BUILDING INCLUSIVE COMMUNITIES OF LEARNERS
EDU5BCL
2019
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.
School: School of Education
Credit points: 15
Subject Co-ordinator: Rebecca Miles-Keogh
Available to Study Abroad Students: Yes
Subject year level: Year Level 5 - Masters
Exchange Students: Yes
Subject particulars
Subject rules
Prerequisites: N/A
Co-requisites: N/A
Incompatible subjects: N/A
Equivalent subjects: N/A
Special conditions: N/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.
Albury-Wodonga, 2019, Semester 1, Blended
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Rebecca Miles-Keogh
Class requirements
Block ModeWeek: 12 - 12
One 8.0 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 = 1100 words equiv. per student | Group task 10-12 minutes for group of two | 25 | 01, 02 |
| A critical examination of an Indigenous Education Policy with a proposal for change = 1900 words. | 35 | 01, 02, 03, 04 | |
| Transdisciplinary Inquiry Project with diverse and inclusive focus =2500 words | 40 | 01, 03, 04 |
Bendigo, 2019, Semester 1, Blended
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Rebecca Miles-Keogh
Class requirements
Block ModeWeek: 12 - 12
One 8.0 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 = 1100 words equiv. per student | Group task 10-12 minutes for group of two | 25 | 01, 02 |
| A critical examination of an Indigenous Education Policy with a proposal for change = 1900 words. | 35 | 01, 02, 03, 04 | |
| Transdisciplinary Inquiry Project with diverse and inclusive focus =2500 words | 40 | 01, 03, 04 |
Melbourne, 2019, Semester 1, Blended
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Rebecca Miles-Keogh
Class requirements
Block ModeWeek: 12 - 12
One 8.0 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 = 1100 words equiv. per student | Group task 10-12 minutes for group of two | 25 | 01, 02 |
| A critical examination of an Indigenous Education Policy with a proposal for change = 1900 words. | 35 | 01, 02, 03, 04 | |
| Transdisciplinary Inquiry Project with diverse and inclusive focus =2500 words | 40 | 01, 03, 04 |