edu5bcl building inclusive communities learners
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
Learning resources
Readings
Resource Type | Title | Resource Requirement | Author and Year | Publisher |
---|---|---|---|---|
Readings | Inclusion in Action | Recommended | Foreman, P. (2014) | Cengage Learning Australia |
Readings | Education for inclusion and diversity | Recommended | Ashman, A. (2014) | Pearson Australia |
Readings | Aboriginal and Torres Strait Islander studies in the classroom. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession | Recommended | Price, K. (2013) | TBA |
Readings | The irregular school: Exclusion, schooling and inclusive education | Recommended | Slee, R. (2011) | Taylor & Francis |
Readings | Engaging the disengaged: Inclusive approaches to teaching the least advantaged | Recommended | McKenna, T., Cacciattolo, M., & Vicars, M. (2013). | Cambridge University Press. |
Readings | Teaching for diversity and social justice. | Recommended | Adams, M., & Bell, L. A. (Eds.). (2016). | Routledge |
Readings | Cultural diversity and education | Recommended | Banks, J. A. (2015) | Routledge |
Readings | Responding to diversity in schools: An inquiry-based approach | Recommended | Miles, S., & Ainscow, M. (Eds.). (2010) | Routledge. |
Readings | Integration of the K-12 LGBTQI student population in school counselor education curricula: The current state of affairs. | Recommended | Luke, 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
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Albury-Wodonga, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorEva Dakich
Class requirements
Block ModeWeek: 12 - 12
One 3.0 hours block mode per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora campus only."
Unscheduled Online ClassWeek: 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 element | Comments | % | ILO* |
---|---|---|---|
An inquiry into narratives and social constructs about difference = 1500 words | 25 | 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 words | 40 | 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 ModeWeek: 12 - 12
One 3.0 hours block mode per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora campus only."
Unscheduled Online ClassWeek: 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 element | Comments | % | ILO* |
---|---|---|---|
An inquiry into narratives and social constructs about difference = 1500 words | 25 | 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 words | 40 | 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 ModeWeek: 12 - 12
One 3.0 hours block mode per study period on weekdays during the day from week 12 to week 12 and delivered via face-to-face.
"The intensive component of this subject will be delivered at the Bundoora campus only."
Unscheduled Online ClassWeek: 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 element | Comments | % | ILO* |
---|---|---|---|
An inquiry into narratives and social constructs about difference = 1500 words | 25 | 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 words | 40 | 01, 03, 04 |