Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

As part of the process of globalisation, schools and colleges across the globe are undergoing a transition from being nation-centred to becoming institutions which engage with diversity in a more interconnected world. This unit is included in the B.Ed course because it helps educators prepare students to live and work interculturally, with a greater global understanding of socio-cultural educational issues of planetary significance,. It provides them with the opportunity to study issues of diversity and sustainability at home and abroad, as well as the ability to interpret educational problems from a framework that is both local and global.

Aims

The aim of this unit is to provide a global perspective on understanding self and intercultural relationships in educational settings, drawing on examples from societies in different parts of the world; an overview of principles of education for peace, health, and multicultural friendship across faiths and cultures; and an opportunity for you to practice the design of interactive pedagogy in ways that address global citizenship and educational and human rights.

Objectives

On successful completion of this unit, you should be able to:

1. Demonstrate personal and professional understanding of the relationship between education, socio-cultural issues and human rights, globally and with reference to Australia and other specific countries and regions. (QCT Standard Four: 4K2, 4P1,4P2, 4P8)
2. Demonstrate knowledge of content and pedagogical strategies that promote diversity, equity and inclusivity (QCT Standard Four: 4K3, 4K9, 4P1)
3. Engage your peers and your students in values analysis by helping them to reflect critically on intellectually challenging and worthwhile topics, problems and issues (QCT Standard Three: 3K9, 3P2, 3P8)
4. Demonstrate personal and professional understanding of strategies that encourage a striving for personal development and active citizenship (QCT Standard Six: 6K3, 6K9, 6P2)
5. Design teaching strategies and resources for supporting language, literacy and numeracy developments with reference to a global socio-cultural context, and across teaching areas (QCT Standard Two: 2K10, 2K13, 2P1)

Content

This unit includes the following topics:

- Globalisation: its impact on culture and education
- Studying the individual in socio-cultural context
- Learning from other cultures
- Studying Indigenous perspectives on cultural identity
- Global civil society, social movements and education
- Human rights and human wrongs: pedagogies seeking change
- Drama as a pedagogy of building empathy and collaborative conflict resolution
- Health and the environment: implications for the global teacher
- Changing schools for a changing world. The harm of traditional schooling, and the challenge of new ways of thinking.

Approaches to Teaching and Learning

This unit takes a teaching approach based on critical pedagogy. It (i) provides visual and discursive stimuli for thinking about the topics, and (ii) challenges you to relate the topics reflectively to your own experience, clarifying the values embedded in them, and expanding on them through collaborative, interactive seminars and individual essays.
The teaching and learning approaches used in this unit will include lectures, tutorials, videos, group discussions, and arts-based workshops.

Assessment

Assessment in this unit is both formative and summative. Formative assessment will be provided through feedback on initial assignment work, in electronic communication or in class as appropriate. You will be expected to keep a journal of your responses to themes in each session. This journal will act as a resource to inform your second assignment.

Assessment name: Written Report
Description: Design and implement an interactive group seminar and written report exploring an educational issue or theme relating to lecture sessions, texts and readings.
Length: 1500 words plus power-point / interactive presentation).
Relates to objectives: 1 - 5
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Throughout semester

Assessment name: Assignment
Description: Choice of essay relating to lecture sessions, texts and readings.
Length: 2500 words
Relates to objectives: 1, 2 & 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: End of Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Major Texts

Hicks, D. and Holden, C. (Eds.) Teaching the Global Dimension. Key Principles and Effective Practice. London: Routledge
Lee, E., Menkart, D., & Okazawa-Rey, M. (Eds). (1998). Beyond heroes and holidays: A practical guide to K - 12 anti-racist, multicultural education and staff development. Washington, DC: Network of Educators on the Americas.
Noddings, N. (2006) Critical lessons. What our schools should teach. Cambridge University Press.

References

Beresford, Q. and Partington, G. (Eds.) (2003) Reform and Resistance in Aboriginal Education. the Australian Experience. Crawley: University of Western Australia Press.
Ellyard, P. (1999). Ideas for the new millennium. Carlton South, Melbourne: Melbourne University Press.
Hickling-Hudson, A., Matthews, J., & Woods, A. (Eds). (2004). Disrupting preconceptions: Postcolonialism and education. Flaxton, Brisbane: Post Pressed.
Osler, A., & Vincent, K., (2002). Citizenship and the challenge of global education. Stoke-on-Trent and Sterling: Trentham Books.
Noddings, N. (Ed.) (2005). Educating citizens for global awareness. New York: Teachers' College Press.

Websites

http://www.globalteacher.org.uk/
http://www.johannesburgsummit.org/index.html
http://www.rethinkingschools.org/

Risk assessment statement

There are no out of the ordinary risks associated with the study of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 10-Jan-2013