Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
David Saltmarsh
Contact via email
C3A928
by appointment
Lecturer & tutor
Norman McCulla
Lecturer
Mitch Parsell
Tutor
Sandy Rawling
Tutor
Michelle Walker
Tutor
Scott Smith
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(12cp including EDUC105 or EDUC106) or (admission to BEd(Prim) or BEd(Sec))
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit builds on understandings gained in EDUC106 and provides students with a critical understanding of the importance of education in contemporary society. Initially, the unit considers a range of perspectives in education according to various educational theorists. The unit examines the policy context of education and the ways in which policy is socially constructed, analyses the importance of policy in the teaching profession and classroom pedagogy, and in the context of a constantly modernising and globalising society. The impact of the markets on the symbolic economy of educational institutions (prospectuses, web sites, advertising) is also explored. Also analysed are the everyday cultures of schooling. A particular focus of this analysis is the spatial and temporal practices of schools, as exhibited in their architecture and timetabling.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Short essay | 20% | 18 March (Week 4) |
Group presentation | 40% | During weeks 5, 6, 11-15 |
Exam | 40% | Between 14 June - 1 July |
Due: 18 March (Week 4)
Weighting: 20%
This task is designed to draw on your ability to locate scholarly articles using appropriate IT skills (LO5), to allow you to apply critical thinking and research skills (LO2), to demonstrate understanding of key ideas and theories underpinning contemporary educational theory and practice (LO1), and to communicate these ideas (LO4).
Using three of the six articles listed below, give a synopsis of the author’s (or authors’) argument or perspective presented in each article, and provide an assessment of the implications of these arguments or perspectives for contemporary education.
Angus, L. (2015) School choice: neoliberal education policy and imagined futures, British Journal of Sociology of Education, 36:3, 395-413, DOI: 10.1080/01425692.2013.823835
Boostrom, R. (2016) The peculiar status of Democracy and Education, Journal of Curriculum Studies, 48:1, 4-22, DOI: 10.1080/00220272.2014.962100
Kenway, J. & Fahey, J. (2014). Staying ahead of the game: the globalising practices of elite schools. Globalisation, Societies and Education, 12:2, 177-195, DOI: 10.1080/14767724.2014.890885
Kurth-Schai, R. (2014) Fidelity in Public Education Policy: Reclaiming the Deweyan Dream, Educational Studies, 50:5, 420-446, DOI: 10.1080/00131946.2014.943892
Means, A. (2014) Educational commons and the new radical democratic imaginary, Critical Studies in Education, 55:2, 122-137, DOI: 10.1080/17508487.2014.903502
Roche, S. (2015) ‘‘We don’t need no education’’: The radical implications of lifelong learning, International Review of Education, 61:1–6, DOI 10.1007/s11159-015-9494-9
See rubric for further detail of marking criteria.
Rubric item
Describe the argument or perspective on education being considered -20%
Identify the key aspects of the articles used - 20%
Explain the implications for contemporary education - 20%
Consider on the significance of these ideas & concepts - 30%
Demonstrate understanding of academic writing - 10%
Due: During weeks 5, 6, 11-15
Weighting: 40%
This task is designed to allow you to demonstrate understand key ideas and theories underpinning contemporary educational theory and practice (LO1), and your ability to apply critical thinking and research skills (LO2). Importantly it also allows your to work collaboratively, and respectfully with others (LO3), to display your ability to communicate ideas in oral, screen and written modes (LO4), and to apply appropriate IT skills (LO5) to a task.
For this task you will be working in groups of three or four. Presentations, for internal students, will commence in Week 5 (the first week of Module Two) and continue through to the end of the semester (Week 13), with one group presenting in each tutorial. External students will form into groups on OCD1 and present on OCD2.
The presentation topics for week 5, educational consumerism, and week 6, education and social justice, have questions to address in the Program of Lectures and Tutorials (above).
