Analyse and write a reflective argumentative essay (1500 words) based on below scenario. Link these learnings to your personal position/values in relation to identity, equity, diversity and inclusion.

Analyse and write a reflective argumentative essay (1500 words) based on below scenario. Link these learnings to your personal position/values in relation to identity, equity, diversity and inclusion.

Scenario : Cultural and Racial diversity: Who is Australian?
Michael and Lee were sitting at the table with that had a world globe and a book about different countries and their environment and cultures.
They spun the globe around looking for Australia. When they found the country, the children talked about where they lived in Australia, what street and who lived in their home. Michael said to Lee Where do you come from? Lee looked at Michael and said Australia! Shaking his head, Michael responded No you come from China! Lee became very upset, shaking his head he yelled No I am Australian! and he ran out of the room.

Task Purpose
On completion of this assessment, you will demonstrate your ability to:
Understand and define key concepts underpinning this subject and connect their relevance to early childhood education and care.
Consider personal and professional experiences in relation to equity, diversity and inclusion.
Provide critical and analytical commentary on why incorporating opportunities for learning about equity and social justice in the early years is important to ensure children and their families have a strong sense of identity.
Communicate understandings about being a multimodal early childhood educator, aligning your thinking to highlight how multimodality functions in childrens lifeworld and intensifies these by making them visible in complex, rich ways.
Develop a personal positioning towards your pedagogical practice supporting notions of identity, equity, diversity and inclusion.
Essay to follow rubric:
Provides an introduction to the essay.
– Provides a succinct overview of the dimensions of the topic to be explored

Demonstrates theoretical understandings of equity, diversity and inclusion.
– Supports and justifies the research focus within current research and policy

Connects theoretical understandings to recent and historical examples
– Appraises significance of the selected literature

Demonstrates an ability to review, analyse and consolidate key ideas and debates
– Synthesises the literature and makes a critical stance about the key ideas and debates

Links research to practical applications in Early Childhood Centre/ Classrooms through connections with the topic
– Connects research to pedagogies in innovative and dynamic ways

Brings the case/ argument to a conclusion
– Critically synthesises and analyses the findings and generates new ideas/ solutions

Communicates ideas using academic conventions
– Enhances communication through use of language structures and conventions
– Signposts to guide the reader through the discussion

Uses APA 7th style referencing
– Uses APA 7th referencing to a publishable standard

Required readings:
Prez, M. S. (2020). Dismantling Racialized Discourses in Early Childhood Education and Care. In Disrupting and Countering Deficits in Early Childhood Education, (pp. 20 36). Routledge.
Srinivasan, P. (2016). How Come Australians Are White: Childrens Voice and Adults Silence. In Childhood and Nation (pp. 25-38). Palgrave Macmillan.
Prez, M. S., & Saavedra, C. M. (2017). A call for onto-epistemological diversity in early childhood education and care: Centering global south conceptualizations of childhood/s. Review of Research in Education, 41(1), 1-29.
Srinivasan, P. (2019). Pookey, poory, power: An agentic powerformance. Contemporary Issues in Early Childhood, 20(2), 121-132.
Srinivasan, P. (2014). Early Childhood in Postcolonial Australia: Children’s Contested Identities. Springer.
Australian Government Department of Education and Training. (2009). Being Belonging & Becoming: The Early Years Learning Framework for Australia. Commonwealth of Australia.
Baldock, P. (2010). Understanding cultural diversity in the early years. London: SAGE Publications Ltd.
Guo, K. (2015). Teacher knowledge, child interest and parent expectation: Factors influencing multicultural programs in an early childhood setting. Australasian Journal of Early Childhood, 40(1), 6370.

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