19189518 Brigitte Gerges Assignment 2 - Reflection

Personal reflection

Predispositions are perpetuated by a student's inherent social, economic capital and further

shaped through familial and school habitus. These socially constructed biases maintain a

pipeline of social inequality, inequity and inherent power imbalances that students may be or

not be privy to (Bourdieu & Passeron, 1977). ‘Economical Pursuit’ has been developed to

convey the social and economic mobility of families and people; interceding with an additional

‘advanced' mechanic exploring racial inequality. Throughout ‘Economical Pursuit's’ creation

these issues stuck with me and how they may influence the students within my future

classroom. I thought; how can [the product] challenge stereotypes of power balances that

potentially advantage or disadvantage these students? How can the students challenge their

self-perceptions? Is there a ‘denial of racism' surrounding these students, whether it may be

intentional or unintentional (Nelson, 2013)? What resources will students need to understand

how in-depth and complex these interceding social justice issues are? All the while remaining

sensitive and non-confrontational; maintaining a safe, fun; equitable learning environment.

Relevance of the Board game

According to Muijus, Harris, Chapman, Stoll & Russ (2009); a focus on improving pedagogical

practice is needed to create an information-rich learning environment; to continuously develop

professional teacher learning; involve the parents and require increased resources use with

funding quality of schools in low- SES neighbourhoods. These improvements will positively

affect the academic outcomes of students from a low-SES disposition (Muijus Et al. 2009). In

competing theory, Bourdieu argues that the knowledge within school systems is classed

therefore students from a high- SES background achieve higher academic results as cultural
19189518 Brigitte Gerges Assignment 2 - Reflection

capitals belong to societies elite (Bourdieu Et al. 1977). These competing theories are

important to teach within a classroom as students need to understand; that there is

marginalisation within society. Within the Western Sydney district; research suggests a denial

of racism exists, and this is a social justice issue that is better dealt with within the safety of a

professional classroom (Nelson, 2013). Teaching students how to address differentiation and

how to tackle challenges marginalisation (ATSIL, 2011).

This board-game may be applied to multiple learning levels, measuring syllabus outcomes

through summative and formative assessment for students as the Australian professional

standards for teachers outlines (2011). By answering the question cards, a student may escape

low-SES securing the middle class resulting in a change in ‘Life events,' ‘event cards.' These

mechanics offer insight; challenging a students' fixed mindset on their lifestyle and

circumstances encouraging the development of a growth mindset in social and economic

mobility. The racial component is added to the mechanics of the game to provide further insight

to ‘privilege', ‘meritocracy' and ‘socioeconomic status.'

Impact of the Board game

"The Melbourne Declaration emphasises; the importance of knowledge, understanding, and

skills from each learning area, general capabilities and cross-curriculum priorities as a

foundation for the curriculum to provision 21st-century learning” (MCEETYA, 2008). The

relationship between these “three dimensions form The Australian Curriculum whereby the

relationship plasticity is provided for schools and teachers to promote personalised learning

that aims to fulfil the diverse capabilities of each young Australian" (MCEETYA, 2008, p. 7).

‘Economical Pursuit’ becomes highly adaptable from Maths into the Histories and theoretical

Arts with a change of questioning and event types in relevance to the correct syllabus stage; in
19189518 Brigitte Gerges Assignment 2 - Reflection

compliance with the Australian Curriculum. The teacher may have the opportunity to

implement literacy and numeracy skills into the chosen key learning area. For one instance,

within a visual arts classroom, the teacher may structure the questioning in levels from easy to

hard; assessing students' knowledge of historical art movements and artists. The team-based

questioning promotes discussion amongst peers, encourages students to self-regulate their time.

The difficulty of questioning sets high expectations for students; in developing critical thinking

and higher order skills; no matter the assigned KLA. If the student is uncertain of content; the

teacher is there to guide students in the right direction. This type of informal assessment aids

the teacher in scaffolding a student's zone of proximal development.

The challenging concepts “of Bourdieu's concepts of cultural capital and habitus suggest

possibilities for schools and teachers to improve the educational outcomes for marginalised

students.” (Mills, 2008). “Pedagogy to social change, fixing critical learning to the experiential

and the cultural histories students bring to the classroom create a space of contestation,

resistance and possibly" (Mills, 2008; Giroux, 2003, p. 6). This can lead to a transformation

that I will encourage in my classroom. This practice takes from the constructivist theory

whereby students are active in their knowledge from previous pieces of knowledge. They create

and scaffold their learning and teachers are guides. Problem-Based learning is the type of

practice allows students to challenge and further themselves through praise of hard work rather

than intelligence.
19189518 Brigitte Gerges Assignment 2 - Reflection

Why is the board game significant?

The board games endeavours to resonance a ‘deep understanding' of Aboriginal people's

culture; struggles and the dominant discourse surrounding privilege and power struggles

(ACPG, 2003). Through the questioning; I can choose according to the syllabus ‘Economical

Pursuit’ implements these three dimensions providing a rich learning lesson. It is, of course,

impossible for the students to understand these capabilities by playing the game solely.

Additional theory and ICT programs [i.e., Flipped Classroom or Kahoot;] should be

implemented; for external classroom discussion and informal assessment.

This will inform me of a student's understanding, developing subjective representations

(Vygotsky, 1980). In addition to, I will be using the quality teaching model and apply

pedagogical practices developed; there is the opportunity to constantly updating my

professional practice; I will be able to provide my students an increasingly engaging safe

learning environment. The Peer assistance techniques applied to problem-based learning;

pedagogical practice meets the diverse learning needs of students that can are applied in

‘Economical Pursuit.’

This board game provides multiple representations of syllabus content, has the flexibility for

negotiating questioning with students and emphasis engagement over teacher instruction. This

provides joy in learning, giving students a choice and makes the school environment

increasingly inviting when discussing challenging social justice problems and marginalisation.

The equitable application of individualised learning programs and constructivist method of

learning; demonstrates to students how to build their individualised thoughts on cultural and

racial power imbalances whether they are intended or not.

19189518 Brigitte Gerges Assignment 2 - Reflection

Reference:

A classroom practice guide. (2003). Quality teaching in NSW public schools. [online]
Retrieved from http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/
Template/Quality%20Teaching%20Guide.pdf [Accessed 29 Sep. 2017]. pp.45-60

Bourdieu, P. & Passeron, J.C (1977). Reproduction in education, society and culture.London:
Sage in Ferfolja, T., Jones-Diaz, C., & Ullman, J (Eds.), Understanding sociological
theory for educational practices. (pp. 76-89). Melbourne, Australia: Cambridge
University Press
Giroux, H. (2003) Public pedagogy and the politics of resistance: Notes on a critical theory of
educational struggle, Educational Philosophy and Theory, 35(1), 5-16.
Mills, C. (2008). Reproduction and transformation of inequalities in schooling: the
transformative potential of the theoretical constructs of Bourdieu. British Journal of
Sociology of Education Vol. 29 , Iss. 1
Ministerial Council on Education, Employment, Training and Youth Affairs, (2008).
Declaration on Educational Goals for Young Australians December. Retrieved from:
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Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2009). Improving schools in
socioeconomically disadvantaged areas: A review of research evidence. School
Effectiveness and School Improvement, 15, 149-175. Ministerial Council on
Education, Employment, Training and Youth Affairs (2008). Melbourne
Nelson, K.J. (2013); Denial of racism and its implications for local action. Discourse
Society 2013 24:89, retrieved from:
https://www.uws.edu.au/__data/assets/pdf_file/0009/426960/Nelson_2013_Denial_o
f_racism_and_its_implications_for_local_action.pdf DOI:
10.1177/0957926512463635

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes.

Harvard university press.