Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Susan Caldis
Contact via via email
by appointment
Lecturer
Neil Harrison
Contact via 98508716
X5B1016
Wednesdays 4-6
Tutor
Carole Wellham
29 Wally's Walk
Wednesdays
Tutor
Albert Marchetto
29 Wally's walk
Weednesdays
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
((12cp at 100 level or above) including (EDUC105 or EDUC106 or ECH126)) or admission to BEd(Sec)
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit is designed to develop students' understanding of the issues central to the Human Society and its Environment curriculum in years K–6, and Geography and History syllabuses in years K–10. It caters for the needs of students requiring a background in this key learning area and incorporates aspects of Australian social, cultural and environmental heritage, civics and citizenship education, and global perspectives.
|
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 |
---|---|---|---|
AT1 | 50% | No | Semester Break |
AT2 | 50% | No | week 13 |
Due: Semester Break
Weighting: 50%
Description
There is a belief amongst some of Australia’s population that the White Australia Policy was born out of fear and insecurity about those who are racially or culturally different - and some contemporary government policies still reflect this past rhetoric. There is also a belief amongst some of Australia’s population that the pathway towards developing a multicultural society has been successful and that Australia enjoys close links with many countries, particularly those of the Asian region.
Task:
Due: week 13
Weighting: 50%
Description
Australia’s national identity has been shaped over time by events, processes and people. Australia’s history (such as wartime experiences and the early exploration of the Australian continent) has created images of Australia as being a ‘classless’ or ‘egalitarian’ society, in which everyone gets a ‘fair go’ including the ‘Aussie battler’.
Task:
INTERNAL COURSE DELIVERY
Lectures: Mondays and Wednesdays
Tutorials: Wednesdays (starting Week 1).
External students
Attendance at All on-campus sessions is compulsory. These will be held on:
RECOMMENDED TEXTS
Prescribed Texts:
The following is available online and from the University Cooperative Bookshop and it is essential for this unit.
NESA (2015). Geography K-10. Retrieved 7 February, 2018 from: http://syllabus.nesa.nsw.edu.au/assets/geographyk10/downloads/geographyk10_full.pdf
NESA (2012). History K-6: Syllabus. Retrieved 7 February, 2018 from http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf
Recommended Reading, References and Resources
Burgess, D. (2012). Teach Like A PIRATE. Dave Burgess Consulting Incorporated.
Gilbert, R. & Hoepper, B. (Eds.), (2017). Teaching humanities and social sciences: history, geography, economics & citizenship in the Australian curriculum (6e). South Melbourne (Vic): Centage Learning.
Harris, M., Nakata, M. & Carlson, B. (2013). The politics of identity: Emerging Indigeneity. Sydney: UTSePress.
Harrison, N. and Sellwood, J. (2016). Learning and Teaching in Aboriginal and Torres Strait Islander education (3e). Melbourne: Oxford University Press.
Harrison, N. (2015). Learning and Teaching on Darug country. Retrieved 20 January, 2018 from: www.learndarug.com/
Hunter, J. (2015). Technology Integration and High Possibility Classrooms: Building from TPACK. Routledge Taylor & Francis
Marr, D. (2017). ‘The White Queen’. In Quarterly Essay, issue 65.
Maude, A. (2014). Understanding and Teaching the Australian Curriculum: Geography for Primary Schools. Hawker Brownlow Education.
Maude, A. (2014). Comments on the recommendations relating to Geography in the review of the Australian Curriculum. Geographical Education, 27: 13-18.
Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). Melbourne: Oxford University Press.
Taylor, T., Fahey, C., Kriewaldt, J. Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Frenchs Forest: Pearson.
Further Professional reading and references:
Altman, J. and Kerins, S. (2012). People on Country: Vital Landscapes, Indigenous Futures. Federation Press
Attwood, B. and Forster, S. (Eds.) (2003). Frontier Conflict: The Australian Experience. National Museum of Australia.
Bisley, N. (2007). Rethinking Globalisation. Palgrave Macmillan.
Butler, K. (2000). Overcoming Terra Nullius: Aboriginal perspectives in schools a site of philosophical struggle. Educational Philosophy and Theory, 32(1): 94–101.
Castles, F. G. (1991), Australia Compared: People, Policies and Politics, Allen & Unwin.
Castles, S., Cope, B., Kalantzis, M. and Morrissy, M. (1992). Mistaken Identity: Multiculturalism and the Demise of Nationalism in Australia. (3rd Ed.), Pluto Press.
Garrett, P. (2015). Peter Garrett – A Memoir: Big Blue Sky, Allen and Unwin
Clarke, A. (2008). History’s children: History wars in the classroom. Sydney: UNSW Press.
Gittins, R. (2015). Gittins: A life among budgets, bulldust and bastardry, Allen and Unwin
Day, D. (2005). Claiming a Continent: A New History of Australia, Harper Perennial.
