Category Archives: UoDEdushare

Racism and Patriarchy within Society and Schools

This week within our Values Lecture, we dug deeper into racism and patriarchy alongside their histories and sociological perspectives. The lecture aimed to make us think deeper into how far we have come with racism and patriarchy, and how we are still battling these matters in modern times. As a student who loved studying History in secondary school and whose favourite topic was the Civil Rights Movement in America, I was thoroughly interested by the lecture and it opened not only mine but everyone’s eyes as to how prominent racism and patriarchy are still to this very day.

In the first part of the lecture, we discussed the topic of racism and mostly how it has developed since the late 18th century. We discussed things such as the Ku Klux Klan, Martin Luther King Junior, and the Jim Crow laws set up due to what was called ‘blackface’. Derek really reinforced to me that although we have improved a lot since these times, racism is still prominent throughout society by showing us examples of it taking place on social media and throughout the news. It made me realise that racism can still be prominent within schools and it will be my duty as a teacher to prevent this from the earliest stages. As a teacher it will also be my responsibility to treat all children fairly and with the same amount of respect, no matter what their ethnicity or background may be.

We then went onto discuss patriarchy and how this has also developed through time. Derek touched on historical groups such as the Suffragettes and Suffragists who had to fight hard to win the vote for women, even in the very city of Dundee. This was inspiring to see how far equal rights for both genders has come. However, Derek again showed us video clips and posts from social media that highlighted to us how patriarchy is still evident nowadays. One of these being by the company Always. It portrayed different people of different ages acting out ‘female’ actions. Adults and adolescents were asked to do things such as ‘run like a girl’ and ‘fight like a girl’. Through this, females were portrayed as weak and useless. However, when younger children were asked to do the same actions, they portrayed women to be strong and hard working. This really opened my eyes to my responsibility as a teacher in teaching children to maintain that mind-set: that everyone can be strong if they try their hardest, no matter what your gender is. This lecture also made me realise how significant the feminism move is in the modern day and how grateful I am for the strong, powerful and influential people who have stood up for gender and racial equality within society.


Providing ALL Children with Equal Learning Opportunities

On Tuesday the 18th of September, we had our first workshop of the course. I was excited by the aspect of something a bit different, smaller and one-to-one. I had no idea what to expect, which was also part of the excitement.

Firstly, we were given the task of splitting ourselves into four groups of seven. Each group were then given an envelope full of a mixture of resources. The instructions given to us were to create a resource that could be used by a student who is also new to the University of Dundee. We were only able to use the resources within the envelope, and had about ten minutes to plan and prepare the item we were going to present to the rest of the class. The instructions were very brief, which allowed us to get our ‘creative caps’ on and share our ideas on what this student resource could be. At this point, I seemed to be the only person within my group that noticed that each group had a different pack of resources. I didn’t take much from this and continued with the activity as normal.

Having a range of resources in our envelop to choose from meant we were able to get on with activity quite easily once we had put our imagination to play. However, what we were unaware of was the fact that others may have been struggling with the activity as they had a lot less resources than us. Throughout our planning, Gillian was highly supportive whilst providing a range of feedback, tips and advice on how to make our idea the best it could possibly be. Our group were all so infatuated with our planning that what we didn’t notice was that Gillian was only giving two certain groups a lot of attention and advice, whilst the others with less resources were left to fend for themselves.

When it came to presenting our idea and creating the actual model of our resource, Gillian paid a lot of attention to us whilst nodding, praising and giving us lots of encouragement throughout and afterwards. However, what we began to notice was that Gillian listened more to certain groups than others. During one group’s presentation, Gillian got up to shut one of the windows as if she didn’t care about what the group were so enthusiastically presenting. The feedback after for the two groups with less resources was also quite negative and Gillian only gave them a small amount that wouldn’t really help them to improve. We were all a bit taken aback by this, but began to catch on to what Gillian was doing and wondered what the bigger meaning was to the whole activity.

