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Preventing Exclusion Keeping students at school EDC4000 Social Justice Presentation Melinda Chandler ~ June 2013.

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Presentation on theme: "Preventing Exclusion Keeping students at school EDC4000 Social Justice Presentation Melinda Chandler ~ June 2013."— Presentation transcript:

1 Preventing Exclusion Keeping students at school EDC4000 Social Justice Presentation Melinda Chandler ~ June 2013

2 Social justice – what & why? Equity, equality  fair for ALL people. Identifying and preventing negative discrimination Individual and organisation responsibility Teachers are influential Ensure a fair education for all students Educate about social justice issues


4 Exclusion….a Social Justice Issue Negative long-term impact Impacts the individual AND society as a whole 30% of young people in detention were excluded from school “There is strong anecdotal evidence to suggest that substantial proportion of youth offending starts with exclusion from school.” Australian Law Reform Commission

5 Exclusion - Affect on teaching Disruptive to teaching Inappropriate behaviour Post-suspension re-enter process Guided by AITSL standards Driver: equity of access to education Standard 1 – full participation Standard 3 – planning for varying abilities Standard 4 – inclusion & managing challenging behaviour

6 Review of literature Statistics 15,000 exclusions from 2010 to 2012 43% of those are primary school students Opinions are divided Expert opinion versus other opinion

7 Opinions - Experts Belonging: one of the five basic human needs Exclusion erodes sense of belonging Students seek out where they can belong Antisocial group (aka gangs, ‘bad kids’, ‘wrong crowd’) Schools emphasise grades, scores, competition, individual success Power, compliance & control – bad environments Embrace a ‘pedagogy of belonging’ Actively involve students in school and community Promote social cooperation & social responsibility Maslow (1971), Glasser (1986), Long (1997), Beck & Malley (1998)

8 Opinions - others EQ – last resort to protect everyone’s rights Justification for excluding students given by school systems… Uphold the rights of the ‘other’ students Protect students and staff from physical harm Set a precedence Quick response with a clear message Put students back on-track. Community & political response Schools need more power to control students with unacceptable behaviour Tough, zero tolerance approach Bring back the cane! Tucker (2013), Education Queensland (2012), Courier Mail (2009)

9 Key features of approaches Provide a safe and supported environment for everyone Adopt a ‘pedagogy of belonging’ Genuinely belief that belonging is vital Positive teacher-student relationship Involve students in the school and classroom Create a capacity for teamwork and collaboration Explicit teaching of social responsibility

10 Plan – pedagogy of belonging Get to know my students Construct personal narrative to create connections Conference with students Learning styles and preferences Being reliable & trustworthy Involve students in classroom decision making Setting classroom rules & consequences Negotiate curriculum; Options for class reward program. Teacher-student relationship Involvement in decision making Social responsibility

11 Plan – pedagogy of belonging Connect and assume responsibility in the community Embedding & explicitly teaching group work strategies Negotiating and setting group goals Recognising group work achievement Facilitating wider school collaboration opportunities Peer tutoring program “Buddies” program Success -> no exclusions! Teacher-student relationship Involvement in decision making Social responsibility

12 Key personnel Parents & carers Other teaching staff Guidance officers School administration

13 Critical analysis – S.W.O.T Strengths Good for all students Inclusive approach Uses existing policies & skills eg. ESCM Involves others in school community Doesn’t ‘cost’ anything Weaknesses Takes time to implement, ie finding time in the day to do explicit teaching Relies on others to help implement Opportunities Whole-of-school approach Connection with wider community Threats Some students may have already disengaged beyond the point of my influence. Not whole-of- school focus. Pro-exclusion community Student reputation May not get support from parents/carers

14 Personal reflection Use of the action research cycle 1.Identify something needing improvement 2.Research 3.Plan 4.Implement 5.Reflect 6.Return to step 1 Teachers influence beliefs, opinions and actions.

15 Thank you “We now understand that higher-level thinking is more likely to occur in the brain of a student who is emotionally secure than in the brain of a student who is scared, upset, anxious, or stressed.” ― Mawhinney and Sagan (2007)

16 References Australian Government. (2010). Australian Law Reform Commission report: Seen and heard: priority for children in the legal process [website]. Retrieved June 1, 2013, from 84/10-children-education 84/10-children-education Beck, M., Malley, J. (1998). A pedagogy of belonging. Reclaiming children and youth, Vol. 7, p133-137. Courier Mail. (2009). School principals win right to expel problem students [newspaper article]. Retrieved June 4, 2013 from win-right-to-expel-problem-students/comments-e6freoof-1225811544736 win-right-to-expel-problem-students/comments-e6freoof-1225811544736 Mazerolle, P., Sanderson, J. (2008). Understanding remand in the juvenile justice system in Queensland [PDF]. Retrieved June 1, 2013, from juvenile-justice-system.pdf juvenile-justice-system.pdf Queensland Government. (2012). School disciplinary absences [webpage]. Retrieved June 3, 2013 from 6027.html 6027.html Queensland Government. (2013). Queensland government data: school disciplinary absences [database]. Retrieved June 2, 2013 from absences/resource/47d1e40b-8483-4e82-849a-6b18c790e269 absences/resource/47d1e40b-8483-4e82-849a-6b18c790e269 Tucker, K. (2013). The advantages and disadvantages of expelling disruptive students from school. Retrieved June 3, 2013 from disruptive-students-school-6027.html disruptive-students-school-6027.html

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