advocay and social justice report 3

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Swinburne University of Technology *

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Sociology

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Jan 9, 2024

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Student name: Priyanka Kumari Student id: Unit name: Advocacy and social justice Assignment 3: Report Due date: 5th of June 2023

Table of Contents Summary ............................................................................................................................................... 3 INTRODUCTION ..................................................................................................................................... 3 Findings and discussion ......................................................................................................................... 4 Conclusion and Recommendations ........................................................................................................ 6 Conclusion ......................................................................................................................................... 6 Recommendation .............................................................................................................................. 6 References ............................................................................................................................................. 8

Summary This report will critically analyse the issue of racism-specifically colour of the skin in an Australian childhood education setting even though it has been largely outlawed. Children and families are affected by this social justice issues and discriminate against basic rights for themselves. This racism issues within educational setting will be explored by theories which have been powerfully influence in this 21 st century along with legislation, ethical manner and different policies and procedure which is frequently used to resolve social justice issues. This report will also encourage teacher in education setting how to resolve these social justice issues by implementing appropriate activities within the curriculum and different theories will help to clarify the concept of inequality. Additionally, how people (Teacher) of early childhood setting experiences and educational opportunities impact on life of children’s and families attended the service. Early childhood setting provides inclusive environment by supporting rights of each child by working under laws and regulation. Moreover, this report will reflect how teachers also need to investigate and advocate for change in the community and wider society, to promote and support the rights of the child specifically against racism. INTRODUCTION In 21 st century of Australian early childhood setting promotes social equality based on racism such as colour of the skin. Education setting helps to enhance and promotes a child life in right direction from social inequality to equality in terms of discrimination against diversity and differences (ACECQA,2023). Teachers in education setting play a vital role in children’s life those who are affected and feel behind because of racism. However, there is strong relationship between what attitude families holding about racism and educational outcomes which teacher is providing through their curriculum in regard to social justice and advocacy for racism (Crossley, 2014). Critical race theory has strong emphasis on racial stereotypes. This theory is most suitable in Australian education setting to provide further support against discrimination of racism. There are five tenets which Nicholas Daniel Hartlep in 2009 explained to resolve “the notion that racism is ordinary and not aberrational; the idea of an interest convergence; the social construction of race; the idea of

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storytelling and counter-storytelling; and the notion that whites have actually been recipients of civil rights legislation (p.6). Racism can be seen in different ways such as ethnicity, national origin, and skin colour but in this report, it is directly linked to the colour of the skin. It is an attitude or behaviour which society holds for group because of their skin colour. Racism can directly impact on children’s life such as make them feel sad, depressed, negative attitude and left out from community (UNICEF Australia, 2016). It can sometimes be dangerous for their physical wellbeing. Racism can directly impact on children’s life such as excluded from playing with another child, pushing, and hitting by another friends. It is important to address in early childhood education because children are aware of diversity and differences from younger age and this influence their behaviours depends on educators’ everyday interaction in learning environment (Robinson.et, al,2016). According to Rawls theory of social justice providing inclusive education from early age will eradicating prejudice and everyone will feel inclusive and eliminate any kind of issues (Rawls,1958). Findings and discussion There are many factors which directly affect the issue of racism. Racism partly experienced by the children and their families based on their experience of life such as by hearing from familiar adults and experience when they play with their peers or involve in such incident which change their views. According to Rawls principles least advantage people Historically, there have been many negative attitudes which people stills holds between white and non-white people. There are still that negative attitudes comes from the people who still does not believe in racism but in many incidents, they use word like untrustworthiness or the word which is not supposed to be used (Lindon,2012). Early childhood professionals cannot work if they are more likely to hold that attitudes about racism and anxious about using the words which is not suitable because this will directly impact more on families and children whom they are working directly on daily basis. During early childhood education children already started developing the skills of noticing the differences and established their point of views for others. However, this can be changed by early childhood professionals by providing children sense of being, becoming and belonging (DET,2019).

There are some barriers and challenges related to racism particularly colour of the skin in early childhood sector. As we know that Australia is a diverse country and EC setting is diverse and complex. Challenges may also occur for implementing inclusion against racism such as might be emotional troll of participating in learning activities because they have already experienced discrimination in past (MacFarlane & Lewis, 2012). Looking back to histories before 1970 people still hold the trust issue with staff and child protection against discrimination (Social Research Centre, 2016). Limitation of resources could also restrict to advocate for children such as funding, resources, and not enough time. Promoting social justice and equity around racism educators may hesitate to consider because of contradictions and complexities ( Plummer, 2010). Victorian early years learning framework (VEYLF) has eight practices and principles. It is developed for educators as well as for children to provide equity and inclusive education and participation in EC setting (ACECQA,2023). But Racism can impact on equity and inclusivity of child participation in early childhood education because of tokenistic approach towards racism. Early childhood professional play an important role providing inclusive education and in ethical way. Promoting children’s participation in early childhood education means supporting children’s rights to be an active participants of learning environment. If children won’t understand and feel safe children will be at disadvantage and not able to fully participate in learning environment. Another issue will be adequate funding and timing allocated for the advocacy of children suffer from racism. If there will not be enough time and funding to support child will be at risk of disadvantage of getting social equity. To solve these issues strategies could be, as a teacher the aim is to advocate positive vision towards racism and activism against racism by proposing different solution. Teacher role is to advocate and form mutual understanding between whom you are advocating, by implementing strength-based approach. Strength based approach work well to find out the strength of children what they can do best rather than focusing on weakness. Working in partnership with families support genuine social justice against racism. For example, if child is not participating in group time ask what they would like to do instead and why they don’t want to participate as it influences teachers’ daily practices. Building strong relationship with communities

