I am hoping to gain a better understanding of how games
and other kinaesthetic style learning activities can be utilized in a classroom,
accounting for issues like time and accessibility. I also believe this assessment
task will also afford me a better understanding of how abstract concepts like
equity and diversity can be applied tangibly when teaching students. This
adheres strongly to my teaching philosophy, which is based on an extremely
hands-on approach, using ICT and physical resources to enhance learning, and
will also be very focussed on an equity based approach, using whatever methods
available to ensure that all students are able to engage and participate in these
classroom activities.

18563346
Gabrielle Magee

102083 Assignment 2
Reflection

02/05/2016
1H

After completing this assessment, I can conclude that some of my expectations

have been met. I was able to effectively use my skills in digital and video design
to create a fantastic board design that incorporates all the necessary
information, facilitates the game effectively and adheres to aesthetically
appealing colour, font and format. I was surprised to discover that by adapting
processes of the game to include questions relating to music, science, HSIE and
PDHPE, we were able to incorporate every KLA required for our group.
Throughout the development of this game, I have discovered how Bourdieus
theory of capitals applies to real-world experience of individuals (Ferfolja, Diaz
and Ullman, 2015, p.11). Through this game we have shown how social
processes and networks, senses of personality and authority and most
importantly cultural influences such as language, race, religion, and education
can have a major impact upon a refugee childs ability to integrate into
Australian society, in both positive and negative ways. For example, one
element of the game allows the player to progress if their parent is able to gain
employment, but this hinges on their ability to gain a character reference or
English literacy skills. This is one way of demonstrating how social capital can
have an active influence on these childrens lives. Applying social theory in
teaching students about the intricacies of power dynamics within society had
enhanced the knowledge I have received about diversity, social justice and
learning.
This assignment is highly relevant to my chosen KLA of English. This game
addresses the experiences of young refugees in Australia, which is the subject of
a number of required texts within the English Curriculum, including The
Happiest Refugee, A Beautiful Life, Beautiful Words and Boy Overboard
(BOSTES, 2012, p.72). These texts were analysed during construction of this
game and many of the experiences of the characters have influenced elements
of the games process. The aim of this game is to encourage students to imagine
themselves in the roles of these young refugees, and by including this game
within an English program that utilizes these texts, students can gain a greater
perspective of the experiences of the characters themselves. This adheres
directly to my teaching philosophy of using tangible learning activities to engage
students, not only in the content, but in moral and social development. The use
of textual influence is one aspect of the game not initially planned but it has
greatly enhanced the applicability of the game to the English KLA.
The process of this assessment task has been highly informative as to how the
subject content of Diversity and Social Justice Learning can be applied
practically in a school environment to enhance both student and teacher
engagement and understanding
Word Count: 1022
Works Cited

BOSTES. Suggested Texts for the English K10 Syllabus. (2012) (1st ed.).
Sydney. Retrieved from http://SUGGESTED TEXTS for the English K10
Syllabus
Ferfolja, T. Diaz, C. & Ullman, J. (2015). The Unseen Half. In T. Ferfolja, C.
Diaz & J. Ullman, Understanding Sociological Theory for Educational
Practises (1st ed., pp. 1-20). Port Melbourne: Cambridge University Press.

18563346
Gabrielle Magee

102083 Assignment 2
Reflection

02/05/2016
1H

Moustakim, M. (2015). "Disaffected" Youth; Intersections of Class and

Ethnicity. In T. Ferfolja, C. Diaz & J. Ullman, Understanding Sociological
Theory for Educational Practises (1st ed., pp. 129-144). Port Melbourne:
Cambridge University Press.