The questions to guide presentations for weeks 11 – 15 are included in the relevant sections of OECD (2016), Trends Shaping Education 2016. This book has five chapters:
Each of these chapters is further divided into seven key aspects of the policy issue, and at the end of these sections are three focus questions in a box headed, And education? Groups are expected to nominate a chapter to present on in the tutorial, then select an aspect and address one of the questions.
The purpose of the presentation is to provide a discussion of:
There will be three elements to the assessment. The first is the group’s presentation (10%), including the use of presentation tools such as PowerPoint slides. The presentation material (eg PPTX slides), including the names of the group members, is to be submitted. Each group should designate one member who will submit the presentation material to the ‘workshop’ link on the unit website in the relevant week.
The second element is a 1000 word report (20%) on the policy issue presented. The reports are to be written and submitted individually by each member of the group.
Thirdly, a further 5% of the overall mark will be derived from peer-reviews of the presentation. Students are expected to participate in reviewing their peers and will receive 5% for their efforts.
Groups are encouraged to use other resources such as videos or other media including website material/resources. But the use of such media should not dominate the presentation time. Presentations should run for no more than 20 minutes (including time take to show any videos), followed by approximately 10 minutes for discussion of issues. Marks will be deducted for inappropriate management of time.
Presentation materials (eg slides) are due to be submitted by 5:00pm on day of the presentation, and the individual reports are to be submitted one week later.
See rubric for further detail of marking criteria.
Rubric item
Presentation (10%)
Clarity of the ideas shown in the presentation
Effective use of presentation tools
Understanding of the context of the policy
Cohesion of the presentation
Peer-review of presentation (5%)
Clarity of the ideas shown in the presentation
Effective use of presentation tools
Understanding of the context of the policy
Cohesion of the presentation
Peer-reviews of others (5%)
Report (20%)
Describe the background of the policy issue (20%)
Identify perspectives to understand the issue (40%)
Consider significance of policy issues (30%)
Demonstrate academic writing (10%)
Make up work for students unable to attend or participate in the group presentation (40%)
Students are who are unable to participate in the group presentation (either in tutorial or during the OCD) due to a serious and unavoidable disruption must follow the procedures for Disruption to Studies and submit written work in lieu of their non-participation. These students must write an essay of 2,500 words on the topic of their presentation group, considering the:
The make-up is due one week after the presentation.
Due: Between 14 June - 1 July
Weighting: 40%
The exam is designed to encourage you to review the content of the entire unit and to allow you to demonstrate understand key ideas and theories underpinning contemporary educational theory and practice (LO1), to display your ability to apply critical thinking and research skills (LO2), and to show your ability to communicate ideas written modes (LO4).
A written 2-hour examination (40%) will be held during the University’s Examination period. The examination will comprise three sections:
The last lecture will be a revision lecture. Please note that the questions in the examination will potentially draw on all the lecture content and readings.
All reading and reference material required for this unit is available online through the Macquarie University library and there is no required or recommended text for you to purchase. This material is identified in the Program of Lectures and Tutorials, below. The text used in EDUC106, Tait (2013) Making sense of mass education, would be a useful additional reference for this unit. It is essential that students acquire a copy of the OECD publication Trends shaping education, 2016. This can be accessed via the Macquarie University library, but at the time of writing this could not be located using the Multisearch function.
Students are expected to locate and read the material set for discussion in tutorials.
Week One: Introduction (David Saltmarsh) and Education versus schooling (Mitch Parsell)
Reading for discussion in tutorial and consideration for assignment 1.
Angus, L. (2015) School choice: neoliberal education policy and imagined futures, British Journal of Sociology of Education, 36:3, 395-413, DOI: 10.1080/01425692.2013.823835
Week Two: Perspectives in education - Conservative schooling and the Liberal perspective (Mitch Parsell)
Reading for discussion in tutorial and consideration for assignment 1.
