Discriminatory and Non-Discriminatory Practice - Essay Example

Discriminatory and non discriminatory practice Discrimination: The United Nations Convention on the Child has clearly specified that every child hasthe right to live free from discrimination (www.cyberschoolbus.un.org). Unfairness is widespread in society, with some children enjoying access to opportunities and advantages that are not enjoyed by others due to the limitations of their gender, race, socio-economic status or disability (Griffin, 2008:6). The differential treatment in schools has a negative impact on young children, because they may grow up feeling excluded and relegated to the fringes of society. Ads Mason (1995:3) points out, ethnic diversity and racial differences has always been viewed as a problem in Britain, with the onus of changing by assimilating into the mainstream being placed upon the excluded, thus placing the blame for the failure to prosper squarely on the shoulders of immigrants or minorities in Britain. Diversity on the other hand, involves taking into account the notion that individuals are different with different needs that are not necessarily dictated solely by their race, ethnicity or immigrant status. One of the grounds on which discrimination takes place is gender, wherein the school curriculum used to be tailored such that its structure and content were differentiated. This has been described as a “subtle process, in step with the social attitudes of the time, and more likely to be modified by those than by any other means.” (Myers, 2000:2). Secondary education for girls focused primarily on preparing them for a domestic role by encouraging them to take courses such as needlework and domestic science while boys moved in the direction of woodwork, metal work and similar activities. As Myers (2000:3) points out, the consequence of such choices in the school curricula often resulted in “gender segregated work patterns and leisure activities” when these students enter the world outside school and seek employment. In recent times however, there has been a sustained effort to change such gender based stereotypes that may be discriminatory for girls and provide them equal access and encouragement to take up courses that were once perceived as quintessentially within the province of boys. Causes of discriminatory behaviour: Discriminatory behaviour arises out of the attitudes people have, rather than purely as a result of inequalities. To some extent, inequalities among people are present in every society, which in turn influences beliefs and impacts upon the kind of attitudes that people have towards others. Different communities may function with different levels of understanding, however as Nind (2003) points out, beneath each layer of understanding, there are “layers of socio-cultural and personal complexity.” (Nind, 2003: 2). Individuals have a spectrum of beliefs, values and opinions, which tend to diffuse down within a group, and the differing levels of understanding create stereotypes of certain groups of individuals and creating “internalised layers of expectation” from others based upon the upbringing and experiences operating on both a subconscious and unconscious level.(www.parentingacademy.org). Legislative measures to reduce discrimination: There are several legislative measures that have been introduced to promote equality and reduce discrimination, which has a detrimental impact on children and on their future. Some of this legislation includes the Disability Discrimination Act of 2005, the Special Educational Needs and Disability Act 2001 and the UN Convention on the Rights of the Child 1989 among others, all of which are geared towards ensuring equality for all. This ensures that minority groups such as women or people belonging to different racial groups or groups in a lower socio-economic status are protected. But if anti discriminatory practices are to be effectively implemented, then it is vital that legislation protecting the victims of discrimination is also supplemented by practitioners examining their internal attitudes, beliefs and expectations to ensure that these are not interfering with their practice of equality (www.parentingacademy.org). Some classroom practices cannot be strictly classed as discriminatory, mostly because they have become a part of the institutional structure of schools, such as single teachers in classrooms and age based grouping (Nind, 2003:2). It could be argued that these could be discriminatory because students with disabilities, who are classified as students with special educational needs, may not be able to function effectively in such a classroom environment. Special Educational Needs: As per the Government rules, a student with special educational needs is one who has a learning problem that makes it more difficult for the child to learn as compared to other children of his or her own age and if that learning difficulty calls for a special educational provision to be made which is different fromt hose generally provided for other students (www. opsi.gov.uk). Disabled students with special needs have to be provided with learning assistants who can work with them one on one and help them to cope with the curriculum and keep up with the rest of the class, using special visual or auditory or other kind of learning aids that may be needed. Existing legislation such as the Special Education Needs and Disability Act of 2001 specifically cater to the needs of such students and are in practice at most schools, which is helpful in contributing to non discriminatory practice, when combined with changes in attitudes and elimination of stereotypes. Communication theories: In order to ensure non discriminatory practice, it is also important to ensure effective communication between all individuals. Shannon and Weaver’s information theory of communication is based on a premise that information represents the uncertainty in the environment; hence the communication process originates in a message produced by a source that is passed through a channel to a receiver for the message (Shannon and Weaver, 1949). Feedback from the receiver provides the indication as to the level of understanding of the original message from the source. This communication theory may not however be applicable in non discriminatory practice, because there are extenuating factors, such as a disability or a race/socio-economic status that is perceived to be inferior that stands in the way of the message being received as originally communicated. The drawback associated with Shannon and Weaver’s theory is the failure to take into account the external context and environment within which the messages are transmitted. This theory was modified by Atlan and Cohen (1998), to take contextual elements into account. They point out that while the information model may be applicable within a technological environment, it would need modification in a biological system, where the contextual elements would be significant and impart complexity to the system. As a result, the nature of communication and the degree to which a receiver comprehends a message will be influenced by elements in the environment. The importance of communication in promoting non discrimination: Applying these communication models within the context of children’s needs, non-discriminatory practices would need to incorporate contextual elements in estimating the efficacy of reception of the lessons being communicated. While addressing the needs of disabled children in a learning environment for example, Nind (2003:3) offers the view that such children may be formally or informally identified or withdrawn from the normal educational parameters because they may be perceived to be different from normal children and are not able to achieve certain targets. Lindon(2006) has pointed out that with increasing levels of cultural, ethnic and religious diversity in our society, it is vital that equal opportunities are provided and non discriminatory practices are introduced during the early years, especially in nurseries and day care settings. The critical factor in achieving non discriminatory practice would therefore be improvement in communications by taking contextual factors into account. The various legislative measures introduced have the bottom line objective of ensuring that all individuals are treated on an equal footing. Where young children are concerned, the provision of facilities for children with special needs, such as visual aids for visually impaired children or auditory aids for the hearing handicapped, specially placed desks and chairs and SEN teaching assistants could ensure that these students are also provided with equal access to educational opportunities, rather than being left behind or discriminated against due to their special needs. Example of an activity to promote non discrimination: Where educational practitioners are concerned, Sapon Shevin has expressed the following view: “We are urged to think about early education as though it really mattered, as though our pedagogy could make a difference in addressing inequalities and injustice.” Hence, the teaching techniques must reflect an inclusive policy that allows every student to participate in the lessons that are being taught. One example of such an activity that I have practised in my class with effect is provided below: During a science class, I divided my students into small groups, ensuring that at least one SEN student and one minority student was included within each group. During the selection process, I took pains not to openly specify the reasons why I was dividing them in this manner. I provided them a list of items that were set up on display, mostly electrical gadgets such as irons, toasters, blenders, etc together with additional pictures of the kind of appliances that were used in the 1950s. The group was then required to work together to identify the appliances and to determine whether they were electrical or not, as well as to discuss them together in their groups to prepare a brief write-up on electricity. This activity provided an inclusive environment where all the students including the SEN students, were working together on a common activity, thereby providing them an opportunity to interact effectively with each other. Conclusions: In conclusion therefore, it appears that following an inclusive policy on education is vital in ensuring a non discriminatory approach to all children, especially those with special needs or those who come from different backgrounds. Rather than expecting immigrants or minorities to assimilate into the mainstream and blaming them when they are unable to manage it effectively, it is important to take into account the differing needs that diversity produces. Practitioners are themselves individuals with specific beliefs, values and attitudes which are shaped largely by the environment and people they may have grown up with and the environmental context within which they operate. While legislation has been enacted to promote a non discriminatory approach, this is likely to be successful only when combined with a change in practitioner attitudes and beliefs. For instance, those working with children from different ethnic background may require practitioners to be sensitive to their different religious and cultural beliefs. The Standards laid out for the achievement of Qualified Teacher Status requires teachers to respect the social, cultural, linguistic, religious and ethnic backgrounds, so that existing stereotypes are challenged (Griffin, 1995:8). Promoting an appreciation and support for diversity at the early years stage is crucial in ensuring that “every child is included and not disadvantaged” and so that children learn from an early age “to value diversity in others and grow up making a positive contribution to society.” (Griffin, 1995:8). Practitioner attitudes can make that vital difference in achieving these goals because children at a young age more easily imbibe positive values and beliefs which they are likely to carry on into their adult lives as well. References: “BM19- Diversity and anti-discriminatory practice”, Retrieved January 2, 2010 from: www.parentingacademy.org/.../WWP_Unit301_Handout_BM19.pdf Griffin, Sue. “Inclusion, Equality and Diversity in working with children”, Heinemann Publishers Kessler, Shirley A., and Swadener, Beth Blue (Eds.), 1992. “Reconceptualizing the early childhood curriculum: Beginning the dialogue”, New York: Teachers College Press. Lindon, Jennie, 2006. “Equality in early childhood”, Hodder Education. Myers, Kate, 2000. “Whatever happened to equal opportunities in schools? Gender equality initiatives in education”, Open University Press. Mason, David, 1995. “Race and ethnicity in modern Britain”, Oxford University Press. Nind, Melanie, 2003. “Inclusive education: Diverse perspectives”, David Fulton Publisers. “Special Educational Needs”, Retrieved January 6, 2010 from: http://www.opsi.gov.uk/ACTS/acts2001/ukpga_20010010_en_1 United Nations Convention of the Child. Retrieved January 6, 2010 from: http://cyberschoolbus.un.org/crc/about.html “What is anti discriminatory practice?” Retrieved January 6, 2009 from: www.earlyyearsequality.org.uk. References: Read More