EDU301-Culture, Diversity and

Participation in Education
Assignment 1 Resource Design
Carly Notley | 214101071
Title: Empathy Appreciating the Simple Things in Life

Introduction
The resource that I have produced will be used to stimulate an inclusive learning
environment, within all educational settings. The focus of this project will encourage
students to develop empathy towards culturally diverse students. I hope this resource
provides culturally diverse students with a more enjoyable schooling experience and
increases their participation in relevant areas of the curriculum, which they may
originally fear. This resource has been visualized as an information pack, which will
promote diversity within the classroom and provide advice for teachers of ways to
maximize participation within these settings. The prototype created focuses on the
importance of students developing empathy towards culturally diverse children. The
entire information pack, which will be distributed in a monthly subscription format,
will cover all forms of diversity including gender and sexuality, ability and disability
and the impact of low socio-economic statuses worldwide. The information package
would be readily available online for all school and/or teachers to access at any given
point. As discussed previously, my primary target audiences are teachers as theyre an
influential figure within a students life.

Pedagogical Practice
Throughout these series of newsletters I will be acknowledging diversity in various
ways throughout, as discussed above. However, I will ensure that it is easily
accessible for a diverse audience, which will incorporate an audio and brail version.
They will be provided with helpful sites that can be suggested to students, if they
appear at risk of further cultural exclusion. The entire resource will be inclusive of
all cultures including Indigenous Australians; as well as incorporating images
representing different cultures, abilities and disabilities.

Organisational Policy
The organisation that I have chosen to situate my resource within is the Department
of Education and Early Childhood Development (DEECD). Incorporating the
government ensures that it is easily accessible for future teachers and seen as a
credible resource. It would be suited for the DEECD as they have many educational
programs and initiatives that target diversity within various learning environments.
The department also has a strong focus on supporting children with different needs,
which would be included in my subscriptions of the entire information pack.
Furthermore, it will also provide opportunities for teachers to encourage students to
actively participate in diverse local and global communities, articulating the benefits
involved (Department of Education and Training, 2014). The Department of Education
and Training (2014) ensures that all Victorian schools are providing students with
necessary knowledge and skills, which are essential in participating and contributing
to the current diverse society as active and informed citizen locally, nationally and
internationally (Department of Education and Training, 2014). The Department also
ensures that all educational environments are inclusive; this enables my resource to
connect to the Department in various ways, including supporting students with
disabilities or developmental delays. The Department of Education provides a range of

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programs that can be used to assist these students and enables them to meet their
specific and individual needs. Not only targeting disabled and developmentally
delayed students, the Department of Education also ensures that students develop
empathy for students who are culturally diverse and speak English as a second
language, which is a key element of my first newsletter.

Global Policy
The newsletter has been created to interlink with UNESCO, a global policy that
promotes international collaboration through educational, scientific and cultural
reforms (United Nations Educational, Scientific and Cultural Organisation, 2008).
UNESCO was selected for my resource, as they have such a strong focus on inclusivity
within the classroom, which is the focus of the information pack. UNESCO recognizes
that the globalized world is ever changing, and we need to act now before it is too
late. UNESCO has identified that Children with disabilities are still combating
educational exclusion by teachers and students, little do many realise that they make
up one third of the total population of students (United Nation Educational, Scientific
and Cultural Organisation, 2009). UNESCO (2008) aims to assist all countries with
strengthening the focus of providing an inclusive learning environment, however they
have now recognized that it needs to broaden to culturally and sexually diverse
students. Promoting inclusive education and strengthening policy development will
provide a substantial impact on future education, which UNESCO hope to achieve.

National Policy
The information pack created will also be focused on The People of Australia
Australias Multicultural Policy, which consists of 4 different principles.

Principle One: The Australian Government celebrates individual cultural

believes for all Australians and ensures that community harmony is represented.
The policy ensures that everyone belong in various contexts.
Principle Two: The Australian Government ensures that they are committed to
an inclusive cohesive society. All Australians should be able to participate in all
services, equally.
Principle 3: The Australian Government welcomes all global trading, which
enables them to be a successful multicultural nation. Theyre also ensuring that
they are using the diversity of cultures to their advantage, to learn strategies
from one another.
Principle 4: The Australian Government promotes understanding and acceptance
and targets expressions of intolerance and discrimination, with the force of law.
(The Australian Government n.d.)
This policy was selected for my resource, as it has possible connections within the
classroom and many students can benefit from applying real life situations to an
educational setting. It also has a strong focus on inclusivity within the community,
which is a vital component of the information pack.

State Policy

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As well as connecting to UNESCO, I will be focusing on the Multicultural Policy for
Victorian Schools created by the Department of Education in Victoria. This policy
interlinks with my resource as it looks at the inclusivity of multicultural students in
Victorian schools. They primarily focus on Aboriginal and Torres Strait Islander
students as well as students who speak English as a second language. The
Multicultural Policy ensures that schools are assisting students in developing:
Proficiency in English
Being competent in languages other than English
An in-depth understanding of their individual and peers cultures
An understanding of the past and present multiculturalism history within
Australia
(Education Victoria, 1997)
This Policy was selected for my resource as it ensures that all students are included in
all Victorian schools no matter what ethnicity and educates students on basis of ones
cultural background. This will be a key element that will be addressed within my
resource, as students and teachers can both benefit from this.

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 Developing Empathy towards
Culturally Diverse Children
Issue 1: EmpathyIssu
and Providing an Inclusive Learning Environment Date: May Issue

Empathy Inclusivity in the For the Teacher

Classroom
What is Empathy? Strategies, Tips and Good
Creating a culturally Practice Examples of
Cooperative Learning in
inclusive learning Creating a Culturally
the Classroom
environment Diverse Classroom
Page 1 & 2 Page 3 Page 4

What is Empathy?
McDonald & Messinger (n.d) define empathy to be the psychological
motivator, which enables an individual to help another person who is
in distress. The term also relates to the persons ability to feel or
imagine the persons emotional experience.

Empathy is a social and

emotional skill that is essential
in a childs developmental
process, it has the potential to
Whos to blame?
provide an impact on the Recent research suggests that
the majority of todays youth
students behaviour and quality
tend to be more focused on
of their friendships.
personal achievement and
Early educational theorists such happiness rather than their
concern for others.
as Piaget and Freud, suggest
that young children are unable to experience empathy, due to not However, 80% of the children
being able to cognitively relate at that specific level. However, there surveyed stated that these
has been much research to deter this statement. There are many concerns are linked to their
stages of empathy development, although it can become evident parents. The children surveyed
beginning with newborns and infants. The newborn just requires were 3 times more likely to
exposure to an individual whom appears distressed. Children have the agree to this comment, my
parents are prouder if I get
potential to develop more rapidly, however it is reliant on consistent
good grades in my classes than
parenting and their social interactions with individuals from day one.
if Im a caring community
Although it is a key skill that requires development from early member in class and school.
childhood to adulthood, which will be discussed, further. Which provides an indication of
the lack of empathy within
Throughout this information slip we will discuss the importance of todays society (Weissbourd,
developing empathy in children, how we as teachers can contribute to Jones, Anderson, Kahn, Russell,
this development and the importance of creating a culturally inclusive 2014).
learning environment.
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 How Can Teachers Create Empathetic Students?
There are many classroom strategies and
initiatives, which assist in promoting empathy
within educational settings. These strategies
assist students to interact with others using
prosocial behaviour.
Cooperative Learning is a vital approach that
requires implementation in all schools. It enables
students to interact with their peers and
provides many academic and social benefits. The
learning teams can be divided according to the
members race/ethnicity, gender and academic
ability. While working collaboratively students
are able to academically push the lower
students to meet higher standards. While
utilizing cooperative learning it enables students
to be:
More accepting and develop a more
respectful approach to diverse students, i.e.
is different from ones own.
Able to relate to a more diverse range of
learners, develop empathy for students on a
different level.
Able to develop a more sophisticated ability
to imagine other peoples view.
Able to identify the greater range of
knowledge, understanding and appreciation
of different cultures and the strengths it
provides to the learning team.
Thinking more critically and deeper into
cross-racial and ethnic relationships with
their peers.
(Cotton, 1992)
Working collaboratively with peers enables
students to celebrate the diversity within the
classroom. Students are able to work and learn
with different types of people, enabling them to
be able to connect with their culture and
upbringing. This exchanging process enables
students to provide a better understanding of
various cultures and ethnic backgrounds. As well
as providing an inclusive learning environment, it
benefits an individuals interpersonal
development. Students are able to learn and
relate with their peers and share their work
within group settings. Providing a valuable
benefit for students who may experience
difficulty in their social skills, which will be
improved through the use of structured
interactions with others.
Cooperative learning is beneficial, as it teaches
the students to work effectively with their peers
and resolves any inevitable conflicts.
 Creating a Culturally Inclusive
Classroom Environment
Creating a culturally inclusive classroom is a
vital component in teaching, however what
does it look, feel and sound like?
A culturally inclusive classroom is seen
where the students and teacher are viewed
alike, diversity is appreciated within the
environment and used to enrich the overall
learning experience. When creating this
type of environment, it benefits any
individual who steps foot inside. This 1.
encourages individuals of different gender,
ethnicity, religious affiliation, socio- 2.
economic status or sexual orientation to
develop personal contact and develop
effective intercultural skills with one 3.
another.
As well as the classroom being culturally 4.
inclusive it also needs to be a learning
space where diversity is respected. This
environment could be created with assisting
the students in developing positive views of 5.
themselves and others, which will progress
the student in initiating conversations with
each other, which would usually not occur.
Introducing activities targeting differences
Figure 1. Recommended strategies to assist with creating a culturally inclusive classroom
and creating fair and inclusive
communities, will benefit the students
understanding of the meaning of diversity
(Santora, 2012).
Images play a vital component when
visualizing a culturally diverse and
inclusive environment; teachers can
incorporate:
- Images of children with their families
demonstrating their culture.
- Images that depict diversity of
abilities/disabilities and body types.
- Images of students actively engaged in the
community.
- Images that display people of different
cultures and ages engaging the same
activities.
- Images that reflect diversity in gender
roles; a female trade person or a male
receptionist.
(Santora, 2012 P.2)
 Strategies, Tips and Good
Practice Examples
Furthermore, the following pages will discuss
useful strategies that can be used to establish a
classroom environment that is culturally inclusive.

Engage in Positive Interactions with Students

Establish an introduction system, which allows

the teacher to be able to gain additional
information. This system will provide an
insight on the students cultural background
and previous experience of diversity in the
classroom. They could in the form of an
icebreaker activity, which can be used at the
start of every term to discuss what each
individual participated in during the holidays.
This assists the students to generate
conversation with one another, as well as
communicate about diversity.
Teachers can also participate in sharing their
cultural background and experiences, which
can be used to educate the students on the
history of culture.
Communicate to the students that you are
committed in understanding and learning
about cultural differences, value and beliefs.
This allows the students to recognize that
culture is valued within this particular learning
environment.
Ensure to make an effort to learn more than a
name of a student. Perhaps you could ask
about their family or sporting commitments,
this shows that you are showing an interest in
their life.
Eliminate Classroom Incivilities
Clearly state ground-rules for appropriate
conduct, which protects against cultural
exclusion and insensitivity.
Communicating verbally and non-
verbally with their peers.
Expected to display mutual respect
towards all students.
Encourage students to negotiate
classroom rules and consequences for
inappropriate behaviour.
Respond promptly to any inappropriate
behaviour, as it could be racist, sexist or
culturally insensitive. Which should be
non-existent in a culturally inclusive
classroom.
Avoid any stereotypes or assumptions
during teaching.

Use Appropriate Modes of Address When educating students on cultural or

At the beginning of the year, ask what the
students preferred name is. In some cultures,
it is respected that an individual may only be
called by their birth name by their parents.
Having the correct pronunciation of a name is
very important, this shows cultural awareness
as well as mutual respect. If you may
experience difficulty, it is polite to ask the
student.
diverse groups of people, be sure to
source where the information is from.
Otherwise parents may read the students
work and assume that you may be
expressing your personal opinion, as there
is no listed source or evidence.
All information sourced from (Barker,
Frederiks and Farrelly Visit, n.d)

During class discussions refer to the students

correct name as much as possible.
 Encourage Open and Inclusive Classroom Discussions

Prompt students to ask open-ended questions to explore

their opinions and perceptions.

Ensure that students are taking turns of expressing their

own opinions while also listening to others.

Avoid singling out individual students as this puts the person

on the spot. Its particularly important when sharing
opinions about cultural or personal issues. When a student
is singled out they feel pressured and it looks as if you are
asking that particular person to speak on behalf of their
culture.

Barker, Frederiks and Farrelly Visit, n.d

Treat Diversity Positively

Avoid generalizing behaviour and providing excuses for

particular students. For example, that person is behaving
like that because it is apart of their culture.

Avoid stereotypical expectations of people, for example, all

Asian students are smart or all Asian students are quiet in
class.

Dont expect an individual to speak as a representative of

their culture.

Allow students to contribute their input, which is related to

their culture. However avoid making any student a cultural
representative.

Flinders University, 2015

Self Development Checklist

It is essential in the teaching profession to continuously

monitor your progress over time. When creating a culturally
inclusive classroom, it can prove to be difficult however it is
helpful to reflect on your own attitudes and teaching practices.
The following questions will form a framework for monitoring
your assumptions throughout your teaching; this can also be
used as peer assessment, if needed.

1. What is my understanding of diversity?

2. How could I learn more about the diversity of my

students and staff colleagues?

3. What methods have I used to establish an inclusive

teaching and learning environment?

4. What strategies work well in my teaching?

5. What evidence do I have to show that these strategies

are successful?

Barker, Frederiks and Farrelly Visit, n.d

References
Barker, M., Fredriks, E. and Farrelly Visit, B. (n.d), GIHE Good Practice Resource Booklet on
Designing Culturally Inclusive Learning and Teaching Environments, Griffith. Accessed 3rd of May
via https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-Culturally-
Inclusive-Classroom-Environment-mcb2.pdf

Cotton, K. (1992), Developing Empathy in Children and Youth. Northwest Regional Educational
Laboratory, Accessed 3rd of May via Google Scholar

Department of Education and Training (2014), Programs and Initiatives Unity through Diversity:
The Victorian Governments Vision for Civics, Citizenship and Multicultural Education, Victoria
State Government, Accessed 25th of April via
<http://www.education.vic.gov.au/about/programs/cultures/Pages/unitydiversity.aspx>

Education Victoria (1997), Multicultural Policy for Victorian Schools, Department of Education,
Melbourne, Victoria, P.4-8, Accessed 27th of April via
<https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/lem/Mpolicy.pdf>

Flinders University (2015), Designing Culturally Inclusive Classrooms, Teaching and Learning at
Flinders University. Accessed 4th of May via https://www.flinders.edu.au/staff-development-
files/CDIP%20documents/CDIP%20Toolkit%202015/Designing%20Culturally%20Inclusive%20Classroo
ms.pdf

McCollough, T. E. (1992), Truth and Ethics in School Reform. Washington, DC: Council for
Educational Development and Research. Accessed 3rd of May via Deakin Library Database.

McDonald, N. M. & Messinger, D. S. (n.d.), The Development of Empathy: How, When and Why, In
Acerbi, A., Lombo, J. A. & Sanguineti, J. J. (eds), Free Will, Emotions and Moral Actions:
Philosophy and Neuroscience in Dialogue. IF-Press. Accessed 2nd of May via
<http://www.psy.miami.edu/faculty/dmessinger/c_c/rsrcs/rdgs/emot/McDonald-
Messinger_Empathy%20Development.pdf>

Santora, L. (2004), How can you create a learning environment that respects diversity? Anti-
Defamation League, New York, Accessed 3rd of May via http://www.adl.org/assets/pdf/education-
outreach/How-Can-You-Create-a-Learning-Environment-That-Respects-Diversity.pdf>

The Australian Government (n.d.) The People of Australia Australias Multicultural Policy,
Canberra, Australia, P. 26. Accessed 29th of April via
<https://www.dss.gov.au/sites/default/files/documents/12_2013/people-of-australia-
multicultural-policy-booklet_print.pdf>

United Nations Educational, Scientific and Cultural Organisation (2008), Medium-Term Strategy,
(34), Paris, France, P. 7 Accessed 26th of April via
<http://unesdoc.unesco.org/images/0014/001499/149999e.pdf>

United Nations Educational, Scientific and Cultural Organisation (2009), Policy Guidelines on
Inclusion in Education, Paris, France, P.5 21. Accessed 26th of April via Deakin Library Database.

Weissbourd, R., Jones, S., Anderson, T. R., Kahn, J., Russell, M. (2014), The Children We Mean to
Raise: The Real Messages Adults are Sending About Values, Making Caring Common Project,
Harvard Grammar School of Education, Cambridge. P. 1-8. Accessed 2nd of May via
http://sites.gse.harvard.edu/sites/default/files/making-caring-
common/files/mcc_report_7.2.14.pdf