There is a colloquial expectation that teachers will know the students in their classroom. While it is dangerous to step into the realms of the politically savage spaces of race, gender, culture, sexual orientation or class, it is almost impossible to ignore the influences these things may have on education outcomes. Teachers are constantly challenged to respond to questions of morality and ethics. In many regards, teaching could be considered inherently political.

In reality, there is a naivety that one could educate in a community context without consideration of the above. However there are also other factors to consider in a remote context. In the article, Strengths and challenges for koori kids, it becomes clear that it is more difficult to achieve a Western idea of successful health and well-being as a result of being Aboriginal¹. Students may come to school on an empty stomach. Knowing the reality of where you teach is a necessity that underpins your day of education. There is an opportunity, with the student in your classroom who struggled to sleep overnight, to demonstrate a level of empathy. Demetriou² describes the process of empathy in schools as a two way process that,

‘Only works when you have effective relationships, when there’s mutual respect between staff and pupils, when pupils know that we are committed to listening, and when we treat pupils with unconditional positive regards.’

So what does all of this mean? Essentially, it means what every good teacher already knows. Students are incredibly diverse and unique. Each student brings into the classroom a range of lived experiences that inform the way they approach any education process. We need to be aware of these factors. We need to teach for these factors. We need to have the humility to accept when we don’t quite get it right.

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References

¹Priest, N., Mackean, T., Davis, E., Waters, E., & Briggs, L. (2012). Strengths and challenges for koori kids: Harder for koori kids, koori kids doing well – exploring aboriginal perspectives on social determinants of aboriginal child health and wellbeing. Health Sociology Review, 21(2), 165-179. doi:http://dx.doi.org.ezproxy.flinders.edu.au/10.5172/hesr.2012.21.2.165

²Demetriou, H. (2018). Empathy, emotion, and education. London: Macmillan Publishers.

AITSL Standards: 1.1, 1.3, 1.4