EDUC 7053 - Education Issues in a Global Community

North Terrace Campus - Semester 2 - 2014

This course explores education issues in relation to education in culturally plural societies globally, but with a particular focus on developing countries. The key concepts relate to the `core values (ideologies, ontologies and epistemologies) of different cultures, and how these, with social, political and historical phenomena, construct education systems. Key concepts include cultural diversity and hybridity, gender and sexualities, diasporas, families, religions, languages, subjugated knowledges, hegemonies, assimilation and colonisation. The course in designed so as to facilitate blended delivery. The course has a student-centred learning focus and is, in part, determined by their decision-making process as part of a critical pedagogical approach (Austin et al. 2007: 8 24).

  • General Course Information
    Course Details
    Course Code EDUC 7053
    Course Education Issues in a Global Community
    Coordinating Unit School of Education
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact 4 x 3 hours in person seminars, 6 x 2 hours online classroom throughout the semester
    Incompatible Students who have passed the course EDUC 7016 Multiclutural Soc & Ed Policy cannot enrol in this course. This course is also incomptible with EDUC6550 Educational Policy Studies.
    Course Description This course explores education issues in relation to education in culturally plural societies globally, but with a particular focus on developing countries. The key concepts relate to the `core values (ideologies, ontologies and epistemologies) of different cultures, and how these, with social, political and historical phenomena, construct education systems. Key concepts include cultural diversity and hybridity, gender and sexualities, diasporas, families, religions, languages, subjugated knowledges, hegemonies, assimilation and colonisation. The course in designed so as to facilitate blended delivery. The course has a student-centred learning focus and is, in part, determined by their decision-making process as part of a critical pedagogical approach (Austin et al. 2007: 8 24).
    Course Staff

    Course Coordinator: Dr Linda Westphalen

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    The aims of this course are:

    1. To understand the implications of education issues and policies for families, communities and  governments;
    2. To understand ‘core values’ (or ideologies) and their replication;
    3. To value cultural diversity;
    4. To develop students’ skills in analysing policy documents and other texts, as sources of information about education;
    5. To develop students’ skills in research and presentation;
    6. To develop students’ oral presentation skills;
    7. To foster group support and sharing of ideas.

    After successfully completing this topic you should be able to

    8. Critically assess policies about schools and education in relation to their impacts;
    9. Critically analyse theoretical discourses relating to policy creation and enforcement.

    In the process, you should also

    10. Improve your ability to think critically and form independent judgements;  
    11. Improve your written and verbal communication skills;  
    12. Improve your research skills and your ability to use non-lecture and non-prescribed materials;
    13. Improve your ability to work independently and to share your results with others.

    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 - 13
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 4, 8, 9.
    Skills of a high order in interpersonal understanding, teamwork and communication. 5, 6, 7, 13
    A proficiency in the appropriate use of contemporary technologies. 5, 6
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1 - 13
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 5, 6, 10
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1 - 13
  • Learning Resources
    Required Resources

    Course readings will be provided via MyUni. Students will be required to find and share some resources themselves.

    Recommended Resources

    There are no recommended resources.  A good working knowledge of MyUni and some online tools are required.   These will be reviewed early in the course.

    Online Learning
    Students will need to know how to use MyUni, particularly the online Discussion Board.  The will also need to know how to create a PowerPoint or Prezi.  Students will need to submit some assessment items online.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There will be one 2 hour seminar per week for 12 weeks.  This will include a workshop/lecture (50 minutes approx) and a student presentation.  Students will also be expected to work online using MyUni, research independently and share their research with their peers.
    Workload

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



    Full time students are expected to commit about 40 hours per week to their studies.  This course requires about 10 hours per week outside of contact time.  This includes time for attending to readings, the Discussion Board and other online inputs, review and essay/ research writing.

    Learning Activities Summary


    This is included as a separate sheet.  We will negotiate this document in the initial seminars.

