EDUC 4201 - Education, Culture & Diversity (UG)
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code EDUC 4201 Course Education, Culture & Diversity (UG) Coordinating Unit School of Education Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Restrictions Available to B Teaching and B Music Ed students only Course Description This course introduces students to theories around the construction of cultural identities and core values in Australia. This will include an overview of some of the paradigms, such as patriarchy, heterosexuality and `whiteness, which underpin both students cultural identities and schools, and how these then affect our assumptions about what students know, how they learn and how teachers teach. Themes covered include how hegemony (or power) can be theorised, how cultural differences affect teaching styles and reflect different understandings of how the world functions, the role of belief, gender and sexualities in shaping education, as well as some of the debates around race and language. This course also introduces students to political, historical and social issues to do with Indigenous education and aims to encourage students to engage with cultural inclusivity, reflexivity, and sensitivity regarding the needs of Indigenous (and all) students in their professional teaching practices. Furthermore, this course provides a background of specific types of disability and explores current issues in the education of young people with special needs. It will introduce students to key theoretical and practice approaches to behaviour management and examine general principles of formal and informal assessment techniques.
Course Coordinator: Dr Julie Matthews
The full timetable of all activities for this course can be accessed from Course Planner.
(Subject Specific lecturers
Schedule Week Text Focus Chapters(2) Lecture Hour 1: 12-1pm Lecture Hour 2: 1-2pm Workshop 2 hrs Week 1 Keeffe 2 + 4
A Sociological Introduction to Education, Culture & Diversity
Power, Hegemony and Inclusivity in Schooling
Review of assignments. Organisation of Presentation Groups
Identity, Culture and Power
AITSL All 1, all 4 All 1 All 1 Week 2 Websites
Keeffe 3 + 5 (5 is really short) + 6
Indigenous Students Indigenous Education Policies current
Disabilities and legislation
Inclusion: Indigenous perspectives. High expectations
Sarra, What Works, Dare to Lead (etc)
AITSL All 1, 2.4, 4.1, 7.3, 7.4 All 1, 2.2, 2.4, 4.1, 7.3, 7.4 1. Week 3 Datta 1 article each from Sections 2, 6 and 7 Learning ‘Disorders’
Workshopping Exceptional Learner needs 1#
All 1, All 2, All 3, all 4, 5.3 Week 4 Websites
Modification to pedagogy and classroom processes for exceptionalities
(ILP, NEP, IEP) are in the C and M core)
‘Special Needs’ students
Michael and Fizza
Students go on prac
AITSL 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 Keeffe 6 (review)
Datta 1 article each from Sections 5 and 8
Intellectual disabilities intelligence testing
Whiteness and Race:
‘White Australia Policy’
Workshopping Exceptional Learner needs 2#
AITSL All 1, all 2, all 3, all 4, 5.3 All 1, 2.4 All 1, all 2, all 3, all 4, 5.3 Week 6 Faith Systems and Ontologies
Dreaming and Indigenous Epistemologies
AITSL All 1. All 2,2.4 1. Week 7 Datta 1 article each from Sections 3 and 9
Group presentations AITSL All 1. All 1, 2.2, 2.4, 4.1, 5.3 All 1, 2.4 Week 8 Keeffe 12
Datta 1 article each from Sections 1 and 4
Group presentations AITSL 1.
Course Learning Outcomes
Course Learning Objectives
University Graduate Attribute
- To demonstrate an understanding and appreciation of cultural difference and the different kinds of exceptionality encountered in the classroom
1, 2, 6, 8
- To appreciate and understand the specific needs of Indigenous students
1, 2, 3, 6, 8
- To gain an understanding of the range of inclusive teaching strategies that could be adopted in the ‘regular’ or ‘mainstream’ classroom
1, 3, 5, 6, 8
- To critically assess how differences can relate to teaching and learning, and develop inclusive teaching strategies, including the creation of NEPs and IEPs for students with specific needs
1, 2, 3, 4, 5, 6, 7, 8
University Graduate Attributes
No information currently available.
Required ResourcesThe set textbook for this course is:
Keeffe, Mary and Carrington, Suzanne (2007) Schools and Diversity. Frenchs Forest, NSW: Pearson Education Australia.
Below is a list of references for some of the subject areas covered by the course. YOU DO NOT HAVE TO READ ALL OF THESE TEXTS – it is simply there to provide you with some initial subject area references. The texts have been sorted by theme, however, do be aware that some themes intersect. Use this list as a starting point for your own research.
As this list is an ongoing creative exercise, if you find some particularly good sources, please share them with your professional colleagues and with Dr Linda.
Anderson, B. (1991). Imagined Communities. London, Verso.
Bourke, E. (1995). On Being Aboriginal. in Identifying Australia in Postmodern Times Ed. L. Dobrez. Canberra, Australian National University. 131-136.
