Unit convenor and teaching staff |
Unit convenor and teaching staff
Jennifer Barr
Norman McCulla
Senior Tutor
Anastasia Zarkos
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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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 explores the historical and social contexts in which Australian education occurs. The perspectives that inform the unit are predominantly sociological and historical, but the disciplines of cultural studies, philosophy, politics and economics also have a strong influence. The unit begins with an overview of the development of education in Australia by discussing a number of key moments in the history of Australian education. The unit gives emphasis to issues of social justice and social disadvantage and also considers these matters in relation to contemporary issues in education: media, technology and community.
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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 | Hurdle | Due |
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Academic Integrity Module | 0% | No | 17/8/18 |
Major research essay | 50% | No | 23/9/18 |
Digital Media Response | 45% | No | 21/10/18 |
ASSET evaluation | 5% | No | 01/11/18 |
Due: 17/8/18
Weighting: 0%
Completion of the module designed to increase knowledge and awareness regarding referencing and academic integrity
Due: 23/9/18
Weighting: 50%
Select ONE of the factors of disadvantage and discuss critically the way it impacts on educational access, experience and outcomes in Australia, using research evidence to support your discussion. Critically evaluate key measures that have been put in place to mitigate this disadvantage.
Due: 21/10/18
Weighting: 45%
Group presentation of DMR: (20%): In a group of three or four students, address a question concerning education and either media, OR popular culture OR technology, and create a digital media response to that driving question via a movie, a podcast or an animated PowerPoint.
Reflective report (25%): For the purposes of this assessment task a report is an individually written piece of 750 words. The report should include an introduction and conclusion and use references to support your discussion.
Due: 01/11/18
Weighting: 5%
The Student Survey of Education for Teaching (ASSET) is designed to provide the Department of Educational Studies with a detailed understanding of our students and their experiences including their beliefs and attitudes towards education, and how prepared they feel to work as teachers. The survey is in 5 parts with 1 mark awarded for each part. There are progressive due dates and the final part is due on 1st November 2018.
Internal students are expected to attend 2 lectures per week (recorded) and 1 tutorial per week. Students are expected to read weekly readings and attend weekly lectures before completing tasks and attending tutorials.
External students are required to attend 2 full day on-campus sessions on Saturday, 18th August; and Friday, 28th September as well as listening to the lectures and doing the required weekly readings.
Tait, G. (2016). Making Sense of Mass Education, 2nd edn. Port Melbourne, Vic.: Cambridge University Press. This text is available through the Macquarie University Co-operative Bookshop. The required readings are available electronically
The readings listed in the unit outline and on iLearn are available electronically from the Macquarie University library collection of electronic journals and can be accessed via the catalogue, journal finder or databases links.
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The unit is divided into 4 modules:
Module 1. A traditional sociology of education
The unit begins with a framing of education that will be familiar to most, and this is a view established by sociologists of education on a foundation of theories and concerns about matters of class, gender and race.
Module 2. Education and governance: A contemporary sociology
Due to a number of factors, globalization and the emergence of certain technologies to name two, a focus on class, gender and race no longer adequately explains social disadvantage or inequality. Consequently, an alternative way of understanding the context of education is offered.
Module 3. Cultural context of education
Cultural elements play a significant role in people’s lives, and consequently in their understanding of the society and communities they inhabit. These cultural elements inevitably influence education.
Module 4. Philosophy, ethics, the law and education
In the final module we reflect on a number of issues about the ways that schooling is organized and how actors work within these arrangements.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
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:
A number of changes have been made for the 2018 version of this unit. The weighting of assessments has been changed to reflect the breath of the topics addressed and effort required, including the following enhancements: