Identify and critically reflect upon historical bias and stereotypes through a social justice lens Assessment 3: Folio (2000 words).

Identify and critically reflect upon historical bias and stereotypes through a social justice lens
Assessment 3: Folio (2000 words).

Assessment Overview
The 21st century primary school is a very diverse space. You may teach children from a range of different cultural backgrounds; refugee children, migrant children, children living in poverty, children caring for parents and family members, children who are battling with mental health issues or issues with their own sexuality. As an effective inclusive primary school teacher, you must demonstrate an understanding of how you can meet the needs of diverse learners.
This assignment requires you to work through two case studies on diversity, equity and inclusion and respond with a report detailing your problem-based learning process, findings and advice.
Unit learning outcomes
This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:
1. Identify and critically reflect upon historical bias and stereotypes through a social justice lens
2. Analyze the range of additional needs that impact on children, adolescence and their families
3. Critically evaluate policies, practices and legislation in relation to diversity, equity and inclusion
4. Compare and evaluate, teaching and pedagogical approaches for diversity, equity and inclusion
5. Demonstrate an understanding of strategies for diversity, equity and inclusion through a community of practice perspective.
Assessment details
Create a folio that responds to two case studies
Case study 1 (1000 Words Excluding references) (minimum of 10 references)
Mental health and well being
Michel is starting primary school this year. He is six years old. He repeated four-year-old kinder due to selective mutism. Michel’s parents have been taking him to see a child psychologist for the past two years. He still refuses to speak in social situations but he will play with other children, and speaks to his family in the home environment where symptoms of his anxiety are minimal. Michel has an older brother, called Andre, in Grade 2 at the same school, and he is progressing well. Michel has been to the orientation days for the new foundation students and he would not look at the teacher, or answer any questions. He is familiar with the school because his brother has been there for three years.
Requirements
Your report for each case must include the following components:
1. An analysis of the additional needs identified in the case.
2. A description of any historical bias or stereotyping that may influence the case.
3. An evaluation and comparison of pedagogical approaches that would address the identified additional needs. The criteria for the case study include at least two relevant teaching approaches and describe and compare their features, strengths and limitations.
4. An evaluation of policies, practices and legislation that relate to the case.
5. A description for how a community of practice perspective would address diversity, equity and inclusion for the case.
You must justify your response and approaches by making links to published academic sources, policy and legislation, appropriately cited in APA format.
References you should use for case 1

http://www.responseability.org/
http://www.safeschoolscoalition.org.au/

https://aifs.gov.au/cfca/publications/australian-child-protection-legislation
http://www.australiancurriculum.edu.au/studentdiversity/pdf/studentdiversity
https://www.dss.gov.au/our-responsibilities/families-and-children/publications-articles/protecting-children-is-everyones-business
Case study 2 (1000 words excluding references) (minimum of 10 references)
Contemporary families
Julie is nine years old and is in Grade 4. Her father has been in jail for the past 6 years. She never talks about him to anybody. Julie has an older sister, called Janine, in Grade 6. They often get into fights in the playground and have to be separated by the teachers. Julie is currently living with her Auntie who lives in a suburb 15kms away from the primary school that she attends. She has to take the bus to school every day. Julie would prefer to live with her grandparents, but her grandfather is in hospital and he is quite ill. Julie’s mother has a mental illness and has not been able to care for her daughters for the past two years. Julie regularly sees her mother.
Your report for each case must include the following components:
1. An analysis of the additional needs identified in the case.
2. A description of any historical bias or stereotyping that may influence the case.
3. An evaluation and comparison of pedagogical approaches that would address the identified additional needs. The criteria for the case study include at least two relevant teaching approaches and describe and compare their features, strengths and limitations.

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