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The second assessment task for the unit Diversity, Social Justice and Learning
required a group video to be made about a social justice issue. The game needed to
incorporate social justice theories and pedagogical theories. The game that was created for
this particular assessment task is titled Gender Journey. Prior understanding of social justice
theories and pedagogies was important in order to formulate a game that addressed the
marginalisation of diverse individuals, in this case gender and sexuality diverse people. This
particular assessment required one to understand the importance of diversity in a classroom
and also to understand that as teacher it is vital that diverse students are not made to feel
marginalised.
The assessment task asked for an understanding of a particular social justice issue and
to create a game that responded to this social justice issue. Social justice issues relate to the
marginalisation towards diverse individuals. As teacher it is important to understand and
acknowledge the diverse nature of the students in the classroom. Christian J Faltis in the text
Introduction: Caring About Social Justice Issues in Teacher Education states, social justice
work in teacher education is based on the conviction and evidence that children and youth
who are different are treated unjustly in schools, and that is unacceptable (Faltis, 2011, p. 4).
Ultimately, the main focus of this unit and assessment is to understand that it is important to
teach in a manner that does not exclude or marginalise diverse students.
The relation that this particular assessment task has to my personal teaching
philosophy is how it requires participants of the game to be inquisitive and understanding of
the marginalisation that occurs towards diverse individuals. It also adheres to my personal
teaching philosophy as it allows for each individuals to understand other points of views,
rather than shutting down anything that does not cohere to their own thoughts and opinions.
My personal teaching philosophy is highlighted in the text Philosophy for Children, Values
Education and the Inquiring Society written by Philip Cam, which states if we want