Davison, G. (2003), Conflict in the Museum, in Attwood, B. & Foster, S. (Eds.) Frontier Conflict: The Australian Experience. National Museum of Australia, pp. 201–214.
Elder. C. (2007). Being Australian: Narratives of National Identity. Allen & Unwin.
Gilbert, R & Hoepper, B. (eds.), (2014). Teaching humanities and social sciences: history, geography, economics & citizenship in the Australian curriculum (5e). South Melbourne (Vic): Centage Learning.
Hammar, J. (2015). Daughter of the Territory, Allen and Unwin
Healey, J. (2010). Australian National Identity. Issues in Society, Vol. 313. The Spinney Press.
Jericho, G. (2012). The Rise of the Fifth Estate: Social Media and Blogging in Australia. Scribe Publications: Brunswick.
Kelly, P. (2000), Paradise Divided: The Changes, the Challenges, the Choices for Australia. Sydney: Allen & Unwin.
Kelly, P. (2001). 100 Years: The Australian Story. Sydney: Allen & Unwin.
Kelly, P. (2009). The March of Patriots: The Struggle for Modern Australia. Melbourne University Press.
Kelly, P. (2014). Triumph and Demise: The Broken Promise of a Labor generation. Melbourne University Press.
Lawless, J & Cameron, K. (2012). Discovering history: Lower Primary. Melbourne: Pearson.
Megalogenis, G. (2012). The Australian Moment. Penguin Books Australia.
Markus, A., Jupp, J. & McDonald, P. (2009). Australia’s Immigration Revolution. Crows Nest: Allen & Unwin.
McBride S. and Wiseman J. (Eds.) (2000). Globalisation and its Discontent, Macmillan.
Megalogenis, G. (2012). The Australian Moment. Penguin Books, Melbourne.
Mudrooroo (1995), Us Mob – History, Culture, Struggle: An Introduction to Indigenous Australia. Angus and Robertson.
Price, K. (2012). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. London: Cambridge.
Report of the Civics Expert Group (Chair: Stuart Macintyre) (1994). Whereas the People … Civics and Citizenship Education. Canberra: Australian Government Publishing Service.
Singleton, G., Aitkin, D., Jinks, B. and Warhurst, J. (2000). Australian Political Institutions, Longman.
Welsh, F. (2005). Great Southern Land. London: Penguin Books.
Professional Associations
Geography Teachers Association of NSW (2018). Retrieved February 7, 2018 from http://www.gtansw.org.au/
History Teachers’ Association of Australia (2018). Australian Curriculum: History Units. Retrieved February 7, 2018 from http://www.achistoryunits.edu.au/
Key Australian website references:
Australian Broadcasting Commission (2018). Splash. Retrieved February 7, 2018 from http://splash.abc.net.au/media/-/m/29466/ramadan?source=early-primary-history
Australian Broadcasting Commission (2017). Indigenous languages map. Retrieved February 7, 2018 from http://www.abc.net.au/indigenous/map/
Harrison, N. (2015). Learning and Teaching on Darug country. Retrieved 20 January, 2018 from: www.learndarug.com/
Australian Children’s Television Foundation Education Services Australia (2018). My Place for teachers. Retrieved January 29, 2018 from http://www.myplace.edu.au/decades_timeline/1780/decade_landing_22.html?tabRank=4
OVERVIEW OF THE WEEKLY CONTENT AND PROGRAM FOR EDUC289
WEEK |
TOPIC AREA AND PRESENTER |
READINGS |
---|---|---|
1 |
|
Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). Chapter 1 For reflections and critiques: the following 2 papers should be read together Maude, A. M. (2013) Developing a national geography curriculum for Australia, International Research in Geographical and Environmental Education, 23:1, 40-52.Harrison, N. (2017). Putting oneself in the shoes of another: Issues of empathy and intercultural understanding in the Australian geography curriculum. International Research in Geographical and Environmental Education. 26:4, pp. 269-280. For L2 see the goals of education: MCCETYA (2008) Melbourne Declaration on Educational Goals for Young Australians: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf |
2 |
|
*David Marr (2017). ‘The White Queen’. In Quarterly Essay, issue 65. (also see week 3)
Faustina Agolley, Tony Ayres, Paul Capsis, Anton Enus, Sally Goldner, Jeremy Law, Alyena Mohummadally, and Christos Tsiolkas, et. Aal (2017) Multicultural Queer Australia: Then, Now, Future. Also see Panel Discussion: Harris, M., Nakata, M. & Carlson, B. (2013). The politics of identity: Emerging Indigeneity. Sydney: UTSePress. Australian Human Rights Commission: Face the facts: cultural diversity: see… https://www.humanrights.gov.au/face-facts-cultural-diversity
For L4 Rey, J. & Harrison, N. (2018). Sydney as an Indigenous place: Goanna walking brings people together. AlterNative. Doi: http://journals.sagepub.com/doi/10.1177/1177180117751930 Harrison, N. & McLean, R. (2017). Getting yourself out of the way: listening and belonging in the city. Geographical Research, 55:4, 359-368.
