Classroom-based social justice

Classroom-based social justice

Through action research, identify and review literature on a classroom-based social justice issue that is of particular interest

to you as a beginning teacher. After reviewing the literature, develop a plan to address this that any first year teacher would be able to
implement should they encounter the issue. You should refer to module 3 when planning your assessment

You will need to write a 2500 word

piece, outlining the issue, your research and the plan of action developed to overcome the issue. You will also identify what learning yoL
took from the use ofthe action research cycle and how it may be useful to you (or not) in your career as a teacher.

Steps to follow


Identify the issue – You are to identify a social justice issue of significance to you as a beginning teacher that may impact on your
ability to meet the Professional Standards for Queensland Teachers in terms of Learning and Teaching, Relationships andlor Reflective
Practice and Professional Renewal.

What is social justice and why is it something teachers need to be mindful of?

What is the

issue? How does it related to social justice?

How would it impact on your ability to undertake your duties effectively?

How does

the issue link to the Professional Standards?

2. Review ofthe literature – Undertake a literature search to find information about your

identified issue. This may come from texts and readings in previous courses in this program, journal articles, official documents and
reliable Web sites about the topic.

What is the prevalence of your issue in schools (supported by data)?

What do the experts say

about the issue and how it can be addressed?

Are there opposing points of view on the matter? If so, what are they?

Is there a

consensus in terms oftackling the issue?

In summary, what are the key features ofthe approaches that can be taken to address the


3. The plan – On review ofthe literature, with your particular context (i.e. rural or remote, urban, indigenous, single gender),

and sector (i.e. early years, primary, middle, secondary or VET) in mind, develop a plan which you could implement to overcome the
identified issue. This plan should be within the capabilities and role of a beginning teacher and clearly link back to your literature

What strategies can you put in place to overcome the issue?

How do these strategies link back to the literature you


Why did you select some strategies over others?

What resources might you need? How would you go about accessing them?

Who are the key personnel that might assist you in this matter?

What timeframe would you require to undertake this plan?


there any sustained and ongoing upkeep needed?

How could you evaluate the success or otherwise of your plan?

4. Critical analysis

(SWOT) – Critically evaluate the plan you have prepared in light ofthe realities of modern schools. Identify what you believe to be the
positives and negatives of your plan and the enablers and barriers that might help or hinder your ability to implement it successfully.
What are the strengths ofthis plan?

What are the weaknesses?

What opportunities does the plan present for your students, your

colleagues, your school and yourself?

What are the possible threats to the success ofthis plan?

5. Personal reflection – Reflect on

the process you have undertaken and how you were able to utilise aspects ofthe action research cycle in the development of your plan
What did you learn about yourself, your issue and your profession?

In what way did the action research cycle help or hinder the

identification and development ofthe proposed rectification ofthe issue?

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