Kenway, J. & Fahey, J. (2014). Staying ahead of the game: the globalising practices of elite schools. Globalisation, Societies and Education, 12:2, 177-195, DOI: 10.1080/14767724.2014.890885
Additional reading on the Liberal perspective
Darling, J. (1992) A. S. Neill on Democratic Authority: a lesson from Summerhill? Oxford Review of Education, 18:1, 45-57, DOI: 10.1080/0305498920180104
lllich, I. (1971) Deschooling society, http://learning.media.mit.edu/courses/mas713/readings/DESCHOOLING.pdf
Neill, A. S. (1960) Summerhill: A radical approach to child rearing. https://trisquel.info/files/summerhill-english_1.pdf
http://www.summerhillschool.co.uk
For an Australian analogue of Summerhill, see “The School that John Built” (Australian Story, first shown on ABC in 2007).
http://www.abc.net.au/austory/specials/schooljohnbuilt/default.htm
Week Three: Perspectives in education - the Progressive perspective and the Radical perspective (Mitch Parsell)
Readings for discussion in tutorial and consideration for assignment 1.
Boostrom, R. (2016) The peculiar status of Democracy and Education, Journal of Curriculum Studies, 48:1, 4-22, DOI: 10.1080/00220272.2014.962100
Kurth-Schai (2014) Fidelity in Public Education Policy: Reclaiming the Deweyan Dream, Educational Studies, 50:5, 420-446, DOI: 10.1080/00131946.2014.943892
Suggested reading/viewing
Freire, P. (1974) Pedagogy of the Oppressed. Harmondsworth: Penguin
Paulo Freire’s last interview (1996)
http://www.youtube.com/watch?v=aFWjnkFypFA
Kincheloe, J. (2005) Critical pedagogy: a primer, New York: Peter Lang.
McLaren, P. & Kincheloe, J. L. (Eds) (2007) Critical pedagogy: where are we now? New York: Peter Lang.
Readings for discussion in tutorial and consideration for assignment 1.
Means, A. (2014) Educational commons and the new radical democratic imaginary, Critical Studies in Education, 55:2, 122-137, DOI: 10.1080/17508487.2014.903502
Roche, S. (2015) ‘‘We don’t need no education’’: The radical implications of lifelong learning, International Review of Education, 61:1–6, DOI 10.1007/s11159-015-9494-9
Suggested reading/viewing/listening
Libertarian educators http://www.libed.org.uk/
John Holt on crises in education (How children fail) http://www.youtube.com/watch?v=aQM6rHoP-5Q
Discussion of homeschooling http://www.abc.net.au/radionational/programs/backgroundbriefing/home-schooling/3792578
Week Four: Policy and education (Norman McCulla)
Suggested reading
Blackmore, J. (2010). Policy, practice and purpose in the field of education: a critical review. Critical Studies in Education, 51:1, 101-111, DOI: 10.1080/17508480903450257
Lingard, B. (2010): Policy borrowing, policy learning: testing times in Australian schooling, Critical Studies in Education, 51:2, 129-147, DOI: 10.1080/17508481003731026
No lecture 25 March due to Good Friday public holiday
Semester 1 census date 26 March (last opportunity to withdraw without academic or financial penalty)
Suggested reading for curriculum
Tanner, D. (2013) Race to the top and leave the children behind, Journal of Curriculum Studies, 45:1, 4-15, DOI: 10.1080/00220272.2012.754946
Yates, L. (2013) Revisiting curriculum, the numbers game and the inequality problem, Journal of Curriculum Studies, 45:1, 39-51, DOI: 10.1080/00220272.2012.754949
Suggested reading for consumerism
Gottschall, K., Wardman, N., Edgeworth, K., Hutchesson, R. & Saltmarsh, S. (2010) “Hard lines and soft scenes: constituting masculinities in the prospectuses of all-boys elite private schools”, Australian Journal of Education, 54:1, 18-30, DOI: 10.1177/000494411005400103
Kenway, J. (2013) Challenging inequality in Australian schools: Gonski and beyond, Discourse: Studies in the Cultural Politics of Education, 34:2, 286-308, DOI: 10.1080/01596306.2013.770254
Marginson, S. & James, R. (Eds) (2009) Education, science and public policy: Ideas for an education revolution, Carlton, Vic.: Melbourne University Press.
