Available in 2022
Course code

EDUC3065

Units

10 units

Level

3000 level

Course handbook

Description

Students in this course analyse issues relating to gender, class, culture, ethnicity, 'race', religion, disability, language and family forms to reconceptualise diversity and inclusion in early childhood and school settings. This course also considers broader political, sociopolitical and ecological factors such as media representations, policy, technology and broader changes and their influences in education and care settings for all children. The course will also examine various anti-bias approaches to create multicultural and inclusive learning spaces for all learners where diversity and inclusive pedagogical practices are reflected with an emphasis on education equity.


Availability

Callaghan

  • Semester 2 - 2022

Ourimbah

  • Semester 2 - 2022

Learning outcomes

On successful completion of the course students will be able to:

1. Apply critical multiculturalism theoretical perspectives in theory and praxis with respect to diversity and inclusion with all children in early childhood and primary school settings

2. Argue a professional position by reflecting critically on the politics of differences such as race, gender, class, ethnicity, culture, English as a an additional language, poverty, diverse family forms, (dis)ability, and religion in early childhood and primary school settings

3. Identify existing education inequity with critical pedagogical practices to engage learners of different learning abilities and of diverse language, cultural, social, racial, and ethnic backgrounds from early childhood to primary school ages

4. Identify how socio-political and ecological factors impact on young children and their education (from EC to Primary contexts).

5. Plan strategies to implement diversity and socially inclusive practices in early childhood and primary school settings

6. Identify issues and pedagogical practices related to guiding children's behaviour in socio-culturally complex early childhood sites to plan classroom learning activities for early childhood or primary learning contexts.


Content

  1. Theoretical perspectives to understand diversity and inclusion in education ranging from early childhood to primary school settings.
  2. Divisions, structures and discourses that constitute diversity and inclusion.
  3. Issues and complex social relations related to diversity and inclusion in Australian education system, including early childhood and primary school settings and the broader community.
  4. Sociopolitical and ecological factors that influence young children and their education.
  5. Various anti-bias approaches, multicultural curriculum and inclusive pedagogical practices in early childhood and primary education.
  6. Critical self-reflective practice to understand diversity and inclusion towards education equity.

Requisite

Enrolment in this course is dependent on meeting the teacher education admission milestone of successful completion of

- Three HSC band 5s (including one in English) or

- 80 units of UoN courses or

- Regulatory authority approved comparable pathways or

- Commencement in the program pre 2016

Students must also be active in one of the programs:

Bachelor of Teaching (Early Childhood and Primary) (Honours) [12366]

Bachelor of Education (Early Childhood and Primary) [40105]

Bachelor of Education (Early Childhood and Primary) (Honours) [40109].


Assessment items

Case Study / Problem Based Learning: Assignment 1

Written Assignment: Assignment 2


Contact hours

Callaghan

Lecture

Face to Face On Campus 13 hour(s) per Term Full Term

Tutorial

Face to Face On Campus 14 hour(s) per Term Full Term

Ourimbah

Lecture

Face to Face On Campus 13 hour(s) per Term Full Term

Tutorial

Face to Face On Campus 14 hour(s) per Term Full Term

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.