EDF3009 - Schooling, education and equity: Local and global perspectives - 2019

This unit inquires into the challenges of achieving equity in schooling and education in diverse social and cultural contexts. It critically engages with a combination of sociological theory, contemporary policy documents and accounts of innovative practice in schools and communities to explore the ways in which curriculum and teaching and learning strategies can be ethically responsive to centralised government policy and local and community needs. International policy developments and trends in multicultural education are examined, as well as local, state and national responses. Cultural, linguistic, religious, socioeconomic, intellectual and physical differences among all students are studied in relation to creating equitable and inclusive learning environments. The unit builds understanding of the histories, cultures and identities of Aboriginal and Torres Strait Islander people and explores how this understanding in educators can productively contribute to experiences of schooling for all young Australians.

Upon successful completion of this unit students should be able to:

1. interpret a range of education policy developments and educational research that relates to schooling and equity in local, national and global contexts
2. critically explore the ways in which curriculum and teaching and learning strategies can be ethically responsive to centralised government policy and local and community needs
3. appreciate the many dimensions and experiences of difference in young people's experiences of schooling in Australia and internationally
4. demonstrate an understanding of Aboriginal and Torres Strait Islander histories, cultures and identities and apply this understanding in their work as educators
5. reflect critically on themselves as educators and the strategies they will use for engaging diverse learners.

For students who commenced the course prior to 2014: 5 days

Inquiry Essay (2000 words equivalent, 50%)

Research paper (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements
   • 10 hours of independent study per week

See also Unit timetable information

Secondary education

Secondary health and physical education