This course provides a comprehensive account of the concept of aspirations, emphasising the role of teachers and school leaders in shaping and nurturing students’ post-school aspirations. It explores current issues relating to access to higher education for traditionally under-represented groups, with a particular focus on Indigenous Australians, people from low socio-economic status backgrounds, women in non-traditional areas of study, people living in regional and remote areas of Australia, and first-in-family students. Participants will: engage with Australian and international research exploring the educational and occupational aspirations of school students; identify the various factors that influence aspirations including intersections among factors; and, develop a sound theoretical and empirical basis for translating the concept of aspirations into classroom and school practice.
Availability2021 Course Timetables
- Semester 1 - 2021
On successful completion of the course students will be able to:
1. Explain the concept of aspirations, taking into account the historical and contemporary policy context.
2. Develop a conceptual framework for theorising the concept of aspirations
3. Analyse and discuss current issues relating to the under-representation of particular groups of students in Australian higher education.
4. Identify factors that play a role in aspiration formation.
5. Recognise and explain the different ways that teachers and schools explicitly and implicitly influence post-school aspirations.
6. Translate the concept of aspirations into specific plans for classroom and school practice.
- An introduction to aspirations.
- Conceptual underpinnings of ‘aspirations’.
- An overview of issues surrounding access to higher education.
- An exploration of the educational and occupational aspirations of Australian school students.
- The complexity of factors that are closely tied to aspiration formation.
- The broader socio-cultural context of aspiration formation.
- The fundamental role of teachers and schooling in influencing aspirations.
- Connecting theoretical concepts and empirical data to local contexts and teaching practice.
In Term Test: Online Test 50%
Case Study / Problem Based Learning: Case Study 50%
Online 2 hour(s) per Week for Full Term starting in week 1
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.