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.

  • General Course Information
    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
    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 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
  • Learning Outcomes
    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 Activities
    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.
  • 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
    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
  • 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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.