Critical Cultural Knowledge In Special Education

Critical Cultural Knowledge In Special Education

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Critical Cultural Knowledge In Special Education

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Critical Cultural Knowledge In Special Education

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Course Code: ICT301
University: Swinburne University Of Technology is not sponsored or endorsed by this college or university

Country: Australia

Which theorists or philosophers do you recall from your previous studies?Which theorists inspire you?


It is said that human beings are gifted with the faculty to think and reason before undertaking any action. That sets human beings apart from animals, who indulges in actions mindlessly. The role of education is to sharpen, brighten and ameliorate that inherent quality to transform and advance lifestyle and experiences. This report shall thus be based on views of famous educationists’ views on early education. The following sections shall be a collection of several ideas and a conclusion reflecting on personal experiences.
In this section views of fourteen educationists chronologically arranged according to the passage of time shall be discussed. One of the first educationists of history, Comenius is attributed to inculcating the principle of pedagogy to education. He had propagated for a curriculum that should be based on learning and not memorizing. Locke, with whom students of Political Science are quite familiar had stressed upon the importance of morality in education since he considered the goal of education being the creation of men with virtues. Rousseau, another man quite renowned for his views on politics considered education to be the key instrument to orient masses towards giving more emphasis on the good of the general public over the selfish interests (Murtadha and Stoughton 2017). Froebel’s views hold that kindergarten standard education is the only form of organized education for children. Dewey, a liberal by orientation propounded the view that social and economic growth should be the objective which should propel students receiving education. It had a very utilitarian aspect to it. Steiner was the man to whom the system of co-educational schools can be traced back to since he considered education to be an interactive and a vibrant process. Montessori is the woman after whom the modern child education academies are named (Augustine 2014). The system propounded by her lays emphasis on the cognitive aspects of a child in the formative years of education. Her model is the widely preferred child-centric education mode followed all over the world. Gessel is the man to state the fact that like the five fingers of our hands, children are unequal too with regard to capabilities. Vygotsky stressed on a very unique aspect, that was of playing games in enriching the experience of education. To Piaget should the credit of founding the modern, gradual approach in disseminating education be given (Wilson 2016). Rogers believed that education should be the therapy which shall help in students grow and develop as human beings. Bruner opined that intellectual development should be the goal of imparting education right from the childhood. Malaguzzi’s views held that children are driven by instincts and all are equally capable of excelling albeit not similarly, but in different ways. Finally, to end with Bronfenbrenner, who had focussed on the role of environment in shaping the learning capacities of students right from the childhood days (Walsh 2016).
Reflective Conclusion
Given my personal experience of receiving education, I can say that my teachers have at some point of time or the other have stressed upon all the concepts that have been discussed in the previous section. I have been intimated to all of the views as and when my teachers had mentioned of the needs necessitated by the educationists. However, working on this report made it very clear to me as to who had propounded the ideas. Naturally, all are equally inspiring to me since education cannot be a wholesome experience by excluding any one of the aspects they had pressed for. The name Montessori was quite familiar to me as most schools meant for children are popularly known as so, and I had studied in one of them during my childhood as well.
Augustine, J.M., 2014. Maternal education and the unequal significance of family structure for children’s early achievement. Social Forces, 93(2), pp.687-718.
Murtadha-Watts, K. and Stoughton, E., 2017. Critical cultural knowledge in special education: Reshaping the responsiveness of school leaders. Focus on Exceptional Children, 37(2).
Walsh, S., 2016. Teaching The Whole Child: Fostering Spiritual Development in Public Education.
Wilson, C.M., 2016. Creating effective invited spaces: putting the lens on early childhood teacher education practica: a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand (Doctoral dissertation, Massey University).

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