The University of Newcastle, Australia
Available in 2020
Course code



10 units


3000 level

Course handbook


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.

Availability2019 Course Timetables


  • Winter - 2020


  • Semester 2 - 2020

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.


  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.


Students must meet the Teacher Education Milestone and be active in the B Teaching (Early Childhood and Primary) (Honours) (12366) OR B Education (Early Childhood & Primary) (40105) OR B Education (EC & Primary) (Hons) (40109) to enrol in this course.

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

Assessment items

Written Assignment: Assignment 1

Presentation: Presentations: Group

Written Assignment: Assignment 2

Contact hours

Callaghan and Ourimbah


Face to Face On Campus 1 hour(s) per Week for 13 Weeks


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