About the Diversity Project
Primary Ethics would like to ensure that our curriculum is inclusive of the diversity in our target audience – NSW primary school students. To embody our values, we wish to incorporate best-practice diversity and representation into our lessons. We will achieve this by modifying existing lessons where required by altering the characters and stories to provide positive diverse representation both within each topic and across the full curriculum.
In order to make sound, best-practice adjustments, we are undertaking a project with the following phases:
- Phase 1 – Research best-practice and scope the diversity review. This phase is now complete.
- Phase 2 – Examine lesson materials to gain a full understanding of current state of curriculum. This phase is now underway.
- Phase 3 – Determine appropriate changes and update lesson materials. This will commence when Phase 2 has been completed
By diversifying the stories and characters that are used and presenting them in a way that positively reflects those being represented, Primary Ethics will be directly facilitating the objectives of several NSW Department of Education policies.
Review of academic literature as part of Phase 1 shows that it is appropriate to consider Primary Ethics curriculum as children’s literature in the context of child development. It also shows the curriculum to be a legitimate and appropriate mechanism through which to represent diversity to primary school-aged children.
The dimensions of diversity identified for inclusion within the curriculum update are:
- Aboriginal and Torres Strait Islander content
- Caring unit structure
- Race, religion and cultural background
The resistance of stereotypes and inclusion of intersectional representation, where characters experience more than one dimension of diversity, have been put forward as recommendations for implementation.
Objectives of the role
Conduct content analysis (coding) of allocated Primary Ethics’ lessons according to the criteria listed in the Codebook. This will involve highlighting ambiguities and working with fellow team members to ensure a standard approach.
This is a part-time, voluntary position, reporting to the Project Manager – Diversity Review. We are looking for volunteers who can spare a minimum of a few hours a week. Content analysers will work from their own home, at their own pace, and in the timeslots that suit their personal circumstances.
We’ll be ready for you to start in late August or September. The duration of the project will depend on how many content analysers are in the team, but you are of course welcome to join up or drop out at any time.
Group meetings may be held, either face-to-face or online, for training or quality assurance purposes.
Training and ongoing support will be provided.
Analyse lessons and code according to the criteria listed in the Codebook, recording your findings in the Google form provided. This will include:
- Analysing every character in a story or scenario and recording characteristics, such as gender, ethnicity, disability, family structure, activity performed
- Analysing every story or scenario and recording data such as whether it is a fairy tale, myth or contemporary story; the national origin (if stated), etc.
Skills and Experience
- Attention to detail
- Ability to work independently
- Computer literacy and confidence in an online environment
- Capable of learning new processes
- Experience working remotely
- Experience working in teams
Candidates should understand and support our mission to provide philosophical ethics classes for children in NSW public primary schools and be committed to professionalism in all aspects of their work.
Volunteer content analysers will need to be available for induction either over the phone or face-to-face at our Potts Point office.
For further information or to register your interest, please contact the Project Manager of the Diversity Review, Diana Dib, at
P: 8068 7752 (Diana will be in the office on Thursdays)