James, P. (1996). Nation Formation. Towards a Theory of Abstract Community. London, Sage Publications.
Meekosha, H. and J. Pettman (1991). “Beyond Category Politics.” Hecate 17 (2): 75 - 92.
Belief and Education
Dosanjh, J. S. (Jagjit Singh) and Ghuman, Paul A. Singh (Paul Avtar Singh), (c1997) Child-Rearing In Ethnic Minorities. Bilingual education and bilingualism ; vol. 12. Multilingual Matters Clevedon.
Burley, Stephanie (2003) Chapel, Cloister And Classroom : The Intersection Of Class, Gender And Religion In Catholic Convent Schools In South Australia 1880-2000. Thesis (Ph.D.), University of Adelaide, Graduate School of Education.
Harding, Ben, Abdel-Fattah, Randa and Video Education Australasia. (2001) Muslims in Australia Video Education Australasia, Bendigo.
Ata, Abe W. (2005) ‘Beyond the Stereotypes.’ Quadrant January-February, pp. 57 – 59.
Crotty, Robert B. (1992) Australian Diversity : Religious Pluralism. Multicultural materials paper ; no. 3 Centre for Intercultural Studies & Multicultural Education, University of Adelaide, Adelaide.
Gender and Sexualities
Moreton-Robinson, A. (2000). Talkin' up to the White Woman. Indigenous Women and Feminism. St Lucia, University of Queensland Press.
Pilcher, J. and Whelehan, I. (2004) 50 Key Concepts in Gender Studies. Sage, London.
Richardson, Laurel (1993) ‘Gender Stereotyping in the English Language.’ In Laurel Richardson and Verta Taylor (EDS) Feminist Frontiers III. McGraw-Hill, New York,l pp. 44 – 50.
Greer, Germaine. (1999) The Whole Woman. Doubleday, London.
Wolf, Naomi. (1992) The Beauty Myth. Anchor Books, New York.
Bordo, Susan (1993) Unbearable Weight: Feminism, Western Culture and the Body. University of California Press, Berkeley.
Ang, Ien (1996) “ The Curse of the Smile: Ambivalence and the Asian Women in Australian Muloticulturalism.’ Feminist Review, vol 52, pp. 36 – 49.
Gatens, Moira (1998) ‘Sex/Gender.’ In Caine, B. et al Australian Feminism: A Companion. Oxford University Press, Oxford, p.489.
Tomsen, Stephen and Donaldson, Mike (EDS) (2003) Male Trouble: Looking at Australian Masculinities. Pluto Press, North Melbourne.
Price, J and Shildrick, M. (EDS) (1999) Feminist Theory and the Body. Routledge, New York.
Gilding, Michael (1997) ‘Gender Roles in Contemporary Australia.’ In Kate Prichard-Hughes (ED) Contemporary Australian Feminism 2, Longman, South Melbourne, pp. 188 – 215.
Summers, Anne (2003) The End of Equality: Work, Babies and Women’s Choices in 21st Century Australia. Random House, Milsons Point.
Language and Multilingual Contexts
Lemert, Charles C. (1999) Social theory: the multicultural and classic readings. Macmillan Education, South Yarra.
National Multicultural Advisory Council, Australia. Dept. of Immigration and Multicultural and Indigenous Affairs (1999) Australian Multiculturalism For A New Century: Towards Inclusiveness A Report By National Multicultural Advisory Council. The Council, Canberra.
Kramer, Leonie (2003) (ED) The Multicultural Experiment : Immigrants, Refugees And National Identity. Paddington, Macleay Press.
Castles, Stephen and Miller, Mark J. (2003) The Age Of Migration. Palgrave Macmillan, Basingstoke.
Cerwonka, Allaine. (c2004) Native To The Nation: Disciplining Landscapes And Bodies In Australia. Borderlines ; v. 21 University of Minnesota Press. Minneapolis.
Leigh, James and Loo, Eric. (c2004) (EDS) Outer Limits : A Reader In Communication Across Cultures. Language Australia Melbourne.
Rose, D. B. (1999). Indigenous Ecologies and an Ethic of Connection. in Global Ethics and Environment Ed. N. Low. London, Routledge. 175 - 187.
Illyatjari, Nganyintja (1998) ‘How I Learned as an Aboriginal Child.’ In W.H. Edwards (ED) Traditional Aboriginal Society. MacMillan Education, South Yarra, Second Edition, pp.1-5.
Crawford, Evelyn (1993) (with Chris Walsh) Over My Tracks: A Remarkable Life. Penguin, Ringwood, pp.12 - 40.
Partington, Gary (2002) ‘”In Those Days it Was That Rough.” Aboriginal and Torres Strait Islander History and Education.’ In Partington, Gary (ED) Perspectives on Aboriginal and Torres Strait Islander Education. Social Science Press, Tuggerah, pp. 27 – 54.
Lampert, Jo (2005) ‘The Teaching that Matters: Merging our Personal Beliefs with our Professional Practice in the Classroom.’ In Jean Phillips and Jo Lampert, Introducing Indigenous Studies in Education: The Importance of Knowing. Pearson Education, Frenchs Forest, pp. 83 - 100.
Schech, Susanne and Wadham, Ben (2004) (eds) Placing Race and Localising Whiteness. Flinders Press, Adelaide. (This is the proceedings from the conference of the same name held in 2003 – well worth a look if this is an area of interest).
Anderson, Warwick (2002) The cultivation of whiteness: science, health and racial destiny in Australia. Melbourne University Press, Carlton.
Cuomo, Chris J. and Hall, Kim Q. (eds) (1999) Whiteness: feminist philosophical reflections, Rowman and Littlefield, Lanham.
McKay, Belinda (ed) (1999) Unmasking whiteness: race relations and reconciliation. Queensland Studies Centre, Nathan.
Lea, Virginia and Sims, Erma Jean (eds) (c2007) Undoing whiteness in the classroom: critical educultural teaching approaches for social justice activism. P. Lang, New York.
Being a teacher – Schools
Burnett, Bruce, Meadmore, Daphne and Tait, Gordon (eds) (2004) New Questions for Contemporary Teachers: Taking a Socio-Cultural Approach to Education. Pearson Education Frenchs Forest.
Brady, Laura (2003) Teacher Voices: The School Experience. Pearson Education, Frenchs Forest.
McLeod, Julie and Yates, Lyn ( 2006) Making Modern Lives. Subjectivity, Schooling and Social Change. State University of New York Press, Albany.
Sapon-Shevin, Mara (2007) Widening the Circle. The Power of Inclusive Classrooms. Beacon Press, Boston.
Childs, Gilbert (1993) Steiner Education in Theory and Practice, Floris Books, Edinburgh.
Ashman, A. & Elkins, J. (2009), 3rd edit, Education for Inclusion and Diversity, Frenchs Forest: Pearson
Hodkinson, A. & Vickerman, P. (2009) Key Issues in Special Educational Needs and Inclusion, London: Sage
Gibson, S. & Blandford, S. (2005), Managing Special Education Needs, London: Sage.
Hallahan, D.P; Kauffman, J.M. & Pullen, P.C. (2009), 11th edition, Exceptional Learners: Introduction to Special Education, Boston: Pearson.
Rathvon, N. (2008) Effective School Interventions, New York: The Guilford Press.
You are encouraged to search journals in the area of Special Education, for example:
Australasian Journal of Special Education
The International Journal of Special Education
The Journal of Special Education
British Journal of Special EducationJournal of Special Education in the Asia Pacific (JSEAP)
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 some online assessment components, 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 SummaryCovered in the course timetable above.
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 SummaryReflective Essay 70%
Group Presentation 30%
2.1 Assessment Summary
Assignment 01: Praxis: Putting it Together in Relation to a Class
2000 words 70% of the course mark
You have a class of thirty year 10 students in your subject area for four lessons of 50 minutes duration a week. They are a mixed bunch. (Note – it isn’t likely that you’ll get this kind of range in a real class, but no promises!) Students with disabilities are included as part of Inclusive policy. Four students are struggling and four are succeeding well – one of these students is probably gifted. One student has had an assessment for Giftedness. Two students in the class are actively non-compliant, but are likeable individuals when you get them on their own. One of these students spends his time reading surfing magazines.The other is a chatty girl. She spends most of the class leaning around her chair to talk to the person behind her. This student began well, but doesn’t seem to be engaging with the subject.
The ethnicity, religious affiliations and languages spoken in the class are also mixed. You have had one week already with the group and have a basic idea about some of their interests and needs.
There are no specific enmities between the students, except that one of the Aboriginal students will not sit with the others. This may be interpreted in any way you choose.
Be guided by the brief descriptors, but also expand on them. Just because a student wants to be a chef (for example), doesn’t mean that they are ‘bad’ at academic school work.
Outline the strategies you could use to teach three of these students.
- A student with a specific learning need derived from Culture
- An Indigenous student
- A student with a Special Learning Need derived from an exceptionality
Your essay needs to include how you would identify and deal with the learning needs of each student, including a consultation process. You must demonstrate your knowledge of the readings in this topic in your actions and plans. You must demonstrate your understanding of the themes and course objectives. Please choose dissimilar students.
You will need to specify a subject area and give some idea of content, such as a draft unit plan. This can be included as an appendix if you wish (and thus its words are not counted), and can take any form you like. The unit plan can be drawn from one already created for a curriculum area. Any unit plan you create can also be the basis of further teaching as this component will not be assessed in the Praxis. It should not be more than about 300 words and is simply there to guide your marker through your teaching approach. Please note that we are not expecting polished teaching plans, but creative strategies and commonsense problem solving.
You will need to have a bibliography and include references with page numbers.
This is NOT an essay about behaviour management in the sense of disciplining the students. This is about managing cultural and Special Needs behaviours and about your teaching, especially the latter.
You will need to think creatively and ‘flesh out’ the scenario so that your essay is specific to your subject area and teaching.
Note: Do NOT write in point form: this is an exercise in writing as much as an assessment of your ideas. Your opinion is important, so use your critical literacy skills and craft an essay. You can use the first person pronoun (‘I think…’)
Your Class list:
- Abbot Hannah (Bright, Doing well, horses)
- Burnes Henry (Rural kid, Boarding, homesick)
- Chiarolli Adrianna (Goth, music, disengaged)
- Corcoran Donna (Vision Impairment, ballet)
- Cousins Ruby (Doing well, wants to be a lawyer)
- Fasifalah Didi (lone Indonesian student)
- Fletcher Karen (Struggling, Dyscalculia)
- Gardiner Raymond (bored with school, soccer)
- Haese Lydia (Struggling, Dyslexia)
- Hernandez Mario (ESL, plays violin)
- Houston Adele (Hearing Aid, photography)
- Hsu Melissa (chatty girl, began well, disengaged)
- Knight Jason (Struggling – unknown cause)
- Meadows Elisabeth (Downs Syndrome, theatre)
- Mitchell Adam (Kaurna, documented giftedness)
- Nantes Carlos (Anything – you decide)
- Papadimitriou George (ADHD, cars/engines)
- Pavaroti Antony (Struggling, wants to be a chef)
- Potter Harry (Aspergers, fantasy novels)
- Randel Tim (Surfy Mags, popular, gregarious)
- Rivers Heather (Kaurna, bored with school)
- Smiles Peter (Ballet, Studious, Films)
- Smythe William (Doing well, Emo)
- Trimboli Leslie (extreme sports, science)
- Van Wagenin Yuki (thick accent, plays the Koto)
- Verdi Immanuel (ESL - recent immigrant)
- Weinstein Carl (Exchange student from Austria)
- Wilson Helen (lone Aboriginal girl, drawing)
- Wyman Gillian (too cool for school, television)
- Young Thomas (Doing well –computer geek)
Submission: All essays must be word-processed or typed. Illegibly written or badly presented assignments will be sent back for re-transcription. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process. Assignments must: Can be single or double spaced. Have all pages numbered and securely attached. Clearly indicate on the front page of your essay your name and student ID, and the name of your seminar tutor. The name of the lecturer is not required. Included a detailed bibliography. Please note that a reference list and a bibliography are not required. Only list those sources actually used. Copies printed back to back are acceptable. Use no plastic covers. Content and quality of thought matter more than quantity but you should keep to the prescribed limit. If you find that your draft is under 90% you probably have written too little. If it is below 80% you have certainly done so. Equally if you have written more than 110% you have probably written too much. The Praxis assignment will be submitted in hard copy via the Professions HUB. It will be marked and returned via the Hub. Markers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism or where a student has not accepted the plagiarism rules in an online submission of an essay (refer to the policy on plagiarism below). IN the case on online submission, an adaptive release must be accepted. Requests for extensions will be considered only if they are made three days before the due date for which the extension is being sought. Computer problems, resource availability and/or lost materials do not constitute grounds for an extension. If you are experiencing any difficulties understanding an assigned task you are encouraged to make an appointment with your seminar tutor to discuss the matter as soon as the problem is apparent. Students are encouraged to check their marks and notify the lecturer-in-charge (Dr Andrew Hope) of any discrepancies. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.
Assignment 02: Reflecting on the teaching practice
Group Presentation 30% of the course mark
Your seminar tutor will allot particular time slots for groups to present in the last two weeks of seminar meetings. Seminar classes will be divided into groups of four or five closely matching one of students’ subject area. Reflecting on experiences from both the first and /or second teaching practice each group should think about cultural differences that they came across in the classroom and how these related to teaching and learning. The group may choose to identify one particular broad issue such as ethnic diversity, gender issues or Special Educational Needs and then construct a presentation outlining their experiences relating to this issue during teaching practice and the strategies, they adopted or would adopt in future.
Each group will present for 20 minutes how they would / did modify their pedagogy and/or curriculum so as to account for the needs of the students they are reflecting on, SPECIFICALLY relating to their SUBJECT AREA. The presentation will be marked NOT on how effectively you teach your subject, but on what MODIFICATIONS you have chosen to use in your teaching, taking into account that you are teaching a ‘regular’ class.
You can bring in any resources to your seminar presentations (e.g. your laptop, pendrive (USB), OHP slides etc).
No information currently available.
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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