Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
David Saltmarsh
Contact via Email
C3A928
By appointment
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MA in Education Studies or MEChild or PGDipEChild or PGCertEChild or MEd or MEdLead or PGDipEdLead or PGCertEdLead or PGDipEdS or PGCertEdS or MHEd or PGDipHEd or PGCertHEd or MSpecEd or PGDipSpecEd or PGCertSpEd or MTeach(Birth to Five Years) or GradCertEdS or GradCertHEd or MChildLit or GradDipChildLit or MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd or GradDipIndigenousEd
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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 advanced theory unit begins with an historical overview of the work of sociologists of education and traces some philosophical and social developments. The theoretical, methodological and analytic approaches are then considered. This forms a basis for examining two contemporary issues in depth: these issues combine educational disadvantage, markets and competition in education, the impact of globalisation on education and schooling, and social change. The examination of these issues will involve analysing relevant scholarly literature, considering theoretical perspectives, investigating methodological and analytic practices, appreciating the views of stakeholders, and analysing policy developments. A wide range of material from a variety of sources (eg, academic journals, government documents, social media) will be drawn on in reporting on these contemporary issues.
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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 |
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Two critical reviews | 20% | Week 5, 29 March |
Educational disadvantage | 40% | Week 7, 26 April |
Markets/trends in education | 40% | 14 June |
Due: Week 5, 29 March
Weighting: 20%
Select two scholarly articles from the list provided on the iLearn unit website and write a 500 word critical review on each
Due: Week 7, 26 April
Weighting: 40%
Write an essay of about 2000 words examining the issue of educational disadvantage in Australia
Due: 14 June
Weighting: 40%
Write an essay of about 2000 words examining the issue of educational markets and competition in education, OR on a global trend shaping education
Scholarly articles for critical review are identified on the iLearn unit website. These articles are also relevant in preparing the essays on educational disadvantage, and markets and competition in education. For the section on Global trends shaping education an OECD (2016) document, available on-line will be used.
Podcasts will be created each week and will be available by 7:30PM on Tuesday of that week. On the weeks when a seminar is held, the podcast will be a recording of that seminar presentation.
EDCN817 Sociology & education |
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Module 1: Approaches to the sociology of education |
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1 Mar |
1 Introduction & historical overview of the sociology of education |
8 Mar |
2 Theoretical perspectives (seminar) |
15 Mar |
3 Research methods & critique |
Module 2: Educational disadvantage |
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22 Mar |
4 Educational disadvantage & poverty in Australia (seminar) |
Assessment 1 - 2 critical reviews: Due 29 March |
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29 Mar |
5 Low SES school communities |
5 Apr |
6 Strategies for reform (seminar) |
12 Apr |
Mid-semester break |
19 Apr |
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Module 3: Markets & competition in education |
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Assessment 2 - Essay - Educational disadvantage: Due 26 April |
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26 Apr |
7 International competition |
3 May |
8 NAPLAN & MySchool (seminar) |
10 May |
9 Markets in education |
Module 4: Globalisation |
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17 May |
10 Trends shaping education (seminar) |
24 May |
11 Trends shaping education |
31 May |
12 Trends shaping education (seminar) |
7 Jun |
13 Trends shaping education |
Assessment 3 - Essay - Markets in education/Global trends: Due 14 June |
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/
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.
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.
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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 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:
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:
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:
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:
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:
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:
This version of the unit EDCN817 has the same basic format of the unit offered in 2013 and 2014. The pattern of assessment is the same, but the option of writing an essay on global trends in education has been added. The reading material and options for critical review have been revised.