BUILDING INCLUSIVE COMMUNITIES OF LEARNERS

EDU5BCL

2018

Credit points: 15

Subject outline

This subject is focused on contextual understanding of student diversity and the pedagogy of inclusion in contemporary Australian schools. Pre-service teachers# will build capacity to critically engage with current theoretical and policy discourses on diversity and access to education; design engaging, and innovative approaches to catering for the individual needs of all students; and work towards creating cohesive and productive communities of learners.   

The subject consists of six online modules and three interactive online webinars scaffolding assessment tasks 1 and 2.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorEva Dakich

Available to Study Abroad StudentsYes

Subject year levelYear Level 5 - Masters

Exchange StudentsYes

Subject particulars

Subject rules

PrerequisitesN/A

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsInclusion in ActionRecommendedForeman, P. (2014)Cengage Learning Australia
ReadingsEducation for inclusion and diversityRecommendedAshman, A. (2014)Pearson Australia
ReadingsAboriginal and Torres Strait Islander studies in the classroom. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching ProfessionRecommendedPrice, K. (2013)TBA
ReadingsThe irregular school: Exclusion, schooling and inclusive educationRecommendedSlee, R. (2011)Taylor & Francis
ReadingsEngaging the disengaged: Inclusive approaches to teaching the least advantagedRecommendedMcKenna, T., Cacciattolo, M., & Vicars, M. (2013).Cambridge University Press.
ReadingsTeaching for diversity and social justice.RecommendedAdams, M., & Bell, L. A. (Eds.). (2016).Routledge
ReadingsCultural diversity and educationRecommendedBanks, J. A. (2015)Routledge
ReadingsResponding to diversity in schools: An inquiry-based approachRecommendedMiles, S., & Ainscow, M. (Eds.). (2010)Routledge.
ReadingsIntegration of the K-12 LGBTQI student population in school counselor education curricula: The current state of affairs.RecommendedLuke, M., Goodrich, K. M., & Scarborough, J. L. (2011).Journal of LGBT Issues in Counseling, 5(2), 80-101.

Graduate capabilities & intended learning outcomes

01. Build an understanding of student diversity in relation to disability, culture, language and religion, gender, socio economic background, specific learning needs, conflict and war.

Activities:
A variety of blended mode learning activities.

02. Examine and evaluate current public attitudes, theoretical perspectives and policy directions on difference, diversity and access to education. This will include International conventions, state and national policies and school practice.

Activities:
A variety of blended mode learning activities.

03. Develop a critical perspective on pertinent issues impacting on the education and engagement of Aboriginal and Torres Strait Islander children and youth, and explore new pedagogies and models of education for fostering student success and participation of Indigenous and Torres Strait Islander youth in the Australian Society.

Activities:
A variety of blended mode learning activities.

04. Create pedagogical designs for effective practices in contemporary Australian schools aiming to provide opportunities for all students to reach their full potential, as well as become active participants and contributors to cohesive communities of learners.

Activities:
A variety of blended mode learning activities.

Subject options

Select to view your study options…

Start date between: and    Key dates

Albury-Wodonga, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorEva Dakich

Class requirements

Block Mode Week: 11 - 11
One 3.0 hours block mode per study period on weekdays during the day from week 11 to week 11 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora campus only."

Unscheduled Online Class Week: 10 - 22
One 3.0 hours unscheduled online class per week on any day including weekend from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments% ILO*
An inquiry into narratives and social constructs about difference = 1500 words25 01, 02
A critical examination of an Indigenous Education Policy with a proposal for change = 2000 words.35 01, 02, 03, 04
Development of a unit of work with a focus on teaching and learning strategies =2500 words40 01, 03, 04

Bendigo, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorEva Dakich

Class requirements

Block Mode Week: 11 - 11
One 3.0 hours block mode per study period on weekdays during the day from week 11 to week 11 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora campus only."

Unscheduled Online Class Week: 10 - 22
One 3.0 hours unscheduled online class per week on any day including weekend from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments% ILO*
An inquiry into narratives and social constructs about difference = 1500 words25 01, 02
A critical examination of an Indigenous Education Policy with a proposal for change = 2000 words.35 01, 02, 03, 04
Development of a unit of work with a focus on teaching and learning strategies =2500 words40 01, 03, 04

Melbourne, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorEva Dakich

Class requirements

Block Mode Week: 11 - 11
One 3.0 hours block mode per study period on weekdays during the day from week 11 to week 11 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora campus only."

Unscheduled Online Class Week: 10 - 22
One 3.0 hours unscheduled online class per week on any day including weekend from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments% ILO*
An inquiry into narratives and social constructs about difference = 1500 words25 01, 02
A critical examination of an Indigenous Education Policy with a proposal for change = 2000 words.35 01, 02, 03, 04
Development of a unit of work with a focus on teaching and learning strategies =2500 words40 01, 03, 04