    In general, topics include:

    Week 1 - No Lecture – preparation and organisation of the Course

    Week 2 - Identity.  Contextual and fluid, strategic, ‘fine-grained’, imagined (Anderson) or Abstract (James), ontology

    Week 3  - Core Values. Locating education within the state, the community and the family, Hegemony, Diasporas, Hybridity, Assimilation and monoculturalism, multiculturalism

    Week 4 - Purpose of Education. Reproductive/Transformative Curriculum, Power  

    Week 5 - Schools.  Lntersections of difference, Power (2), Subjugated knowledges, epistemology

    Week 6 - Race.  Demographics, migration, ‘illegal immigrants’, First Nations peoples, globalisation, segregation and apartheid, racism

    Week 7 - Language.  Languages of instruction, hegemonic English, language loss, Minority languages, impact of ICTs

    Week 8 - Gender.  Gender differentiated education, exclusion based on gender, alternative sexualities, sex education, feminist politics

    Mid Semester Break (6/10/ 2014 = Public Holiday)

    Week 9 - Class.  School funding, school access, education resources, aid, public/private education debate,

    Week 10 - Religion.  Exclusion and suppression, hegemony, power, access, education systems based on, informal education

    Week 11 - Disability.  Institutional control over the body, inclusion and access, testing, teaching strategies, adaptive technology

    Week 12 - Exceptionality: Enrichment, extension and/or acceleration, teaching strategies, testing and assessment

    Week 13 (if students wish)  Questions intensive and farewell

     





    Specific Course Requirements
    None
    Small Group Discovery Experience
    As this is a very small group, there are no Small Group Discovery Experiences specifically planned, however, students will be expected to share their individual research pathways with others in the course.  This will be via the Discussion Board, which is an assessed process.  Students are also encouraged to form their own study circles and communities of practice within their Masters Cohort.
  • 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
    Discussion Board: 30%
    Presentation: 30%
    Essay: 40%
    Assessment Detail


    1.    A power point or prezi presentation (30%) with optional prerecorded audio, where students are required to research and present an Education issue or policy evident in their country of origin or in a country of their choice.  Students may use interactive media in their presentations as a means to demonstrate their ‘case’ to others. The seminar presentation usually takes 30 minutes, but students are expected to lead others in a discussion of the issues that they have introduced and to answer questions.  This makes the presentation about 50 minutes in duration.

    Learning objectives
    and outcomes: consistent with GAs 2, 6 and 8, students will 
    ·      Research and present a significant education policy or issue in an international context;
    ·      Consider this education in the light of outcomes for students, teaching staff and/or schools
    ·      Become familiar with the use of one ICT presentation format, with or without multimedia components
    ·      Present a logical sequence of discussion
    ·      Gain confidence in reporting to an audience
    ·       Answer questions relating to the seminar presented, demonstrating their understanding of their chosen topic


    2.     Discussion BoardEntries (30%), where students are required to reflect on the presentations they have seen or on online content uploaded by the course coordinator and other students.  This reflective component has a minimum word limit of 200 words and a maximum of 400 per entry for 10 weeks.  There should be 10 entries - students are expected to read and respond each week and to attach at least three articles or book chapters that address an education issue over the 10 week period.  Responses can take the form of critiques, syntheses, analyses and/or evaluations, requests for clarification, commentary and connections made with their own knowledge or experiences, and/or with the articles they attach.  Entries should reflect the students’ ongoing engagement with theoretical perspectives.  Summaries of content are not acceptable.  Repeated entries are an automatic ‘ignore’.

    Learning Objectives and Outcomes: consistent with GAs 2, 4, 6 and 8, students will

    ·      Demonstrate intellectual engagement with the entries of peers, drawing on higher order thinking and capacities, such as critique, synthesis, analysis and/or evaluation
    ·      Demonstrate knowledge of cultural theories and debates
    ·      Demonstrate timely responses, reflecting respectful engagement with peers and their entries
    ·      Demonstrate a consistency of engagement
    ·      Demonstrate the ability to take on leadership in suggesting avenues for thought and reflection.

    3.    A short essay of 2500 words (40%). The essay must be done as an essay rather than in an alternative format (as per GA 3).  Students are required to negotiate with the convener an education issue based assignment with either the same theme or the same regional context as the presentation.  Students may not present on the same country and theme as in their presentation – one or both must be different.  The essay must pick up a significant aspect of theory (eg.  multiculturalism, hybridity, identity, etc), but can relate to any aspect of education-based policy.  The assessment is summative and considered a ‘capstone’ component.

    Submission

    No information currently available.

    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.