EDUC 7016NA - Multicultural Society and Educational Policy

Ngee Ann Academy - Quadmester 4 - 2016

This course explores culturally plural societies, the construction of schools and how these relate to social and educational policies. The course is designed with a student-centred learning focus and is, in part, determined by their decision-making process as part of a critical pedagogical approach. There is thus considerable flexibility in the program. Key themes relating to 'core' values are explored in the context of cultural and educational theories. Historical, political, philosophical, social and economic perspectives can be included in the analysis of educational systems both in Australia and internationally. These, as well as alternative orientations to cultural pluralism, are examined with reference to epistemologies, curriculum, school organisations and educational policy.

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Course Details

Course Code	EDUC 7016NA
Course	Multicultural Society and Educational Policy
Coordinating Unit	School of Education
Term	Quadmester 4
Level	Postgraduate Coursework
Location/s	Ngee Ann Academy
Units	3
Available for Study Abroad and Exchange	N
Restrictions	M Ed students only - Singapore
Assessment	Presentation, 1 x 2000 word essay, participation in online discussion board

Course Staff

Course Coordinator: Dr Nishani Singh

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Friday: 7pm – 10pm
Saturday: 1pm – 8pm
Sunday : 9am – 4pm

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Demonstrate an understanding of cultural diversity, critically analyse educational policies in culturally diverse societies and apply relevant education policies in local education contexts
2	Improve their written and verbal communication skills, and ability to work independently and with others
3	Improve their research skills and ability to use non-lecture and non-prescribed materials, as well as to think critically and form independent judgements

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2, 3
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 2, 3
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1, 2, 3

Learning Resources

Required Resources

There is no set textbook for this course. Rather students will be required to read selected literature and notes on key issues covered in the course and texts as appropriate.

You will be asked to bring to some of the sessions samples of school-based, educational or organisational policies, which will be used for group exercises. Please note you will be assessed on your participation and on the group exercises.

Recommended Resources

Additional course-related material is available through MyUni. The assessment will include workshop participation and demonstrated understanding of the issues covered in the readings. The readings will also provide useful references for your assignment.

Online Learning

Additional course-related material is available through MyUni.

Learning & Teaching Modes

Two intensive workshops including lectures, group work and numerous opportunities to discuss international standard setting documents, policy development and educational policies from various countries. Sessions will include guided and open discussions, interactive activities relating to educational policy at national and local institutional levels and individual presentations.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Total 156 hours comprising:
36 hours contact time
48 hours reading
8 hours online review of My Uni materials/notices
24 hours research & preparation for active discussion & one slide presentation
40 hours research and preparation of major written assignment

Learning Activities Summary

Schedule
First Workshop	Content
1	The construction of identities and communities
2	Culturally plural societies
3	Core Values of ideologies
4	Determining values by socio-cultural, political and educational systems
5	Global culture, values and citizenship vis-a-vis national citizenship
Second Workshop
6	Policy development process
7	International Policy contexts & standard setting documents
8	National Education Policy contexts – comparing other country policies
9	Local Education Policy contexts
10	Culturally inclusive pedagogy, Countering Racism
11	Whole school approaches to Multicultural Education

Specific Course Requirements

Attendance at intensive workshops is compulsory.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Due	Weighting	Learning Outcome
Participation: Students engage in interaction in class activities and sharing of materials and information	Formative	Ongoing during intensive workshops	10%	1, 2, 3
A solo presentation using power point (10 mins) questions and facilitation of group discussion (5 minutes)	Formative and Summative	During second intensive	30%	1, 2, 3
Written assignment 3000 words	Summative	TBA	60%	1, 2, 3

Assessment Related Requirements

Students are required to attend 80% of all intensive workshop sessions.

Criteria that will be used to assess students’ work will be distributed and discussed in class, To gain a pass, a mark of at least 50% must be obtained on ALL assessed components as well as a total of at least 50% overall.

Assessment Detail

Participation – students are required to attend at least 80% of lecture tutorials and to participate actively in class discussion.

Power point presentation of a significant multicultural educational policy issue in a specific context during class for 10 mins followed by questions and facilitation of class discussion (5 mins)

Major Written Assignment (3000 words) on one of the topics below:

1 Analyse the education policies of Singapore that relate to education for a multicultural society, in the light of relevant international standard setting documents, and identify where the internationally agreed standards and values are (or are not) reflected.

2 Compare and contrast the education policies of Singapore that relate to education for a multicultural society with those of another country/State/region, and analyse the socio-cultural, socio-economic or other reasons that might explain the differences in each context.

3 Research good practice examples of school-based practices of education for a multicultural society from your own or other countries, and evaluate them against state/national policy and international standards, with reasons why you think they would be effective or otherwise.

4 Who is a Singaporean? How do we reconcile our different ethnic backgrounds with this overarching identity? How can this relate to the profession of teaching, where diversity is increasingly being subsumed to the needs of globalisation on the one hand and cultural inclusivity on the other?

5 How does a teacher reinforce the integration of multicultural identities and counter racism or alienation of culturally diverse learners?

6 Negotiate a topic with your lecturer.

Learning Goals for the Presentation:

• To gain confidence in reporting to an audience
• To present a significant educational policy issue in a specific context
• To present a logical sequence of discussion
• To become familiar with the use of one presentation form or technology
• To answer questions relating to the seminar presented
• To allow formative feedback prior to the submission of the formal essay

Submission

Submission is online through MyUni.

Assessment pieces submitted late will receive a 5% deduction per day past the due date except where prior approval is sought and granted in writing beforehand.

Students must retain a copy of all assignments submitted.

All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission.

Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism (refer to policy on plagiarism on the Assignment cover sheet).

Requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought. Students must apply to the lecturer concerned on the ‘Application for Extension’ form at the back of the Academic Program Handbook.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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Maintained by:	Course Outlines Administrator