Bawaka Country, Suchet-Pearson,S.,Wright,S.,Lloyd,K.and Burarrwanga, L., (2013). Caring as country: towards an ontology of co-becoming in natural resource management. Asia Pacific Viewpoint, 54, 185–197.
|
3 |
Marr (p. 3): “Aborigines are forgotten, Asians are old hat. These days Hanson targets Muslims….[on the hustings in WA she said] I’ve just been told there’s a terrorist attack that has just happened in Melbourne ….people don’t look right. They are not going to assimilate into our society. How they have different ideology, different beliefs, don’t abide by our laws, our culture, our way of life. Don’t let them in! Make this country safe for its future generations”. Marr adds: ‘But there was no terrorist link. The accused driver is from a Greek- Australian family’ (Marr, p. 3).
|
*Marom, Lilach (2016). A New Immigrant Experience of Navigating Multiculturalism and Indigenous Content in Teacher Education. The Canadian Journal of Higher Education; vol. 46 (4): 23-40. Stephen May & Christine E. Sleeter Eds. (2010).Critical Multiculturalism: Theory and Praxis. Routledge
SBS: ‘You can’t ask that’ http://iview.abc.net.au/collection/you-cant-ask-that
*David Marr (2017). ‘The White Queen’. In Quarterly Essay, issue 65.
|
4 |
|
@IndigenousX: https://indigenousx.com.au/
For a critique see: Harrison, N. (2012). Aborigines of the Imaginary: Applying Lacan to Aboriginal education. Asia-Pacific Journal of Teacher Education, 40(1), 5-14. Fredericks, B. (2013). We don't leave our identities at the city limits': Aboriginal and Torres Strait Islander people living in urban localities. Australian Aboriginal Studies, (1), 4-16. What is working: Harrison, N. and Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52, 65-76.
Harrison, N. and Sellwood, J. (2016). Learning and Teaching in Aboriginal and Torres Strait Islander education (3e). Melbourne: Oxford University Press. Chapters 1 and 2
|
5 |
|
A must read: “Land of the fair-go no more”. See: Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). chapter 2 Gittins, R. (2010) Is Australia the Land of Fair Go? ACTU Whitlam Lecture, Melbourne, Tuesday, November 30, 2010. Sowey, M. (2013). A Fair Australia. The Australian Collaboration. Australian Council of Social Service (2013). Poverty and its Causes: A summary. The Australian Collaboration. Also see reports and submissions: http://www.acoss.org.au/acoss-reports-submissions/
|
6 |
|
Elder, C. (2007). Being Australian: Narratives on National Identity. Crows Nest: Allen & Unwin [Part 2.7: The Cultural Nation: Art, Cinema and Music, pp. 181–211]. Bryant, N. (2009). On Framing Australia. The Australian. 21 March 2009. Keating, P. (1993) Remembrance Day Speech: Eulogy at the funeral service of the Unknown Australian Soldier, 11 Nov. 1993. http://www.awm.gov.au/media/keating.mp3
|
7 |
|
George Megalogenis, (2010). Trivial Pursuit: Leadership and the End of the Reform Era. In Quarterly Essay 40 (available @libary online Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). chapter 3 Yencken, D. (2010). The Role of Government in Australia. The Australian Collaboration.
|
8 |
No Lecture – Professional Experience Block |
|
9 |
No Lecture – Professional Experience Block |
|
10 |
No Lecture – Professional Experience Block |
11 |
|
Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). Chapter 8. Taylor, T., Fahey, C., Kriewaldt, J. Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Chapter 18.
Flannery, T. (2008). Now or Never: A sustainable future for Australia? Quarterly Essay Flannery, T. (2012). After the future: Australia’s new extinction crisis. Quarterly Essay Taylor, T., Fahey, C., Kriewaldt, J. Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Chapter 19.
|
12 |
|
Reynolds chapter 4 and esp. chapter 8. Steger, B. (2008). Globalization: A very short introduction. Chapter 1: Globalization: A contested concept, pp. 1–16.
Taylor, T., Fahey, C., Kriewaldt, J. Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Chapter 19.
|
13 |
|
Harrison, N. & McLean, R. (2017). Getting yourself out of the way: listening and belonging in the city. Geographical Research, 55:4, 359-368.
|
ASSESSMENT summary
Task |
Due Date |
Unit Outcomes Addressed |
Brief Description of Task |
Task 1 Australia’s multicultural society (50%) |
18/04/18 |
UO1; UO2; UO3 |
A critical evaluation of Australian government policy |
Task 2. Australia: a country where everyone gets a fair-go! (50%) |
07/06/18
|
UO2; UO3; UO4; |
This task focuses on the concept and reality of Australia as an ‘egalitarian’ society |
Please note:
You must also meet all the attendance requirements (see Section 4).
To demonstrate your satisfactory achievement of the Unit’s Learning Outcomes both assessment tasks are to be attempted.
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: