Students
ECED820 – Families in Context
2015 – S1 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Fay Hadley
Contact via fay.hadley@mq.edu.au
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MTeach(Birth to Five Years) or MEChild or MEdLead in Early Childhood or PGDipEChild or PGCertEChild or MEd or PGDipEdS or MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd or MSpecEd or PGDipSpecEd or PGCertSpEd or GradCertEChild
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
The overarching aim of this unit is to examine the implications of diversity in family values and the value of family across a range of contexts. Over the course of the unit, we will consider the role of socio-cultural, economic and political contexts in shaping family life and family values in the 21st century. Drawing on a variety of resources, including diverse media, academic publications and reflections on personal experiences, we will explore changing family lives and the extent to which traditional, largely Western-based, images of 'family' life reflect contemporary experiences and practices of families and children in Australia and abroad.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- To explore diverse contexts in and perspectives on ways in which families function.
- To reflect on personal experiences and how these shape perspectives.
- To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- To explore the online environment and contribute effectively and respectfully.
- To engage in active and critical reflective practice about working with diverse families.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Assign 1 | 20% | 6th March and 14th May |
| Assign 2 | 40% | 9th April |
| Assign 3 | 40% | 15th May |
Assign 1
Due: 6th March and 14th May
Weighting: 20%
On line communication and postings
On successful completion you will be able to:
- To explore diverse contexts in and perspectives on ways in which families function.
- To reflect on personal experiences and how these shape perspectives.
- To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- To explore the online environment and contribute effectively and respectfully.
- To engage in active and critical reflective practice about working with diverse families.
Assign 2
Due: 9th April
Weighting: 40%
Major Essay based on the analysis of selected topic(s) focusing on Families Images and the Role of the Media
(2000 words)
On successful completion you will be able to:
- To explore diverse contexts in and perspectives on ways in which families function.
- To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- To engage in active and critical reflective practice about working with diverse families.
Assign 3
Due: 15th May
Weighting: 40%
Philosophy paper - reflections on working with families as an EC professional
(2000 words)
On successful completion you will be able to:
- To explore diverse contexts in and perspectives on ways in which families function.
- To reflect on personal experiences and how these shape perspectives.
- To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- To engage in active and critical reflective practice about working with diverse families.
Delivery and Resources
Textbook:
Bowes, J., Grace, R., & Hodge, K. (Eds.) (2012). Children, families and communities. Contexts and consequences. (4th edn), South Melbourne: Oxford University Press.
Unit Schedule
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Week |
Topic |
Lecturer |
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Week 1 23rd Feb |
Introduction to the unit Families: Definitions, Contexts and Theoretical Orientations |
Fay |
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Week 2 2nd March
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Media Portrayal of families
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Fay |
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Week 3 9th March |
Research and study of families: Multi-disciplinary perspectives Assignment #1: Task 1 due 6th March |
Fay |
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Week 4 16th March |
Family formation from Assisted Reproduction Technologies |
Frances |
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Week 5 23rd March |
Recent arrivals: children from immigrant and refugee backgrounds (Dr Katey De Gioia – guest lecturer) 5th April on campus for externals (if numbers sufficient) |
Katey DeGioia |
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Week 6 30th March |
Children with parents who identify as Lesbian, Gay, Bisexual and Transgender (LGBT) - guest lecturer |
Kathy Cloughessy |
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April 6th – April 17th |
NO CLASSES - UNIVERSITY RECESS for two weeks Assignment #2: Major essay on role of media due 9th April |
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Week 7 20th April |
Developing a philosophical approach to working with families in EC settings |
Fay |
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Week 8 27th April |
Indigenous perspectives – kinship ties (Judith McKay) NO TUTE AS PUBLIC HOLIDAY
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Week 9 4th May |
Families with members with disabilities - Kathy Cologon guest lecturer |
Kathy Cologon |
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Week 10 11th May |
Children from families identified as ‘at risk’: Divorce, Remarriage, Single-Parent families, Isolated families from metropolitan and rural/regional areas Assignment #1: Task 2 due 14th May Assignment #3: Paper on Working with families due 15 May
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Fay |
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Week 11 18th May |
No classes. Professional experience for ECED825 students May 18 - June 5.
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Week 12 25th May |
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Week 13 1st June |
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Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
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Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
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When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- To explore diverse contexts in and perspectives on ways in which families function.
- To reflect on personal experiences and how these shape perspectives.
- To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- To engage in active and critical reflective practice about working with diverse families.
Assessment tasks
- Assign 1
- Assign 3
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- To explore diverse contexts in and perspectives on ways in which families function.
- To reflect on personal experiences and how these shape perspectives.
- To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
Assessment tasks
- Assign 1
- Assign 2
- Assign 3
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- To explore diverse contexts in and perspectives on ways in which families function.
- To reflect on personal experiences and how these shape perspectives.
- To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
- To engage in active and critical reflective practice about working with diverse families.
Assessment tasks
- Assign 1
- Assign 2
- Assign 3
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- To explore diverse contexts in and perspectives on ways in which families function.
- To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
Assessment tasks
- Assign 2
- Assign 3
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- To reflect on personal experiences and how these shape perspectives.
- To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
- To explore the online environment and contribute effectively and respectfully.
Assessment task
- Assign 1
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
- To explore the online environment and contribute effectively and respectfully.
Assessment tasks
- Assign 1
- Assign 2
- Assign 3