EDUC 4201 - Education, Culture & Diversity (UG)

North Terrace Campus - Semester 2 - 2015

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.

  • General Course Information
    Course Details
    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
    Available for Study Abroad and Exchange N
    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 Staff

    Course Coordinator: Dr Julie Matthews

    Dr Julie Matthews
    School of Education
    The University of Adelaide
    Level 8, Room 8.15
    Nexus 10 Building, 10 Pulteney St
    Adelaide, 5005 SA
    Ph: +61 8 8313 1561
    Email: julie.matthews@adelaide.edu.au
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

     

    Course Learning Objectives Graduate Attributes AITSL Standards
    To understand and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom 1,2 1,2,3,4,5
    To understand the specific needs of Indigenous students 1.2 1,2,3,4,5,6
    To understand, plan and develop inclusive teaching strategies for diverse learners 2 1,2,3,4,5,6,7
    To understand and evaluate the value of resources available to teachers for professional learning 2, 7 1,2,3,4,5,6,7

    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1,2,3,4
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4
  • 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.


  • 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.
    Workload

    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
    Schedule
    Week 1 Introduction to cultural diversity: Multiculturalism and Indigenous issues No tutorials
    Week 2 Indigenous students Preparation for presentations
    Week 3 ESL and language diversity Presentations 1
    Week 4 Special needs education: Physical disabilities Presentations 2
    BREAK
    Week 5 Part 1  Students with diverse religious backgrounds. 
    Part 2  The Dreaming
    Understanding students from culturally diverse backgrounds
    Week 6 Teaching on country: Indigenising the curriculum Developing inclusive teaching strategies
    Week 7 Special needs education Developing inclusive teaching strategies
    Week 8 Gifted and Talented students Developing inclusive teaching strategies
  • 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
    Group presentation: Resource pack  30%
    Professional development workshop  70%


    Assessment Detail
    Group Presentation: Resource pack  30% (2,000 words)

    During week 3 and 4 groups of 4-5 students will present an evaluation of 3-4  key teaching resources on one aspect of diversity (e.g.  dyslexia, downs syndrome, giftedness,  ESL, gender, sexuality).

    Presentations will run for 20 mins and may use powerpoint slides, video clips, handouts, perfomance or a combination of these.

    The purpose of the presentation is to alert the class to the value and  limitations for teachers of the various resourses introduced during the presentation.

    The group will be assessed on their presentation.
    After the presentation the group will hand up presentation materials and notes identifying the work contributed by each student.

    Professional development workshop  70% (3000 words)

    You will prepare workshop resources necessary to run a 3 hour professional  development activity for teachers on one aspect of cultural diversity (not the topic you chose for your resource pack).

    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.
    Submission
    Group presentation resources will be handed in after presentations during week 3 or week 4.

    Professional development workshop assignment will be be uploaded to MyUni on 9th Nov.
    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.