and families will also help children to overcome from this problem as it also shows strong belief on children provide them sense of belonging ECA). The United Nations Committee on the Rights of the Child (UNCRC,2012) expressed their deep concern how discrimination of racism struggle to get their basic rights, interests, and everyday needs. This impact on shaping long term health, struggle to achieve same outcome same as other student in school and impact on overall wellbeing of children (UNICEF,2014). The families might feel withdraw from EC setting and if family will feel withdrawn that will directly impact on children’s self- esteem. According to research, quality early years education shaping children’s identity and wellbeing and help them to achieve outcomes with their full potential and if it doesn’t meet will impact opposite on children’s right. Conclusion and Recommendations Conclusion In conclusion, this report has provided what is racism along with a brief summary of why racism specially colours of the skin impact early childhood setting and what could be the possible steps to resolve the issues by providing social equality to everyone in EC setting. Australia is culturally diverse country where stereotypes and biases for racism 1970 has changed a lot and there are many policies, laws regulation in place to provide equality in society. Racism can impact family, communities and children when they don’t feel included in early childhood setting and that also impact on rights, interest and needs of children which human rights of commission strongly advocate. Lastly, there are some recommendations which strongly suggest what should an EC setting do and why it is necessary. Recommendation The following recommendations’ which seek to address the issues by implementing these strategies: -  All the stakeholders which are directly and indirectly related to children seek to professional development about racism, such as by implementing RAP plan within the service as well as impersonal to strengthen knowledge about

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histories, cultures, and ethnicity of Australia. Work in partnership with organisation to reduce the risk of disadvantage and promote the rights and interests of children families and communities (Early Childhood Australia,2019)  Reflective approach should be implemented into practices by an educator to resolve the issues of racism. This includes critical reflection on philosophy, ethics, and practices. According to EYLF this approach is the initial approach to resolve the issue of social injustice including diversity and differences because of racism within education setting. However, building a strong connection and accepting what are their rights will take one step closure to social justice (Mevawall and Hadley,2012).  Policy plays a vital role in changing whole procedure of equity and inclusion against racism by changing some of those biases and stereotypes which has been seen within the education setting. Policy promotes inclusive environment by reflecting, and collaborating with families, staff and children and address any barriers where every child will get an equal opportunity to thrive in the classroom (World Vision International, 2015). References

ACECQA . (2023, May 4). Retrieved June 4, 2023 from https://www.acecqa.gov.au Crossley, N. (2014). Chapter 5 Social class. In M. Grenfell (Ed.), Pierre Bourdieu: Key Concepts (2nd ed.). Abingdon, Oxon: Routledge. EBSCOhost. http://web.a.ebscohost.com.ezproxy.lib.swin.edu.au/ehost/ebookviewer/ ebook?sid=384de670-a0df-4e13-b813- 06fcdc19dc23%40sessionmgr4007&ppid=Page-__-46&vid=0&format=EK Early Childhood Australia [ECA]. (2019). Early Childhood Australia Code of Ethics Brochure. https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA- COE-Brochure-web-2019.pdf Grace, R., Hodge, K., McMahon, C. (2013). Children, Families and Communities . Oxford University Press. ProQuest Ebook Central. https://ebookcentral.proquest.com/lib/swin/detail.action?docID=4771946 . Hartlep, N. D. (2009, October 11). Critical Race Theory: An Examination of its Past, Present, and Future Implications. University of Wisconsin at Milwaukee. https://files.eric.ed.gov/fulltext/ED506735.pdf Links to an external site. Mevawall, Z., & Hadley, F. (2012). The advocacy of educators: Perspectives from early childhood. Australasian Journal of Early Childhood, 37 (1), 74-80. doi: 10.1177/183693911203700109 Rawls, J. (1958). Justice as fairness. The Philosophical Review , 67 (2), pp.164-194. https://www2.southeastern.edu/Academics/Faculty/jbell/rawls1.pdf

Retrieved May 29, 2023 from https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becomin g_the_early_years_learning_framework_for_australia.pdf Robinson, K.H., & Diaz, C.J. (2016). Diversity and difference in early childhood education: Issues for theory and practice, 2nd ed. Maidenhead, England: Open University Press. Social Research Centre. (2016). Indigenous Participation in Early Childhood Education and Care -Qualitative Case Studies. https://www.acecqa.gov.au/sites/default/files/2020-12/IndigenousP articipationInECEC-QualitativeCaseStudies.pdf UNICEF Australia (Producer). (2014, 16 July). Racism affecting child health . http://www.unicef.org.au/Discover/News/2014-7--July/Racism-affecting-the- health-and-wellbeing-of-child.aspx UNICEF Australia. (2016). Fairness for Children A league table of inequality in child well-being in rich countries. https://www.unicef-irc.org/publications/pdf/RC13_eng.pdf World Vision International. (2015). Children as change agents . http://www.wvi.org/child-participation/publication/children-change-agents

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