This course will challenge participants' constructions of identity, difference, diversity, and social inequalities in relation to local and global experiences. Participants will critically engage with a range of theoretical approaches through a social justice lens, with a focus on poverty as it impacts upon children, families and community. Furthermore, the course will address recent theoretical developments in social constructions of race, gender, disability, and sexuality. Participants will apply theoretical knowledge to investigate, analyse and synthesise social justice issues in their chosen disciplines of early childhood education, family or community development studies. This will result in a complex body of knowledge that re-examines participants' philosophies and articulates socially transformative practices for children, their families and communities.
- Semester 2 - 2022
On successful completion of the course students will be able to:
1. Challenge contemporary ideas about identity, difference and diversity.
2. Articulate social justice theories in terms of children, families and community, specifically the impact of poverty.
3. Critique current theorizing on the social constructions of race, gender, disability, and sexuality.
4. Recognise ethical practices as a basis for social justice.
5. Investigate a nominated context in early childhood education, family and/or community to analyse and synthesise the theory/practice nexus.
6. Critically examine socially transformative practices in a nominated context that addresses the needs of children, families, and their communities.
The following list indicates course content:
- Engagement with theoretical perspectives for social justice and social transformation
- Understanding processes of marginalisation including references to poverty, gender, Aboriginality, culture, disability, race, ethnicity and sexuality.
- Examining ethical behaviour and sustainability for children, families and community.
- Local and global social dynamics and implications for early childhood, family and community.
- Developing socially transformative practice personally, as well as institutionally, and within families and their communities.
Written Assignment: Essays/Written Assignments
Case Study / Problem Based Learning: Case Studies
Integrated Learning Session
Online 3 hour(s) per Week for 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.