EDUC 6201 - Education, Culture and Diversity

North Terrace Campus - Semester 2 - 2016

This course is concerned with the educational needs of culturally and linguistically diverse students in Australian schools. The course will examine how cultural assumptions and biases affect teaching, and the role of multicultural education, anti-racism and cultural diversity policies at state and national levels. The needs of students from cultural backgrounds commonly encountered in mainstream classrooms such as Indigenous students, students from linguistically, culturally and religiously diverse backgrounds, students with special learning needs will be clarified, and teaching resources and inclusive strategies will be evaluated and developed.

  • General Course Information
    Course Details
    Course Code EDUC 6201
    Course Education, Culture and Diversity
    Coordinating Unit School of Education
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Available to Grad Dip Education students only
    Assessment Resource pack evaluation 30%, Professional development workshop 70%
    Course Staff

    Course Coordinator: Dr Linda Westphalen

    Dr Linda Westphalen
    School of Education
    The University of Adelaide
    Level 8, Room 8.05
    Nexus 10 Building,
    10 Pulteney St
    Adelaide, 5005 SA
    Ph: +61 8 8313 3784
    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 Understand and communicate the special learning needs of students from a diverse range of linguistically, culturally and
    religiously diverse backgrounds, including Indigenous students and students with special learning needs
    2 Identify, develop and evaluate teaching resources appropriate to the needs of culturally diverse students
    3 Design teaching strategies appropriate to the needs of students from culturally diverse backgrounds
    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
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    Recommended Resources

    General Texts
    Keeffe, Mary and Carrington, Suzanne (2007) Schools and Diversity. Frenchs Forest, NSW: Pearson Education Australia.

    Ashman, Adrien and Elkins, John (2009) 4th edititon, Education for Inclusion and Diversity, Frenchs Forest: Pearson.

    Carrington, Suzanne and  Macarthur, Jude (2012) Teaching in Inclusive Communities. Wiley: John Wiley & Sons Australia, Ltd.

    Datta, Poulomee (2012) Inclusivity for Learners with Special Educational Needs and Disabilties. Pearson.

    Hyde, Merv., Carpenter, Lorelei., Conway, Robert (2010) eds., Diversity and inclusion in Australian schools. South Melbourne, Vic. Oxford University Press.

    Online Learning
    Students will need to have a draft eportfolio in development as a principle assessment item will be uploaded and marked online.  Students  will be required to access MyUni for some readings.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There will be 2 x 50 minute lectures and 1 x 100 minute Workshop for per week for this course. Students are expected to engage with MyUni for lecture information and readings.

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

    There are 4 hours contact time for eight weeks in semester two. Students should expect that an additional 5 - 6 hours will be required for preparation. At the peak time of assessment, students can expect an increased time commitment.

    Learning Activities Summary

    Week        Lecture Hour 1 Lecture hour 2 Workshop

    Week 1

    Introduction to cultural diversity. Assessment requirements

    Indigenous issues Power and hegemony

    Review of assessment assignments Identity, Culture and Power

    All 1, all 4 1.4, 2.4, all 4 All 1
    Week 2

    Indigenous Students Indigenous Education Policies current Disabilities and legislation Inclusion:  Indigenous perspectives.  High expectations Focus: Legislation Sarra, What Works, Dare to Lead (etc)

    All 1, 2.4, 4.1, 7.3, 7.4 All 1, 2.2, 2.4, 4.1, 7.3, 7.4 1.4, , 2.4, 2.5, 2.6, all 4
    Week 3

    Learning ‘Disorders’ ADHD ASD Dyslexia Spectrum Workshopping Exceptional Learner needs  Focus: praxis

    1.5, 1.6, 2.2, all 4, all 5 1.5, 1.6, 2.2, 2.5, 2.6, all 3, all 4, all 5 All 1, All 2, All 3, all 4, 5.3
    Week 4

    Languages AE/SAE Auslan Sexualities Safe Schools Curriculum

    All 1, all 2, all 4, all 5 All 1, 2.2, , 2.4, 2.5, 2.6 All 1, all 2, all 3, all 4, all 7
    Week 5

    Indigenising the Curriculum Indigenising the Curriculum Praxis –groups and organisation for presentations

    All 1, 2.4, all 3, all 4 All 1, 2.4, all 3, all 4 All 1, all 2, all 4
    Week 6

    Giftedness Intellectual disabilities Modification to pedagogy and classroom processes for exceptionalities Group Presentations

