Education for Diversity and Social Justice - Book Report/Review Example

Education for Diversity and Social Justice Introduction The essay focuses on analysis of the book Education for Diversity and Social Justice whose author is Amanda Kaddie. The book’s main themes are cultural diversity, social justice and equal access to education for all regardless of cultural background. In the analysis, the discussion will be on the purpose of the book, author’s credentials, summary of the key points, and the usefulness of the text. Critical annotation Amanda, K. (2012).Education for Diversity and Social Justice, Routledge Research in Education, New York Purpose of the book The main purpose of the book is to address the social injustice in the education sector that has led to marginalization of socioeconomically challenged communities. The author states the importance of equitable distribution of resources such as education to foster social justice and diversity. The book draws its inspiration from real issues happening in United States, UK and Australia. The author notes that the marginalized groups, such as the aboriginals in Australia and Canada have been denied equal chance of survival. Education is perceived to be the most imperative in addressing social inequality and enhancing economic development. The book also focuses on the need to create an inclusive environment that will embrace all students regardless of their race, cultural background or socioeconomic statuses. The book notes that the marginalized communities are denied a chance to participate in national development. Unfavourable learning environment makes students from marginalized groups feel isolated, ostracised and unwanted. The author states that this lowers the student’s self-esteem, affecting their learning experiences. Further, the author notes that students from marginalized communities are not given an opportunity to express their culture. The culture of the dominant society controls every learning process. The main goal, according to the book, is that education institutions should seek to embrace cultural diversity, make education more affordable, and ensure that equitable distribution of education resources is enhanced. The main assumption is that when equality is achieved, the marginalized communities will be empowered like the rest of the society. Author’s credentials Amanda Keddie is the main author of the book, Education for Diversity and Social Justice. She has a wealth of experience in the field of education having worked as a Research Fellow at the University of Queensland, Australia. The author has made several publications on gender, cultural diversity, social justice and schooling. She has a wealth of experience in the field of education and culture. She writes from her own experiences and past scientific studies. Prior to beginning her work at the higher institution of learning, she was working in the Association of Women Educators institution. Her main aim was to promote gender equality in education, to ensure equality in economic participation. She is also affiliated to Griffith University where she works as a Research Fellow. Amanda Keddie has made a number of publications, where she has collaborated with more than 13 co-authors. She began her publication in 2000. Currently, she has made more than 86 publications touching on issues of gender, culture and social justice. Some of the latest journals include productive engagements with student difference: supporting equity through cultural recognition and Refugee education and Justice Issues of representation, redistribution and recognition, which she published in 2012. Her experience in writing has contributed to education policies, especially in Australia where the government is working towards education equality and cultural diversity. In 2002, she received an award that recognized her main contribution to the field of education. She was awarded for her publication; it’s more than a game: Little boys, masculinities and football culture. Amanda is also a member of the Australian Association for Research in Education. She is an Award Co-ordinator, where the main goal is to recognize authors and individuals who have contributed to the field of education and culture. Summary of Key points The book, Education for Diversity and Social Justice (2012), main aim is to highlight how social injustice in education has contributed to economic gap within the society. The book indicates that the economic gap is huge, especially in Australia, United States and Canada. The inequitable distribution of resources, such as education has been attributed to the economic inequality within the society. Amanda (2012) borrows heavily from statistical data, and past studies to justify her claim. She focused mostly on the social injustice among the aboriginal living in Australia and Canada. According to the book, the aboriginals have been denied an equal chance to participate in nation building owing to lack of knowledge, skills and experiences. She blames the education sector and government for this the social injustice, arguing that little efforts have been taken to foster equal education for all. However, she has noted the policies that different governments, especially in Australia has put in place to ensure that the challenge is addressed. Nevertheless, most governments and institutions of learning have failed fully implement the proposed education policies that would ensure that all students regardless of their race, cultural background and socioeconomic status receive quality education. The book also points the importance of an inclusive environment, unconditional positive regard and valuing the culture of the minority groups. The author asserts that the culture of marginalized communities is suppressed in many institutions of learning. This creates a barrier for aboriginals to express their cultural values, norms