EDUC 7016 - Multicultural Society and Educational Policy

North Terrace Campus - Semester 1 - 2018

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.

  • General Course Information
    Course Details
    Course Code EDUC 7016
    Course Multicultural Society and Educational Policy
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Available to M Ed students only
    Course Description 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.
    Course Staff

    Course Coordinator: Dr Lynda MacLeod

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Identify the range of and explain how factors including the linguistic, cultural, historical, social, environmental, economic, political contexts influence educational policy development  in multicultural societies.
    2 Compare and critically analyse the education policies of different countries, states, regions in terms of how they meet the educational and learning needs of multicultural societies.
    3 Participate in, provide insights on and contribute positively to whole class and group discussions on multicultural education policy development.
    4 In groups, develop an educational policy for a multicultural society.
    5 Deliver an academic presentation based on research, keep an audience engaged, lead a discussion on a multicultural educational policy issue.
    6 Present a well researched written academic argument, in an essay format on  a multicultural education policy issue.
    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
    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.
    Online Learning
    Additional course-related material is available through MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course involves 12 two hour lectures/ seminars and 12 one hour tutorials, 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 of:
    36 hours contact time
    48 hours reading 8 hours online review of My Uni materials/notices
    24 hours research & preparation for active discussion & presentation
    40 hours research and preparation of major written assignment
    Learning Activities Summary
    Schedule
    Week 1 Introduction to the course, course organisation and course requirement
    Week 2 The Construction of identities and communities
    Week 3 Culturally plural societies
    Week 4 Core Values of ideologies
    Week 5 Determining values by socio-cultural, political and educational systems
    Week 6 Global culture, values and citizenship vis-a-vis national citizenship
    Week 7 Policy development process
    Week 8 International Policy contexts & standard setting documents
    Week 9 National Education Policy contexts – comparing other country policies
    Week 10 Local Education Policy contexts
    Week 11 Culturally inclusive pedagogy, Countering Racism
    Week 12 Whole school approaches to Multicultural Education
    Specific Course Requirements
    Attendance at intensive workshops is compulsory.
  • Assessment

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

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

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcome
    Reflective writing: 
    Evaluative and reflective analysis
    Summative

    TBA

    20% 1,2,3
    Individual presentation
    Using PowerPoint (10 mins) questions and facilitation of group discussion (5 minutes) 
    Summative TBA 30% 1,2,3
    Written assignment: 
    Evaluative; 3000 words
    Summative TBA 50% 1, 2, 3
    Assessment Related Requirements

    Students are required to attend at least 90% of course sessions and to participate actively in class discussion. Participation includes prior preparation for class (e.g. readings, research), making positive, insightful and constructive contributions to class and group discussions, asking relevant questions, respectful, listening to different perspectives, supporting co-learners and collaborating in a team. 

    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
    Assessment 1: Reflective Writing
    Using the course materials covered provide a personal reflection on the theories, concepts and strategies for catering for a multicultural society through educational policy. Support your reflection with detailed reference and explanation of at least one example of effective policy to cater for a multicultural society.

    Assessment 2: Individual Presentation
    Presentation of a significant multicultural educational policy issue in a specific context during class for 20- 25 mins including presentation, group activity, questions and facilitation of class discussion.

    Assessment 3: Major Written Assignment (3000 words) on one of the topics below
    1. Analyse the education policies of your chosen jurisdiction 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 your jurisdiction that relate to education for a multicultural society with those of another country/State/region. Analyse the socio-cultural, socio-economic or other contextual factors that might substantiate these differences.
                    
    3. Identify examples of current school-based practices of education for a multicultural society from your own or other countries. Critically evaluate them against state/national policy and international standards.

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

    5. An agreed evaluative question (you must discuss your proosed question with the lecturer).

    Due dates and assessment rubrics will be discussed in the Introductory Lecture and then made available on the Course Assessment Page on MyUni.
    Submission
    Submission is online through Turnitin on 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 using the university approved ‘Application for Extension’ form.
    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
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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