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ED2990 - Education for Cultural Diversity

Credit points: 3
Year: 2014
Student Contribution Band: Band 1
Administered by: School of Education (pre 2015)

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 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 practice 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 (Purdie and Stone, 2005; NAPLAN, 2009). Given the ongoing educational disadvantage experienced by Indigenous people within Australian society (Department of Education Science and Training, 2006), Indigenous education will provide a main 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.
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 28-Aug-2014
Coordinator: Dr Philemon Chigeza
Lecturer: Dr Kelsey Lowrie.
Workload expectations:
  • 4 hours lectures
  • 13 hours tutorials
  • 20 hours - online activities
Assessment: assessment 1: group presentation (20%); assessment 3: group wiki (30%); assessment 2: quiz (10%); assessment 4: manifesto (40%).

External, Study Period 2
Census Date 28-Aug-2014
Coord/Lect: Dr Philemon Chigeza.
Workload expectations:
  • 37 hours - 24 hours online activities; 13 hours online tutorials
Method of Delivery: WWW - LearnJCU
Assessment: assessment 2: quiz (10%); assignments (30%); assessment 1: group presentation (20%); assessment 4: manifesto (40%).

Townsville, Limited, Study Period 2
Census Date 28-Aug-2014
Face to face teaching (Online tutorial attendance at RATEP site as per schedule to be advised)
Coord/Lect: Dr Philemon Chigeza.
Workload expectations:
  • 37 hours - 13 hours online tutorials; 24 hours online activities
Assessment: assessment 1: group presentation (20%); assessment 3: group wiki (30%); assessment 2: quiz (10%); assessment 4: manifesto (40%).

Cairns, Internal, Study Period 2
Census Date 28-Aug-2014
Coord/Lect: Dr Philemon Chigeza.
Workload expectations:
  • 4 hours lectures
  • 13 hours tutorials
  • 20 hours - online activities
Assessment: assessment 1: group presentation (20%); assessment 2: quiz (10%); assessment 4: manifesto (40%); assessment 3: group wiki (30%).

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.