Week Six: Education and social justice (Norman McCulla)
Suggested reading
Gale, T. & Densmore, K. (2000) “Playing fair: who gets what and why”, Just schooling: Explanations in the cultural politics of teaching, Buckingham: Open University Press.
Hickling-Hudson, A. (2011) Teaching to disrupt preconceptions: education for social justice in the imperial aftermath, Compare: A Journal of Comparative and International Education, 41:4, 453-465, DOI: 10.1080/03057925.2011.581513
Power, S. & Taylor, C (2013) Social justice and education in the public and private spheres, Oxford Review of Education, 39:4, 464-479, DOI: 10.1080/03054985.2013.821854
Reid, A. (2002) Public education and democracy: a changing relationship in a globalizing world, Journal of Education Policy, 17:5, 571-585, DOI: 10.1080/02680930210158320
Weeks Seven & Eight
Mid-Semester Break (11 — 22 April)
Tuesday 19 April On-campus Day
Weeks Nine & Ten (25 April — 6 May)
No lectures or tutorials, students on School Experience Placements
Week Eleven: Globalisation - People on the move and Increasing affluence, increasing inequality (David Saltmarsh)
OECD (2016), Trends Shaping Education 2016, OECD Publishing.
Suggested reading
Appadurai, A. (2001). Grassroots globalization and the research imagination. Public culture, 12:1, 1-19. DOI: 10.1215/08992363-12-1-1
Bagnall, N. (2010) “Globalisation”, in Connell, R., Campbell, C., Vickers, M., Welch, A., Foley, D. & Bagnall, N. (Eds) Education, change and society, Oxford University Press.
Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Crows Nest, NSW: Allen & Unwin.
Reid, A. (2002) Public education and democracy: a changing relationship in a globalizing world, Journal of Education Policy, 17:5, 571-585, DOI: 10.1080/02680930210158320
Week Twelve: The future of the nation-state-Women at work and Entrepreneurship & knowledge societies (David Saltmarsh)
Required reading
OECD (2016), Trends Shaping Education 2016, OECD Publishing.
Suggested readings
Brunila, K. & Ylöstalo, H. (2013): Challenging gender inequalities in education and in working life – a mission possible? Journal of Education and Work DOI: 10.1080/13639080.2013.806788
McLeod, J. (2012). Vulnerability and the neo-liberal youth citizen: a view from Australia. Comparative Education, 48:1, 11-26 DOI: 10.1080/03050068.2011.637760
Reid, C & Young, H. (2012) The new compulsory schooling age policy in NSW, Australia: ethnicity, ability and gender considerations, Journal of Education Policy, 27:6, 795-814, DOI: 10.1080/02680939.2012.664287
Week Thirteen: Are cities new countries? Urban life and Thriving communities, engaged citizens (David Saltmarsh)
Required reading
OECD (2016), Trends Shaping Education 2016, OECD Publishing.
Suggested reading
Ho, C., Vincent, E., & Butler, R. (2015) Everyday and Cosmo-Multiculturalisms: Doing Diversity in Gentrifying School Communities, Journal of Intercultural Studies, 36:6, 658-675, DOI: 10.1080/07256868.2015.1095715
Sullivan, K., Perry, L. & McConney, A. (2014) How do school learning environments differ across Australia’s rural, regional and metropolitan communities? Australian Educational Researcher, 41:521–540, DOI 10.1007/s13384-014-0144-1
Week Fourteen: Family matters - The marriage of the century? and Balancing the books (David Saltmarsh)
Required reading
OECD (2016), Trends Shaping Education 2016, OECD Publishing.
