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New articles are sent in a newsletter each fortnight to all Victorian government school teachers, but is open to anyone interested in best practice in education.
Table of contents
In Our Classrooms
Our students come to URI with a wide range of experiences and educational backgrounds. As educators, we have a responsibility to ensure our students are prepared to work in a diverse environment and collaborate with others who bring new perspectives. When we incorporate a variety of perspectives into our own teaching and offer students new ways of looking at their discipline we prepare our students for the diverse workforce. There are a variety of ways you can incorporate diversity into your classroom and it depends on the goals you have for your students.
- The way of fate: A true story from the Kindertransport?
- Goals of social justice.
- Navigation menu.
- You Are Modern Gods: Ancient Secrets?
- Are You Lazy?.
- Evidence-based teaching approaches from peers and experts.
Our inclusive classroom section offers some resources on where to start. In an inclusive classroom, instructors are aware of the diversity of students and work with students to create a safe and collaborative learning environment. Instructors use multiple methods to deliver course content and provide students with a variety of opportunities to share what they know. Inclusive classrooms recognize students learn in different ways and have valuable perspectives to bring to the content being learned.
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Skip to content — Skip to search. The University of Rhode Island. Email eCampus Sakai Handshake. Through answering these questions, students can start to recognize injustice existing at the micro and macro levels. In order to foster classroom social justice, teachers must first build a safe, encouraging place where students can speak about their experiences and beliefs. The first way to promote social justice in the classroom is to create a community of conscience.
Teachers can establish a community of conscience by creating rules that teach fairness in classroom discussions and behavior. Teachers can model questions and answers that illustrate ways to thoughtful conversation rather than making students feel bad or devalued by their classmates. By providing model responses, teachers can illustrate to students how a good response helps to enrich a conversation whereas some responses can shut discussions down. Ideally, students should view each other as academic siblings or co-learners instead of competitors. This perspective allows students to understand that while disagreements may occur, they must work together to increase their knowledge.
By creating this sort of classroom environment, teachers enable students to build each other up in conversation and action. Teachers can also strengthen the classroom community through learning experiences that draw upon the diverse backgrounds of their students. Teachers must also be aware of the messages sent by the learning materials they use.
When choosing class materials, teachers should employ books, articles and lesson plans that include diverse voices and cultures. Educators also may need to call upon colleagues or community members from specific backgrounds in order to better understand their cultures.
Students need to be able to recognize real-world problems and critically engage with these issues. Racism in the United States has been the focus in several high-profile incidents of violence against people of color.
In Our Classrooms
As students explore issues like the Trayvon Martin case or witness racism in their own lives, they need to be able to bring up these issues in class discussions. They also need to be able to recognize ways racism masquerades as normal treatment and question this treatment. While young people are fairly adept at recognizing overt bullying in the form of assault, name-calling and online harassment, they might not be aware of the other ways that bullying can manifest.
Students should be taught about the harm done by smaller behaviors that are often normalized as a part of the adolescent experience.