    All 1, all 2, all 3, all 4, 5.3 All 1, all 2 All 1, all 2, all 4
    Week 7

    Faith Systems and Ontologies Dreaming and Indigenous Epistemologies Group Presentations

    1.2, 1.3 1.4, 2.2, 2.4, 4.1, 5.3 All 1, all 2, all 4
    Week 8

    Physical Disabilities Question Intensive Group Presentations
    APST 1.6, 2.2, 3.7, 4.1, 4.2, 5.3 All 1, all 2, all 4
    Small Group Discovery Experience
    Group Presentation: Resource Pack. Groups of students will be required to investigate, evaluate and present a number of key teaching resources associated with one aspect of diversity (eg dyslexia, downs syndrome, giftedness, ESL, gender, sexuality, refugee students etc.). Presentations will be assessed.
  • 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
    Professional development workshop  60%
    Group presentation: Praxis  30%
    Attendance and contribution in last 3 weeks 10%

    All assignments address outcomes 1-3
    Assessment Related Requirements
    You will need to have a functioning eportfolio for the submission of your Professional Development Workshop (PDW).  This will be submitted at the end of the week before you go on Professional Experience.
    Assessment Detail
    Professional Development Workshop  (PDW) 60% (3000 words)

    Addressing Learning Outcomes 1, 2 and 3.

    You will prepare workshop resources necessary to run a 3 hour Professional  Development Workshop for teachers on one aspect of cultural diversity.  The workshop will consist of:

    a) an information sheet with 2-3 references,
    b) 2 workshop activities,
    c) several suggested teaching strategies, and 
    d) 3-4  suggested teaching resources.

    Group Presentation: Praxis  30% (25 Slides or equivalent)

    Addressing Learning Outcomes 1, 2 and 3.

    You are part of a teaching team at Unreal High School, a metropolitan R - 12 school with a mixed socio-economic context and a culturally diverse local community.  Your team has a class of thirty year 10 students and you have them for your subject area for four lessons of 50 minutes duration a week. They are a mixed bunch socially, culturally, socio-economically and in terms of disabilities.  A class list will be provided.

    In groups of 4 (all in different curriculum areas), choose two students (at least one with a disability that affects learning) from the class list and outline the following in a  presentation:

    1. Something of their family and social context (You would need to find this out anyway).  Agree on this with your team.  This should be very short;

    2. An example of a topic with an aspect of Indigenous content.  This can be a whole unit or part of a unit (note:  this is an AC and SACE requirement);

    3. Some idea of the pedagogy for teaching the whole class (2 – 3 strategies);

    4. 5 strategies you could each use to teach your 2 students the Indigenous aspect in your learning area, drawing on the readings and what you have learned in this course to justify your actions and plans.  Creative use of pedagogy and DT is encouraged;

    5. How you would work with other teachers in your group/teaching team to assist the students you have chosen in obtaining the best possible learning outcome;

    6. Other school or community/family members you would involve and why.

    You will provide an integrated power-point or prezi in the last 3 weeks of the course showing your teaching team’s individual approaches to learning in their respective subject areas.  Your individual contribution will specify a subject area, topic and Indigenous content,  and then indicate what you would do in your class.  Your section of the presentation will be 4 – 5 minute’s duration and include how you would identify and deal with the learning needs of both students.  You must demonstrate your understanding of the themes and course objectives.

    You have 23 minutes in total to present. You will need to be economical and selective about what you present.

    There is potential for repetition in this assessment item.  Please work together with your team colleagues to minimise this.

    This is NOT a presentation about behaviour management in the sense of disciplining the students (this is ECD not STI).  This is about managing cultural behaviours and learning needs, your teaching and how your teaching fits with that of others’.  Please note that we are not expecting polished teaching unit or lesson plans, but creative strategies and common-sense problem-solving.  

    You have a maximum of 25 slides only.  You will need to provide an integrated bibliography as the final slide. This does not need to be presented, but is included in your 25 slides.

    You will submit your finished slide show to your tutor the day before the presentation via Turnitin on MyUni.  Presentations will happen during weeks 6, 7 and 8.  

    Assessment breakdown for this item:

    PP or Prezi (hardcopy submission) 10%

    Staff assessment (individual students) 10%

    Peer assessment of the group 10% 

    Workshop contribution and attendance: 10%.  This will be based on your attendance at the last 3 week’s workshops.
    Assignment Submission will be via MyUni
    Assignment Submission dates will be made available via MyUni
    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 ( 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

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