Due to the fact that we had so many more resources than the other two groups, we were blind to the fact that these other groups were struggling and probably having to put a lot more effort into the activity than us. This began to make us think deeper, and I began to realise the implications of social statuses and the resources children have on the non-deliberate treatment they may receive. This relates closely to the attainment gap that is a current issue within Scottish Education. The Scottish Survey of Literacy and Numeracy found an attainment gap of 14–17% for reading, 21% for writing, and 12-28% for numeracy from primary through to secondary school. Over time there have been many strategies put in place to try and improve the attainment gap, such as free school meals for children in Primary 1 – 3, however the issue has never gone away. As a teacher, and without even noticing it, the amount of resources a child has (such as pencils, paper etc that we had within the activity) may have an effect on the way you treat or support them. This links to the topic of the week’s lecture, the unconscious bias. This is where are aren’t aware we have a bias of someone or something, but because of society and social media we have these pre-conceptions built within us. This means we may treat people differently without even noticing.

Unforunately, the quantity of resources children have can have an effect on the quality of their learning and development within schools. So, as teachers, what are we meant to do about this? The General Teaching Council Scotland’s Standards for Registration state professional values that teachers must follow, as they are key to providing equal learning opportunities to all children. Within Section 1, when discussing Social Justice, it states “Committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation”. This stresses the need for all teachers to provide equal learning opportunities to children and treat them with the same understanding.  Section 1 also states “Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported”. Without providing all children with learning opportunities, and the support and feedback needed to improve their individual learning, children are not going to be able to have all aspects of their well-being developed. This is why we must treat all children with the same respect and fairness.

As role models that children look up to, it is highly significant that teachers have a positive outlook on ALL children’s learning, no matter what their circumstances or backgrounds may be. It is time that everyone becomes conscious of their unconscious biases, and that we speak up about the things we are always so silent about. In doing this, we will be able to recognise where we are going wrong, and provide equal learning opportunities to children no matter what.




‘What made you want to teach?’

‘What made you want to teach?’

I get asked this question many times, and yet the answers are endless. There are so many reasons why I want to work with children and stem out into the world of collaborative teaching. However, my desire to become a primary teacher was first ignited when I was a young girl. My Granny told me stories about the rewarding warmth she felt when watching the children she taught grow into strong individuals. My goal one day is to also experience this worthwhile feeling.

Through this, I began to grasp at as many opportunities as possible to work with younger children, both within and out with my high school. I worked extremely hard at my subjects in school, making sure I was academically capable to study teaching at university. This included challenges in subjects I was never the most talented at, including maths, which eventually paid off in the end of my school career.

Although I had the grades to continue my education career at university, I was young for my year at school and felt mentally unprepared for the challenges I may experience away from home and in a new environment. While I also had practical experience in a variation of childhood settings, I wanted to take some time to branch out and experience more in the actual classroom setting. This led to my decision to train as a Childhood Practitioner at college for a year. This brought me so many vibrant learning opportunities, as I watched the children I worked with develop and flourish throughout the year.

Through my college course I learnt so much more about the responsibilities of a teacher in order to provide the best possible care and service for young people. I learnt valuable theory such as language development, the significance of safeguarding, and the most interesting to me which was the importance of play opportunities for children. Simply giving a child the chance to play outside can develop their sense of nature and resilience. It can also develop their ability to create stories, which can help to broaden their creativity and imagination. My growing love and interest for the topic of play was the centre of my University of Dundee interview presentation.

One experience from my college course that made me want to teach even more was when I was given the responsibility of planning a child-led learning and play activity for one of the children in my placement’s class. For this I had to use a range of planning tools such as Bloom’s Taxonomy, Tina Bruce’s 12 principles of free-flow play, narrative observation cards, the child’s personal learning profile and many more. Through this I noticed that the child thoroughly enjoyed drawing detailed pictures of dinosaur toys that they played with. I was able to pick out areas of development within the child’s learning, and set up an activity that was playful but also practised the child’s skills.

Planning activities and having that one-to-one time with children thoroughly secured my decision to go to university, as my passion for teaching continued to grow throughout my college experiences.