and traditions. The education sector is designed in a way that it only promotes the values of the dominant culture. Amanda (2012) contends that institutions of higher learning should be in a position to enhance cultural diversity and equality. This will ensure that all students feel appreciated, hence increasing their chances of participating actively in education. The inclusive learning environment, according to Amanda (2012), will foster cultural integration. It ensures that students from all cultures interact and exchange their experiences and skills. This kind of environment is imperative in fostering the esteem of students, especially from marginalized cultures. It also ensures that students can appreciate cultural diversity and work towards social harmony. Amanda (2012) indicates that the inclusive environment has the ability to eliminate social prejudice on culture of particular groups. As students from different backgrounds interact, the realities about the experiences, skills and capabilities of each group emerge. However, the author laments that inclusive environment is being hampered directly or indirectly by many institutions of learning. The direct way is when marginalized groups are denied admission in particular education institutions. Indirectly, many institutions use language and other activities which are not compatible/which the aboriginals find difficult participating. This keeps most of them inactive in institution of learning, hence perpetuation of injustice. In terms of unconditional positive regard, Amanda (2012) asserts the need to ensure that every student is treated fairly regardless of his or her cultural background. A student-centered approach to learning is proposed, especially with an aim of ensuring that aboriginals are given an equal chance to participate in learning process. Teachers are required to be patient with students from marginalized communities, owing to the fact that they may appear as slow learners, but this does not necessarily mean they lack in intelligence. The student-centered approach means that educators concentrate on individual student to ensure that they benefit from the learning experiences. Students from marginalized communities need to feel loved, and part of the education system as this will improve their self-esteem and enhance their social skills. Finally, the book focuses on the need to remove all barriers that hinder acquisition of education to all students. The barriers include unaffordable education locking out students from marginalized communities. Government and education policymakers need to work together to ensure that basic education is made free to all students. More assistance should be given to marginalized communities, especially the poor. The assertions of the book have been echoed by similar studies. The economic inequality has been attributed to lack of necessary skills, and competence (Bernard, 2006). The high cost of education, especially in the United States has hindered many students from accessing higher education, hence becoming irrelevant in the workplace. The huge economic gap can be bridged by ensuring that all students, regardless of their cultural background are given an equal opportunity to education (Australian Government Department of Education, 2009). This, coupled with making education affordable ensures that students have required skills and expertise needed in the industries. The social and economic injustice is a reality in the world, despite of the campaigns calling for equitable distribution of resources (Bernard, 2006). The aboriginals in developed worlds are still mistreated and denied an equal chance to participate in national development. The perpetuation of social injustice is also common in institution of learning, where the growth and development culture of the marginalized groups is inhibited. Hence, the book Education for Diversity and Social Justice (2012) is a reflection of the realities currently affecting the society, and which requires immediate attention. Evaluation of the Usefulness of the Text The book Education for Diversity and Social Justice (2012) plays a significant role by contributing to the field of education. The book has highlighted major challenges that hamper equal education for all. Educators, the government and policymakers, can use the book to improve the status of education in developed and developing countries. The information is reliable and credible. The information is obtained from credible government sources and past-related studies. The author has a lot of experience in the field of education, having worked as a researcher, and written more than 80 different publications. The book focuses on real issues affecting the state of education in many parts of the countries. If the government and education sector applies the principles highlighted in the book, equitable distribution of education resources will be realized. There is a need for concerted efforts from all stakeholders in education. The policymakers can ensure that schools adhere to the policy of inclusive learning environment that ensures equal treatment for all students. The book also pointed out the relationship between education and economic empowerment. If the governments want to eradicate poverty and economic dependency, marginalized communities ought to be given an equal chance of participating in nation development. References Amanda, K. (2012).Education for Diversity and Social Justice, Routledge Research in Education, New York Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments (2009). Belonging, Being and Becoming – The Early Years Learning Framework for Australia. Commonwealth of Australia, Canberra. Bernard van Leer Foundation (2006). A Guide to General Comment 7: Implementing Child Rights in Early Childhood. United Nations Committee on the Rights of the Child United Nations Children’s Fund, The Netherlands. Read More