EDUC 6201 - Education, Culture and Diversity
North Terrace Campus - Semester 2 - 2016
General Course Information
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 Course Description 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.
Course Coordinator: Dr Linda WestphalenDr 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
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn 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
2 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
2 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
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 LearningStudents 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 ModesThere 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
Introduction to cultural diversity. Assessment requirements
Indigenous issues Power and hegemony
Review of assessment assignments Identity, Culture and Power
APST 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) APST 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 APST 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 APST 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 APST 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 APST 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 APST 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 ExperienceGroup 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.
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 SummaryProfessional development workshop 60%
Group presentation: Praxis 30%
Attendance and contribution in last 3 weeks 10%
All assignments address outcomes 1-3
Assessment Related RequirementsYou 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 DetailProfessional 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.
SubmissionAssignment Submission will be via MyUni
Assignment Submission dates will be made available via MyUni
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.
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.
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