Units

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Sample subject outline - Semester 2 2013

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

Rationale

Education is a social and cultural activity. This unit provides a sociological and cultural studies framework which provides an insightful explanation of how education in its various sites is constructed and organised. This unit is included in the course at this stage so you can add to earlier introductory socio-cultural knowledge, build upon your understanding of socio-cultural theory and examine this theory within the context of particular educational sites in conjunction with your Field Studies Unit.

Aims

The aims of this unit are to enable you to (i) understand how broad cultural practices are embedded in education, (ii) understand how the social forces that shape our world also impact on education and (iii) understand how cultural and social theory provides insights on how you as a future teacher can and do make a real difference.

Objectives

On completion of this unit you should be able to:

1. Demonstrate your understanding of the historical, cultural and social nature of knowledge and how knowledge is both created and derived from a variety of sources. [QCT Standards 1, 6 & 10 ]
2. Develop strategies that enable you to work within legal and ethical frameworks in ways that promote and celebrate diversity, equity and inclusivity while at the same time using strategies that promote such frameworks in practical learning experiences. [QCT Standard 4]
3. Identify and establish strategies that facilitate consultative, collaborative and critical relationships across diverse learning environments, communities and cultures. [QCT Standard 8]
4. Take responsibility for your own professional learning and career management, whilst demonstrating acceptable standards of communication and professional responsibility and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit [QCT Standards 2 & 9].
5. Identify how socio-cultural theory is manifest in real-life teaching situations, and demonstrate appropriate management of these situations in a manner that promotes a safe and supportive learning environment and is reflective of the students' needs. [QCT Standards 1, 3 & 4]

Content

The unit includes the following topics:

Module 1: Social governance and the modern school, globalisation, advanced liberalism and education, teaching and the law,

Module 2: How ethnicity, race, class, youth, gender and childhood frame cultural and social identity and how each impacts upon education.

Both modules attempt to promote ethically sound and socially-just perspectives and show how such perspectives can be directed to teaching. Together they examine the macro and micro practices that constitute contemporary educational sites and consider how social, cultural, political and economic tensions impact on a range of practices.

Approaches to Teaching and Learning

Teaching approaches will be responsive to the diversity of your current knowledge and experience. The unit will be delivered through a combination of keynote lectures, tutorials, audio/visual resources and online activities. Through engagement with lecture content and weekly assigned readings you will apply new knowledge and skills to carry out a socio-cultural analysis of a particular educational practice.

Assessment

Assessment in this unit is both formative and summative. Formative assessment is provided through feedback, discussion and reflection either during tutorials and lectures, via online discussions and through written comments on initial assignment work.

There are two items of summative assessment in the uni: a socio-cultural analysis and seen examination.-

Assessment name: Presentation (Oral or Group)
Description: Presentation (Internal students) & Essay (Internet students)
A socio-cultural analysis of a particular educational practice. This involves critically enquiring into a particular educational practice and employs research methods such as interviewing, observations, and discourse analysis of relative materials.
Group (internal); Individual (internet)
Length: - 1200-1500 word or equivalent
Relates to objectives: 1, 2, 3, 4 & 5
Weight: 40%
Internal or external: Both
Group or individual: Group with Individual Component
Due date: Mid-Semester

Assessment name: Examination (Theory)
Description: A set of questions will be distributed prior to the Examination Period in order to allow adequate preparation for you to apply new knowledge to critique educational practices.
Length: Two hours
Relates to objectives: 1, 2, 3 & 5
Weight: 60%
Internal or external: Both
Group or individual: Individual
Due date: Examination period

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

Text

Meadmore, D., Burnett, B., & Tait, G. (2004). New questions for contemporary teachers. Sydney: Pearson Education.

References

Connell, R., Campbell, C., Vickers, M., Welch, A., Foley, D. & Bagnall, N. (2007). Education, change and society. South Melbourne, Victoria: Oxford University Press.
Demaine, J. (Ed.) (2001). Sociology of education today. Basingstoke, Hampshire: Palgrave.
Gale, T., & Densmore, K. (2000). Just schooling: Explorations in the cultural politics of teaching. Buckingham: Open University Press.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Maidenhead, UK: Open University Press.
Symes, C., & Preston, N. (1997). Schools and classrooms: A cultural studies approach to education. Melbourne: Longman.
Wadham, B., Pudsey, J. & Boyd, R. (2007). Culture and education. Frenchs Forrest, NSW: Pearson Education Australia.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct 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: 30-Oct-2012