edu1dlc diverse learning communities
DIVERSE LEARNING COMMUNITIES
EDU1DLC
2018
Credit points: 15
Subject outline
In this subject, pre-service teachers will reflect upon their roles as learners and contributors in diverse communities and cultures. Pre-service teachers will learn about social theories and justice principles in the local and national context, with a focus on self, others, social issues, and social justice in practice. Pre-service teachers will develop skills to reflect on their knowledge and learning capacities in diverse community settings. Pre-service teachers will gain understand of the value of engaging collaboratively as learners in groups comprising a range of abilities, needs, cultures, values, sexual orientations, linguistic and socio-economic backgrounds. Pre-service teachers will participate in a community project to engage with diverse learning communities. < /span>
SchoolSchool of Education
Credit points15
Subject Co-ordinatorJennifer Ryan
Available to Study Abroad StudentsYes
Subject year levelYear Level 1 - UG
Exchange StudentsYes
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjects EDU1CC
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Service-learning and social justice: Engaging students in social change. | Prescribed | Cipolle, S. B. (2010) | Lanham: The Rowman & Littlefield Publishing Group, Inc. |
| Readings | The Routledge international handbook of the sociology of education. | Recommended | Apple, M., Ball, S., & Gandin, L. (Eds.). (2010) | Abingdon, UK: Routledge. |
| Readings | Social inequality in Australia: Discourses, realities and futures (Rev. ed.). | Recommended | Habibis, D., & Walter, M. (2011). | South Melbourne, Vic.: Oxford University Press. |
| Readings | Understanding education: Contexts and agendas for the new millennium. | Recommended | Meadmore, D., Burnett, B., & O'Brien, P. (Eds.). (1999). | Frenchs Forest, NSW: Prentice Hall. |
| Readings | Conceptualizing social justice in education: Mapping the territory. | Recommended | Gewirtz, S. (1998). | Journal of Education Policy, 13(4), 469-484. |
Graduate capabilities & intended learning outcomes
01. Investigate how community dynamics influence identity and belonging, diversity and inclusion, and access to opportunities for lifelong learning.
- Activities:
- Participation in learning activities including: workshops, online activities, readings, interviews, group planning, community-based service, reflective writing and presentations
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Cultural Literacy)
02. Investigate and articulate the ways in which selected social justice theories and principles inform community and education policy and discrimination legislation.
- Activities:
- Participation in learning activities including: workshops, online activities, readings, interviews, group planning, community-based service, reflective writing and presentations
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Cultural Literacy)
03. Demonstrate awareness and a reflective approach to how one#s own values, beliefs and behaviours may impact on others in local communities.
- Activities:
- Participation in learning activities including: workshops, online activities, readings, interviews, group planning, community-based service, reflective writing and presentations
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Cultural Literacy)
04. Evaluate how community organisations support positive and constructive attitudes towards diverse communities, groups and individuals in relation to culture, language, religion, gender, age, socio economic background, ability levels and special needs.
- Activities:
- Participation in learning activities including: workshops, online activities, readings, interviews, group planning, community-based service, reflective writing and presentations
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Cultural Literacy)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
- Personal and Professional Skills(Autonomy and independence,Adaptability Skills)
Subject options
Select to view your study options…
Bendigo, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorGenevieve Johnson
Class requirements
TutorialWeek: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via blended.
LectureWeek: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Community-Based Project: Action plan (1800 words) | This task is scaffolded through the framework of Studying, Observing and Collaborating. As pre-service teachers complete each of the requirements, they will need to write an action plan that is submitted and assessed | 40 | 01, 02 |
| Cultural Plunge (10mins, equivalent to 1400 words) | 30 | 01, 03 | |
| Community-Based Project: Reflection (1400 words) | 30 | 02, 03, 04 |
Melbourne, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorJennifer Ryan
Class requirements
TutorialWeek: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via blended.
LectureWeek: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Community-Based Project: Action plan (1800 words) | This task is scaffolded through the framework of Studying, Observing and Collaborating. As pre-service teachers complete each of the requirements, they will need to write an action plan that is submitted and assessed | 40 | 01, 02 |
| Cultural Plunge (10mins, equivalent to 1400 words) | 30 | 01, 03 | |
| Community-Based Project: Reflection (1400 words) | 30 | 02, 03, 04 |
Mildura, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorJennifer Ryan
Class requirements
TutorialWeek: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via blended.
LectureWeek: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Community-Based Project: Action plan (1800 words) | This task is scaffolded through the framework of Studying, Observing and Collaborating. As pre-service teachers complete each of the requirements, they will need to write an action plan that is submitted and assessed | 40 | 01, 02 |
| Cultural Plunge (10mins, equivalent to 1400 words) | 30 | 01, 03 | |
| Community-Based Project: Reflection (1400 words) | 30 | 02, 03, 04 |
Shepparton, 2018, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorJennifer Ryan
Class requirements
TutorialWeek: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via blended.
LectureWeek: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Community-Based Project: Action plan (1800 words) | This task is scaffolded through the framework of Studying, Observing and Collaborating. As pre-service teachers complete each of the requirements, they will need to write an action plan that is submitted and assessed | 40 | 01, 02 |
| Cultural Plunge (10mins, equivalent to 1400 words) | 30 | 01, 03 | |
| Community-Based Project: Reflection (1400 words) | 30 | 02, 03, 04 |