Cultural Diversity In Australia

Are issues of diversity understood/represented fairly, accurately or problematically?
Australian schools are comprised of a diverse population of students with a vast range of sociocultural factors shaping their individual and unique identities. In 2006, more than 50% of people living in Australia were migrants or had a parent who had migrated to Australia (ABS, 2006, p. 46). This demonstrates the prevalence of cultural diversity in the population which extends into Australian schools. Diversity has many faces, incorporating differences in culture, sexuality, gender identity, socio-economic status, life experience, geographical location, spoken language and dialect. Risks associated with social inequality and educational disadvantage are quantified
This is evident in national and state policy, curriculum and framework documents. Equity, inclusion and respect for diversity in an environment where the needs of the child are paramount is a top priority for both the Early Years Learning Framework and National Quality Standards and apparent in both their core principles (DWEER, 2009, p.1). Add example from Melbourne Declaration, Adelaide Declaration, Australian Curriculum and a state policy, Safe schools of
7; Marginson, n.d. p. 4). [How are minority students misunderstood? What negative outcomes do they usually face? Clarify this excerpt to avoid unanswered questions from occurring.] This can be largely attributed to the educational implications of a cultural capital hierarchy. According to Bourdieu (as cited in Ewing), cultural capital is the total accumulation of resources at the disposal of a person or group (2013, p. 83). These resources are generally sociocultural in nature and accrue through life experiences, interactions and relationships (Ewing, 2013, p. 83). Resources of cultural capital can be physical or internalised (Ewing, 2013, p. 83). In schools, cultural capital takes the shape of a virtual schoolbag containing all the knowledge, skills and experiences a child has gained throughout their life. Problems arise when school system's preference specific forms of cultural capital at the detriment of others (Thomson, 2002, p. 4). This results in an unfair advantage for privileged students, who have ample opportunity to access their virtual school bags and thus draw on their strengths and familiarities. Unfortunately, marginalised students have far less cause to utilise the knowledge they bring to the classroom.