Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
Social and educational contextual factors impact on and affect teaching and learning outcomes.
In this unit, pre-service teachers will explore how education is not value free and how it is influenced by developments at the local, national and global levels. The significance of changing values for adolescents, families and the wider social realm will also be explored. In addition, pre-service teachers will examine how shifts in values impact on educational policies and pedagogical approaches for learners from diverse linguistic, cultural, religious and socioeconomic backgrounds, including those form Aboriginal and Torres Strait Islander backgrounds. The dynamic and increasing impact of information technology on education in a knowledge-based society will also be investigated in light of changing values and contemporary education policies.
This unit aims to support pre-service teachers to creatively investigate the relationship between theory and practice by analysing how changing economic, political, social and cultural contexts impact upon education systems, families and young people.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - critically analyse and describe the impact of economic, political, social, religious and cultural contexts and change, on education systems, families and individuals (GA2, GA6)
LO2 - demonstrate broad and in-depth knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages; and of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds (GA4, GA5, GA6; APST 1.4, 2.4)
LO3 - demonstrate a critical understanding of the influential factors impacting on the production and implementation of education policy and legislation to determine the implications for school and educational settings (GA4, GA5; APST 7.2)
LO4 - critically examine the means by which the mission and identity of schools and systems of education in Australia respond to broader social and cultural influences and changing values (GA4, GA5, GA6)
LO5 - analyse and critique a range of teaching strategies that are intended to respond to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds (GA2, GA4; APST 1.3, 1.4)
LO6 - analyse and critically evaluate the impact of information and communications technology on education and student learning in contemporary society (GA4, GA5, GA10).
Graduate attributes
GA2 - recognise their responsibility to the common good, the environment and society
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
Content
Topics may include:
- The contributions of social theories to our understanding of education
- The changing nature of global and Australian society and the consequential developments for education policy and school practices
- Analysis of the impact of education systems, school philosophies, system, State, national and international policy developments and school structures on quality learning and teaching practices
- Social class, ethnicity and gender differences and their impact on experiences of schooling and educational outcomes
- Overview of Aboriginal and Torres Strait Islander histories, cultures and languages
- Critiquing resources and syllabus documents for Aboriginal and Torres Strait Islander and multi-cultural perspectives, anti-racism or biases
- Aboriginal and Torres Strait Islander students’ historical and contemporary experiences of schooling in Australia, and the implications for learning and teaching
- Structural influences on the development of Australian educational policy and the response of education systems to contemporary social and cultural change
- The means by which structural changes influence education policy and pedagogy
- Changing values in society and the impact on the individual, families and schools, education and education systems
- Technological change, in particular ICT, and its impact on individuals and schools
- Introduction to teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
- The mission and identity of a variety of Australian education systems and individual schools in light of changes to Australian society and values.
Learning and teaching strategy and rationale
This unit may be offered in online, on campus or in blended learning modes. The use of LEO will be integral to the unit in exploring concepts and testing understandings and propositions. Strategies used may include lectures, engagement with the literature, self-directed learning, critical reflection against relevant professional standards, case studies, dialogue and interrogation of concepts, theories and practices, and the application of learning to current professional contexts.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video, workshops, and assignments etc.
Assessment strategy and rationale
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
Each assignment focuses on the social and cultural contextual challenges facing teachers. The assessment strategy used in this unit, allows pre-service teachers to demonstrate knowledge related to theoretical perspectives and literature and skills to analyse and apply this to their practical professional context. The initial task allows students in group work presentations to explore contextual factors through the lenses of social theories and learn about implications for teaching and learning. The group presentation is followed up by an individual reflective and critique written response. In the second assignment students need to research, analyse, evaluate and describe the impact of identifiable sociat and cultural contextual aspects have on the development and implementation of education policy, school practice and classroom teaching. The assignment tasks are designed in sequence to allow for feedback and progressive development across the unit, in linking theory to practice. A range of assessment procedures are used in this unit to meeting the unit learning outcomes and develop graduate attributes and professional standard and criteria consistent with ACU assessment requirements.
Each assessment item will require pre-service teachers to consider the interrelated foundations inherent within the discipline of Education. This will involve applying theories of psychology, sociology and philosophy to the issue under examination and the implications these have for teaching practice as a graduate teacher. The assessment strategy used allows pre-service to demonstrate knowledge related to literature and data analysis in a theoretical and practical manner. Each assessment task and associated weighting will allow the pre-service teacher to progressively demonstrate their success in terms of achieving the stated learning outcomes. The initial task provides an opportunity to demonstrate a broad understanding of the theoretical foundations that inform and influence teaching, and the use of a group presentation will ensure participants develop a peer-informed understanding of the diverse and complex perspectives that teachers must draw upon to make informed pedagogical judgments. A school case study then enables participants to apply this knowledge more explicitly to the context in which theory meets practice, a school. While the first two assessment tasks provide the opportunity to meet learning outcomes by focusing on specific aspects of Australian schooling or examining a school in context, the final task provides the opportunity to synthesise a broad understanding of education, informed not only by the theoretical foundations established within the unit, but also their experiences analysing and applying learning to practical issues and school contexts. The assessment tasks are designed in sequence so as to allow for feedback and progressive development across the unit.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Part A: Visual/multi-media presentation incorporating digital technologies, showing the impact of a specific social and cultural context / change on education policy, systems, schools, families and students. Choose from SES, race, ethnicity, Indigeneity, religious diversity or cultural diversity. May be undertaken in groups Please note: To ensure coverage of key contexts and issues – SES, gender, cultural diversity, religious diversity, Indigeneity and digital technologies – each student must address all topics across the three assessment components. Part B: Critical reflection Analysis and critical reflection of issues raised in Part A, through the lens of scholarly journal articles. Must identify and critique evident social and cultural contexts and likely impact on students. Please note: To ensure coverage of key contexts and issues – SES, gender, cultural diversity, religious diversity, Indigeneity and digital technologies – each student must address all topics across the three assessment components. | 50% Part A: 30% Part B: 20% | LO1, LO2, LO4, LO6 | GA2, GA4, GA5, GA6, GA10 |
Assessment Task 2 Extended writing task: May be invigilated examination OR research paper. For the purposes of national moderation all campuses must select the same task. Investigate, describe and critically analyse the impact of a range of social and cultural contexts – including SES, race, ethnicity, gender, Indigeneity and digital technologies – on the development and implementation of education policy, school practice, and teaching strategies, and the implications for diverse learners. Please note: To ensure coverage of key contexts and issues – SES, gender, cultural diversity, religious diversity, Indigeneity and digital technologies – each student must address all topics across the three assessment components. | 50% | LO1, LO2, LO3, LO4, LO5, LO6 | GA2, GA4, GA5, GA6, GA10 |
Representative texts and references
Deal, D., & Peterson, K. (2009). Shaping school culture: Pitfalls, paradoxes, and promises. (2nd ed.). San Francisco, CA: Jossey-Bass.
Edgell, S. (2012). The sociology of work: Continuity and change in paid and unpaid work (2nd ed.). London, England: Sage.
Gardner, R., Cairns, J., & Lawton, D. (2003). Education for values: morals, ethics, and citizenship in contemporary teaching. London, England: Kogan.
Groundwater-Smith, S., Brennan, M., McFadden, M., Mitchell, J., & Munns, G. (2009). Secondary schooling in a changing world (2nd ed.). South Melbourne, Vic: Cengage.
Lingard, B., & Ozga, J. (2007). The Routledge Falmer reader in education policy and politics. Oxford, UK: Routledge.
Phillips, J., & Lambert, J. (2012). Introductory Indigenous studies in education: Reflection and the importance of knowing (2nd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Price, K., & Rogers, J. (Eds.) (2019). Aboriginal and Torres Strait Islander education: An Introduction for the teaching profession. (3rd ed.). Cambridge, UK: Cambridge University Press.
Reay, D. (2012). What does a socially just educational system look like: Separating the minnows from the pike. Journal of Education Policy, 2(5), 587-599.
Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed.). Thousand Oaks, CA: SAGE Publications.
Tait, G. (2019). Making sense of mass education (3rd ed.). Cambridge, UK: Cambridge University Press.
Welch, A., & Connell, R. (2018). Education, change and society (4th ed.). South Melbourne, Vic: Oxford University Press.