EDEC11029 Policy and Research in Early Childhood : The Social Justice

Task:

Policy Statement and Purpose

Catholic Early Learning and Care supports the principles of equity through implementing inclusive and anti-bias practices. Inclusive practices underpin the service philosophy and its commitment to inclusive practices. A culturally inclusive environment requires mutual respect, open communication self-reflection, and building on relationships within the community. CELC understands that equity needs to be imbedded into its services by promoting inclusive behaviours and practices that encompass both the individual and groups of people in their social, physical, emotional and cultural needs.

Catholic Early Learning and Care recognises and values the uniqueness of Aboriginal and Torres Strait Islander societies, cultures and identifies as the original inhabitants within a multicultural Australia. There should be no division in the body, but that its parts should have equal concern for each other. If one member suffers, all members suffer, if one member is honoured, all members share this joy. You then are the body of Christ and each one of you is part of it.

Application

This procedure applies to all Catholic Early Learning and Care Services in the Diocese of Cairns.

Procedure

Personal experiences, biases and prejudices can influence professional and ethical behaviour and effect caregiving skills and strategies; the value of interactions between children, families and Educators and the ability of stakeholders to work cohesively as a team.

It is important that services acknowledge and respect differences and similarities by ensuring that play and learning experiences are child-focussed, relevant and meaningful. Placing token values on differences and assuming that one interpretation of a culture, race or lifestyle represents everyone from that background, is not a sign of diversity and equity. It makes an assumption about the lives of individuals or groups of people, which may not be a true reflection of who they are. This type of assumption emphasises difference and diverts attention away from the similarities between people.

Inclusive Practice:

• Families, children and Educators can express who they are, their opinions and beliefs

• Participate fully in the program to the best of their abilities

• Feel safe from prejudice, abuse and unfair criticism

• Interact with others and develop an understanding of cultural awareness and diversity

• Initiate thoughtful and informed curriculum decisions

• Partnership between families, staff, community and other professionals

• Share supportive learning environments

• Inclusive service philosophy

Service Responsibility:

• To create an environment that promotes an inclusive, equitable and diverse service

• To achieve equal relations between nationalities, races, religions, genders and special needs

• To cultivate each child’s ability to stand up for him/ herself and for others and act to promote equity and

Justice

• To develop programs which support the goal of an anti-bias programme

• For each child to be able to recognise and challenge bias

• To regularly assess the physical environment for inclusiveness and undertake to plan changes in an

Environment where appropriate

• Not to tolerate behaviours, language or practices that label, stereotype or demean others

• Avoid tokenism and assumption regarding other cultures

• Celebration of other cultures is embedded into the program

• Interpreter information will be made available for non-English speaking families wherever possible

• Collaborate with families so they can take an active role in decision making within the service

• Provide children with a variety of experiences from a range of social, cultural, linguistic and ability backgrounds

Embracing our Aboriginal and Torres Strait Islander Culture: (with permission Rockhampton Diocese ELC) Since The Dreaming, Aboriginal peoples and Torres Strait Islander peoples have been deeply committed to the Creator and centred their lives in the natural-spiritual world. The land is from where identity comes, from where spirituality springs, where The Dreaming originates, where custodianship begins. The people have never lost their connection with the land and the sea and remain bound to it in spirit, living in harmony with nature. We recognise the uniqueness of Aboriginal and Torres Strait Islander societies, cultures and identities separate from other unique cultures within multicultural Australia. As the original inhabitants of Australia, Aboriginal peoples and Torres Strait Islander peoples are not part of the ethnic or migrant cultures which contribute so much to Australia’s spiritual, social and economic life. Rather they hold the position of the Indigenous Australian occupying a special religious, historical and social place within the Australian community.

We also recognise that gospel values are universal and apply to all God’s people. By directing this policy specifically toward Aboriginal peoples and Torres Strait Islander peoples it attempts to acknowledge the unacceptable levels of education and social standing, which sees a greater percentage of sickness, unemployment, death and poverty among this section of the community in comparison to other groups within the wider Australian community. We as a church, follow the example of Jesus, seek to achieve through education processes, justice and harmony with Aboriginal peoples and Torres Strait Islander peoples. Foster the creation of a spirit of openness for Aboriginal students and Torres Strait Islander students and their Parents/Guardians and families to develop a sense of identity and a sense of belonging to the centre’s community.

The service will:

• Recognise and celebrate the unique giftedness that Aboriginal children and Torres Strait Islander children and their families bring to the community

• Involve Aboriginal peoples and Torres Strait Islander peoples in educational decision making

• Promote an awareness of and respect for the cultural diversities, spirituality, values and traditions of Aboriginal students and Torres Strait Islander students

• Include Aboriginal perspectives and Torres Strait Islander perspectives across the curriculum

• Ensure staff have access to Cross Cultural Awareness Programs as part of their Professional Development

• Seek assistance and support from Aboriginal staff and Torres Strait Islander staff employed in the Diocese and from the local Aboriginal communities and Torres Strait

Islander communities

Promoting Indigenous Culture:

• Display posters, art and images of Aboriginal and Torres Strait Islander people in everyday contemporary situations

• Incorporating Indigenous toys, books, art and games in program.

• Programming art experiences that reflect Aboriginal and Islander culture and understanding the difference between them.

• Plant bush tucker plants with explanations of how Aboriginal people traditionally used the plants

• Include Indigenous activities into excursions e.g. Tjapukai Cultural Centre

• Celebrate Aboriginal and Torres Strait Islander special days like NAIDOC incorporating ideas from organisation.

• Invitation to local elder to share knowledge and stories.

• Flying the Aboriginal and Torres Strait Islander flags.

• Investigating the tribal names of the local traditional owners and displaying them

• Displaying brochures of local/state Aboriginal & Torres Strait Islander organisation

• Include welcome to country or acknowledgement of country is presented before meetings or training session.

Ensure that their interactions with children:

• Promote gender equity

• Promote equity regardless of race, culture or difference

• Encourage children to develop to their full potential regardless of different abilities or needs

• Ensure that their language and daily practices are inclusive and non-discriminatory

• Self-evaluate and monitor their biases concerning gender, stereotypes or other differences between children

• Undertake professional training

• Uphold the CELC Code of Conduct

• Be inclusive of all lifestyles and models when discussing family structures with children

• Provide inclusive resources, experiences and materials

• Recognise the emotional needs resulting from trauma, abuse or grief

• Assist children and staff with special needs to integrate into the service

• Respect the differences of families in their child rearing and beliefs

• Be aware all children and Educators with specific medical conditions

• Celebrate occasions that are relevant to a variety of cultures

• Share information with children about different cultures

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