EDU40004 Assignment 2 - Louise Menzies - Team D.pdf

EDU40004 Assignment 2 Team D Student 1: Louise Menzies Student 2: Ramin Razy Student 3: Helen Els Student 4: Keely Smith Student ID: 102344661 Name: Louise Menzies Unit code: EDU40004 Assignment number: 2

Introduction and analysis Analysis of the scenario and discuss your advocacy approach. Social justice and advocacy play a crucial role in the Australian education context, as they foster healthy child development, promote inclusion, diversity, equity, and equality, and work towards reducing discrimination. Robinson and Diaz (2016) highlight that every child has the right to a supportive and inclusive education that celebrates diversity and allows them to reach their full potential. This is especially important for children who have recently moved to Australia, struggle with English proficiency, and face various challenges that hinder their ability to adapt and integrate well. In this case study, we will analyse and explore the social justice and advocacy issues surrounding Fei Hong's situation, while also considering strategies to support him and his family in terms of advocacy and equity. The advocacy approach we will be taking is a combination of individual and systemic advocacy. Our focus will be on identifying and addressing the specific challenges and barriers that Fei Hong is facing in his school environment. Several issues have come to the attention of Fei Hong's teacher and staff members since he started school, which need to be addressed to facilitate his integration. Firstly, it has been observed that Fei Hong's limited English proficiency has resulted in frustration and inappropriate behaviour at school, indicating a potential lack of resources to support English as a Second Language (ESL) students. Secondly, his cultural upbringing, which involves his grandparents taking primary care of him, differs from the typical Western upbringing, suggesting the presence of a cultural bias. Additionally, a comment implying that Fei Hong's behaviour is solely because he is "just being a boy" reflects a gender bias. Lastly, the teachers have labelled Fei Hong as naughty, indicating the assumption of intentional misbehaviour and perception of non-compliance.

By addressing these issues and implementing appropriate strategies, we can create a more inclusive and equitable learning environment for Fei Hong, ensuring that all students have equal opportunities to succeed. Our analysis and exploration will guide us in finding effective solutions to support Fei Hong and promote social justice and advocacy within the Australian Education Context as well as allow us to look at Fei Hong’s case study through a social constructionists and postmodernists theoretical view. Which means, challenging the idea that we can know everything for certain about a specific child based on our own beliefs and thus need to gather more information and dive further into the reasonings behind Fei Hong’s behaviour and attitudes (MacNaughton, 20 03). Strategies Provide four strategies where each includes: · advocacy/social justice issues addressed from the scenario · a succinct description of your strategy

· how the strategies respond to the scenario and support children’s wellbeing, while considering families and how other social factors may impact · any supporting images or resources. Strategies Advocacy/social justice issues addressed from the scenario These would be related to the information in the introduction and analysis of the strategy. Provide a succinct description of your strategy Include the goal that you are trying to achieve using this strategy. How the strategies respond to the scenario and support children’s wellbeing, while considering families and how other social factors may impact Explain why and demonstrate a specific understanding of the case scenario. Stakeholders considered. Supporting images or resources (not included in word count).

Advocacy/so cial justice issue 1 Language Barrier. Goal: To improve Fei Hongs English speaking and listening skills to help him communicate, assimilate and integrate better at school. Strategy: One on one English language learning with the school's ESL teacher. Strategy: Incorporate activities in the beginning of every school day for Fei Hong to participate Both strategies are designed to help Fei Hong since his inability to speak English well has caused several behavioural and social issues. English language skills are key to effective learning, communicating and socialising with teachers and peers at school (Fellowes & Oakley, 2014). Improving Fei Hong's English language skills will enable him to communicate better, improve his self confidence and emotional wellbeing by decreasing feelings of https://www.youtube.c om/watch?v=by1QAo Rcc-U A video the teacher can use to encourage verbal communication.

in that will help and encourage him to practise using simple words to help communicate more with other children. frustration and isolation caused by not being able to express himself (Emmitt et al., 2006).This will allow him to integrate and form meaningful relationships with his peers, which will then motivate him to be more involved and engaged in classroom activities. By improving his English language skills, FeI Hong will be more engaged with Australian culture, traditions and customs, as he better understands cultural activities he participates in which can positively affect his sense of

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