ED2990 - Education for Cultural Diversity
| Credit points: | 03 |
| Year: | 2018 |
| Student Contribution Band: | Band 1 |
| Administered by: | College of Arts, Society & Education |
External offering available only to students enrolled in the BEd (ECE). Limited offering available to RATEP students only [36110 Majors BED-RA4, BED-RA3].
Education for children from birth to age 18 is viewed through a lens of cultural diversity, with a specific focus on 'race', gender, socio-economic status and location. We explore systemic and structural inequalities within education and develop appropriate classroom policies and practices which work towards possibilities for the future. In the context of social justice and reconciliation, students will explore theoretical, practical, and personal themes relating to the construction of identities, identity and resistance to schooling; historical legacies and current issues; multicultural persons, classrooms and societies and culturally inclusive classroom practices. The professional necessity to understand and address educational inequity is highlighted by the education achievement of Indigenous students which, on average is at significantly lower levels than that of non-Indigenous students at every major educational milestone (NAPLAN, 2013). Given the ongoing educational disadvantage experienced by Indigenous people within Australian society (Department of Education, Science and Training, 2012), Indigenous education will be a primary focus for the study of these themes. Students will use their understandings of these themes to develop competencies needed to make decisions about learning in classrooms and communities in culturally diverse societies.
Learning Outcomes
- evaluate and develop classroom practices and strategies that respond to the needs of diverse learners;
- analyse educational inequity;
- critically examine curriculum and policy interventions in Australian education and internationally which foster social sustainability;
- critically reflect on cultural experiences and develop knowledge, understanding and skills as a culturally responsive teacher and global citizen;
- demonstrate Australian Professional Standards for Teachers at a Developed level and, for B.Ed (ECE) students, relevant ACECQA standards.
| Assumed Knowledge: | This subject is built on the assumption that you already have some knowledge of issues of diversity and equity in education and that you are competent at managing the demands of university study. It particularly builds on your learning in ED1401. |
| Prerequisites: | 6 credit points of level 1 ED subjects |
| Inadmissible Subject Combinations: | ED1451 |
Availabilities | |
| Townsville, Internal, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | Dr Philemon Chigeza |
| Contact hours: |
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| Assessment: | quiz (20%); collaborative wiki (40%); response to stimulus (40%). |
| External, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | Dr Philemon Chigeza |
| Contact hours: |
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| Method of Delivery: | WWW - LearnJCU |
| Assessment: | quiz (20%); collaborative wiki (40%); response to stimulus (40%). |
| Townsville, Limited, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Face to face teaching (Online collaborate tutorial attendance at RATEP Sites within the Study Period dates as scheduled) | |
| Coordinator: | Dr Philemon Chigeza |
| Contact hours: |
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| Assessment: | quiz (20%); collaborative wiki (40%); response to stimulus (40%). |
| Cairns, Internal, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | Dr Philemon Chigeza |
| Contact hours: |
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| Assessment: | quiz (20%); collaborative wiki (40%); response to stimulus (40%). |
| JCU Singapore, Internal, Study Period 53 | |
| Census Date 29-Nov-2018 | |
| Coordinator: | Dr Philemon Chigeza |
| Contact hours: |
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| Assessment: | quiz (20%); collaborative wiki (40%); response to stimulus (40%). |
| JCU Singapore, Internal, Study Period 51 | |
| Census Date 05-Apr-2018 | |
| Coordinator: | Dr Philemon Chigeza |
| Contact hours: |
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| Assessment: | quiz (20%); collaborative wiki (40%); response to stimulus (40%). |
Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.