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EMA - Coggle Diagram
EMA
Part 1
(1500 words)
Bearing in mind your tutor’s feedback for your TMAs, critically review two articles that are presented anywhere within Sections 4 and 5 in the module materials. Discuss your rationale for choosing these articles and in particular, comment on the way in which they position the individual and the social.
‘“Inert benevolence” towards languages beyond English in the discourses of English primary school teachers’ (Cunningham and Little, 2022).
269–274 of ‘Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens’ (Hornberger and Link, 2012),
‘Conceptualising poverty as a barrier to learning through “Poverty proofing the school day”: the genesis and impacts of stigmatisation’ (Mazzoli Smith and Todd, 2019)
‘“You feel a bit lost”: a case study interpreting white, working-class mothers’ engagement through habitus’ (Wilson and McGuire, 2022)
‘Supporting the learning of nomadic communities across transnational contexts: exploring parallels in the education of UK Roma Gypsies and Indigenous Australians’ (Levinson and Hooley, 2013).
How schools alienate indigenous and gypsy communities through a lack of inclusion
‘Gypsies and travellers: literacy, discourse and communicative practices’ (McCaffery, 2009).
Moll, L.C., Amanti, C., Neff, D. and Gonzalez, N. (1992) ‘Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms’, Theory into Practice, 31(2), pp. 132–141.
Ogbu, J.U. (1992) ‘Understanding cultural diversity and learning’, Educational Researcher, 21(8), pp. 5–14.
How identity is impact by a lack of authentic incorporation of cultural diversity in school environments
Part 3
(2000 words)
Indicate the theoretical ideas that you would choose for investigating the problem you have identified and explain your choice. Delineate the specific concepts that you would use as tools of investigation and the limitations of your approach. Identify three tightly focused questions appropriate for exploration of your research problem.
Bourdieu - Reproduction theory
Narrative interviews - sharing of personal experience is empowering for those participating.
1 - What ways are non-dominant groups marginalized?
2 - How does that impact non-dominant members?
3 - What is the impact on the whole school community?
Part 4
(1000 words)
Discuss the potential implications of investigating this problem for both the individual and the social structures in your setting. To what extent would any ensuing changes be permissible within the culture and practice of the setting?
A clear, undeniable account of how the school has marginalized non-dominant groups in various ways. But also clear input into what would make them feel more included. This would mean restructuring curriculum to be more inclusive, which might receive pushback from dominant group members. It could give hope to non-dominant groups. However, it might also create a fear of retaliation.
Part 5
(1000 words)
Write a critique of one of the articles that you read in the final unit (Unit 28). Discuss whether its messages might be applied to the problem within your setting.
To conclude your critique and discussion, reflect on whether studying EE845 has helped you to rethink your perception of some of the problems you previously identified in your practice/setting or whether it has maintained or reinforced your original position. How does your critique of the article reflect this influence?
‘Distinguishing inauthenticities: the role of personal storytelling in engaging with equality, diversity and inclusion in education’ (Miles, 2023).
Part 2
(1500 words)
Identify a problem in your own practice setting or a setting with which you are familiar, or one which has been reported in the media, which relates to the issues that you have discussed in Part 1. Explain how this problem emerged in its context, and how it relates to the themes of equality and social justice from both the individual and the social perspective, and delineate any tensions between the two that may emerge.
Non dominant groups lack inclusion in curriculum and wider community.
Leadership are aware of this issue but continue to only take performative action
This is especially problematic in this setting, as it is an international school; it trades on being diverse and welcoming for all.
It seems only those from the dominant groups, or non-dominant members who can successfully adopt dominant behaviours, succeed.
This forces non-dominant members to either assimilate or be isolated.
The lack of meaningful inclusion also perpetuates and reproduces dominant expectations
Individual: Students are forced to assimilate, or face marginalization
Social: Performative inclusion seems to create greater equity, but actually still does not address problem. Can create paradox where non-dominant groups are made to feel that they're concerns are now non-essential