Suggested reading
Connell, R. (2013) The neoliberal cascade and education: an essay on the market agenda and its consequences, Critical Studies in Education, 54:2, 99-112, DOI: 10.1080/17508487.2013.776990
Saltmarsh, S. (2015) Michel de Certeau, everyday life and policy cultures: the case of parent engagement in education policy, Critical Studies in Education, 56:1, 38-54, DOI: 10.1080/17508487.2015.961166
te Riele, K. (2012) Challenging the logic behind government policies for school completion, Journal of Educational Administration and History, 44:3, 237-252, DOI: 10.1080/00220620.2012.683394
Week Fifteen: A brave new world: Biotechnology and Revision (David Saltmarsh)
Required reading
OECD (2016), Trends Shaping Education 2016, OECD Publishing.
Suggested reading
Cooper, N., Lockyer, L. & Brown, I. (2013) Developing multiliteracies in a technology-mediated environment, Educational Media International, 50:2, 93-107, DOI: 10.1080/09523987.2013.795350
Orlando, J. (2014) Educational technology: a presupposition of equality? Asia-Pacific Journal of Teacher Education, 42:4, 347-362, DOI: 10.1080/1359866X.2014.956049
Wk |
Date |
Lecture |
Lecture title |
Presenter |
Assessment & activities |
1 |
1 March |
1 |
Introduction |
David Saltmarsh |
|
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Perspectives in education |
|
|
|
4 March |
2 |
Education v schooling |
Mitch Parsell |
|
2 |
8 March |
3 |
Perspectives: Conservative |
Mitch Parsell |
|
|
11 March |
4 |
Perspectives: Liberal |
Mitch Parsell |
|
3 |
15 March |
5 |
Perspectives: Progressive |
Mitch Parsell |
|
|
18 March |
6 |
Perspectives: Radical |
Mitch Parsell |
|
|
|
|
Policy & markets in education |
|
|
4 |
22 March |
7 |
Policy & education |
Norman McCulla |
Short essay due 18 March |
|
25 March |
|
Public holiday – Good Friday |
|
|
|
26 March |
|
Semester 1 census date |
|
|
5 |
29 Mar |
8 |
Curriculum: Knowledge worth having |
Norman McCulla |
Group 1 tutorial presentation |
|
1 Apr |
9 |
Educational consumerism: Public - private |
Norman McCulla |
|
6 |
5 Apr |
10 |
Social justice |
Norman McCulla |
Group 2 tutorial presentation |
|
8 Apr |
11 |
Social justice |
Norman McCulla |
|
7-8 |
11-22 Apr |
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Mid-semester break |
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Tuesday 19 Apr OCD1 (X5B136) |
9-10 |
25 Apr-6 May |
|
Practicum break |
|
|
|
|
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Trends shaping education |
|
|
11 |
10 May |
12 |
Globalisation: People on the move |
David Saltmarsh |
Group 3 tutorial presentation |
|
13 May |
13 |
Globalisation: Affluence & inequality |
David Saltmarsh |
|
12 |
17 May |
14 |
Future of the nation-state: Women & work |
David Saltmarsh |
Group 4 tutorial presentation |
|
20 May |
15 |
Future of the nation-state: Knowledge soc. |
David Saltmarsh |
Saturday 21 May OCD2 (X5B136) |
13 |
24 May |
16 |
Are cities new countries? Urban life |
David Saltmarsh |
Group 5 tutorial presentation |
|
27 May |
17 |
Are cities new countries? Communities |
David Saltmarsh |
|
14 |
31 May |
18 |
Family matters: Marriage of the century? |
David Saltmarsh |
Group 6 tutorial presentation |
|
3 Jun |
19 |
Family matters: Balancing the books |
David Saltmarsh |
|
15 |
7 Jun |
20 |
A brave new world: Biotechnology |
David Saltmarsh |
Group 7 tutorial presentation |
|
10 Jun |
21 |
Revision |
David Saltmarsh |
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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
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
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Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
The structure and lecture content of EDUC264 remains largely the same as it was for 2015. For the 2016 iteration the unit, external student responsibilities for not attending on-campus days have been clarified. OECD document Trends shaping education, 2016 will underpin the second half of the unit.
In order to successfully complete this unit you must: