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How could advocate diversity in classroom support learning?

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Being a teacher doesn’t mean I necessarily have to know about everything, the problematic of this circumstance is I won’t be able to introduce and advocate other cultural in the classroom if I don’t know it as a teacher. It is crucial to advocate diversity in the classroom which helps students from multicultural background to not only build sense of belonging but also make students feel they are included and considered. According to VEYLDF, support children to consolidate their identities can create the sense of secure make them confident learners (VEYLDF,2009). Vygotsky pointed out that children are tied with their cultural closely, and children use their cultural language and artefacts to promote meaning (Vygotsky, 1986). The Victorian Early Years Learning and Development Framework for all Children from Birth to Eight Years emphasise that ‘The Victorian Framework acknowledges that the families and communities in which children live are diverse, and children’s learning and development is enhanced when early childhood professionals respect their cultures and ways of knowing and being.’  (VEYLDF, 2009). Saad presents himself as who is confident and proud with his background and cultural, therefore, he decided to show everyone via profile picture of him as he wants everyone to aware of it.

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In Saad’s profile picture, he used gradient colour of brown to describe his skin colour as he knows his skin colour will become browner when he is getting older. He also changed hair style and outfit based on his own preference. Obviously, Saad are developing his identity, he is sharing his own idea and seeking for acknowledgement in the class. It is showing that Saad have a powerful sense of identity, outcome 1 (EYLF,2009). Saad decided to draw a pair of glasses as he believes he will wear glasses like his dad when he is getting older, he was very confident and assertive about his thought. Refer to EYLF, it connects to the outcome 4 as “Children are confident and effective learners” (EYLF,2009). As it was solitary activity so there was not much verbal communication involved among children, however, Saad was working on his profile picture which seems like he is planning to communicate his own thought with others via his work. In this picture, it involved many details and creativity thoughts which links to the outcome 5 as “Children are effective communicators” (EYLF,2009).

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Refer to my one-week observation, there is not much elements relates to multicultural in the classroom, even though I consider it is a classroom made by children from different backgrounds. The possible extension of learning could be making an enriching learning environment with visible elements of diverse cultural to facilitate the awareness and generate activities to encourage children create ideas about the other cultures. According to VEYLDF outcome 1 children have a strong sense of identity that “all children, with support, can develop a strong sense of self and learn how to interact with others with care, empathy and respect.” (VEYLDF,2009). Learning simple greeting words like “Hello”, “Thank you”, “Goodbye” in different languages would provoke children’s interests of other languages, thus, might extend interest of other cultural. In addition, making learning visible can also stimulate learning as one of the constructed efficient classroom involves elements like purposely arranged with understanding, knowledge and skills that link to learner, educator, the discipline and community. To say that, teacher’s interests and advocacy also play the vital role that shape the visible purposeful learning sitting (Willon,2013). In addition, classroom sitting make children and learning visible not only support to develop intellectually knowledge but also encourage children to create learning emotional.

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Examining the documentation after reflected on the conversation with Saad, I realised I know nothing about Azerbaijan or Azerbaijani cultural. I had to finish the conversation suddenly in case he asks any questions about that country. I had talk with my mentor after class, she told me few things about Saad, such as his family members, his family religious, his character, and he is an extreme vegan. Saad cannot have anything contains animal products includes dairy product due to religious reason, which also effect on his perspective forming. Sometimes, Saad argues with others due to different opinions about certain things and ideas, mentor told me she normally talks to both of parties and explain every cultural are different, so they need to try to understand each other more. I then wondering if everyone would be more respectful if they acknowledge about Saad’s cultural in class. Would it make difference? I was thinking.

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Wilson, D, Krechevsky, M, & Mardell, B 2013, Visible Learners : Promoting Reggio-Inspired Approaches in All Classrooms, John Wiley & Sons, Incorporated, Somerset. Available from: ProQuest Ebook Central. [19 October 2018].

Vygotskii, L. S. and Kozulin, A. (1986) Thought and language. Cambridge, Mass : MIT Press, c1986.

Victoria. Department of Education and Training (2009). VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK : FOR ALL CHILDREN FROM BIRTH TO EIGHT YEARS. Melbourne Department of Education and Training

Australian Government Department of Education, Employment and Workplace 2009, Belonging, Being & Becoming: The Early Years Learning Framework for Australia, 1st edn, Commonwealth of Australia, Australia.

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On Friday, 2C art class students were requested to finalise their profile picture which will be hang in the class later. Everyone was exhausted after lunch break as students appeared more energetic in a sunny day, therefore, art teacher raised her voice so students can hear her and be clear about the expectoration. Students seemed very confident and excited about to publish their work. Students all went back to their seat and work on the last bit before publishment. While I was walking through tables assisting students, my eyes were caught by Saad’s picture as he was drawing the background with 3 different colours which are red, green and blue. I was attracted the colours and curious the meaning behind, thus, I started talking to Saad about his profile picture.
Saad sit with 4 of the other grade 2 students.

Me:” What does the colour of the background mean? It seems like a flag”

Saad: “Yes, it is the national flag of the country where my parents come from.”

Me: “Where are you parents from?”

Saad: “They are from Azerbaijan.”

Me: “Have you been to there before?”

Saad: “Yes, I have been there few times with my parents and my brother to see my grandparents.”

Me: “Do you like there?”

Saad: “I love there, I can spend time with my grandparents, cousins, and families. It is beautiful place and it is where my parents grew up.”

Me: “I think you are doing a fantastic job, looks great”

Jasmine: "I heard he talks about that before, it sounds like a beautiful place. I went to India with my parents and brothers,2."

Kavia: "Ariel, I am going to Pakistan soon."

Wytte: "My grandparents came to visit us from South America few weeks ago, they are living in a village where is far away from supermarket."

Me: Wow, That sounds so exciting and interesting. I hope you all have good time with your family and friends."

I walked away with complex feelings, I was impressed by Saad and his work meanwhile I felt guilty.