Unit rationale, description and aim
It is critical for all pre-service teachers to develop their understanding of diversity in order to engage with and cater for the learning needs of culturally diverse learners in a multi-cultural world. This unit explores diversity by looking at the forces of globalisation and how this phenomenon increasingly links and intertwines economic, political, social, cultural, and human capital across what were once disparate geographical or international borders.
The unit also focuses on major educational debates occurring internationally and in Australia and the tensions existing between notions of equality and equity, particularly with regard to “developing” and “developed” world contexts, versus quality, efficiency and parental choice. Topics include the historical role education has played in how societies develop, and which aspects of education are unique to particular settings (e.g., Australia) and which are shared across systems. By comparative analysis of educational systems and practices, this unit will enable pre-service teachers to better understand their own educational/school settings while, at the same time, allow them to make independent and informed professional decisions across diverse jurisdictional systems (Faith-based, Independent and State), diverse geographic settings (Urban, Rural and Remote and International) and diverse students and communities. Such understanding and decision-making assists inter-cultural competence and ethical understandings of how educational opportunity impacts on individuals and communities both locally and globally; a key requirement for responding to current global issues that might be addressed through education.
The aim of this unit is to provide pre-service teachers with specific knowledge about how social, historical, political and cultural contexts impact upon education systems, and by default, on educational opportunity.
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.
Describe the significant features of the education...
Learning Outcome 01
Examine and analyse core aspects of education acro...
Learning Outcome 02
Explain and draw connections between current and f...
Learning Outcome 03
Synthesise understandings of the influences of pos...
Learning Outcome 04
Content
Topics will include:
- Introduction to globalization, postcolonialism and critical theory
- Cultural identity and representation across educational systems
- Indigenous and multicultural identity
- Notions of exclusion and marginalisation and their relationship with educational opportunities
- Contemporary educational policy debates and educational policy levers
- Frameworks for viewing education and globalisation (neo-liberalism versus social justice)
- Inter-cultural competence and its place in providing ethical and equitable opportunities in education
- Relationship between education and equity and justice in a globalised world.
Assessment strategy and rationale
Each assessment item will require pre-service teachers to consider the social, cultural and political dimensions of the issue under examination and the implications these have for learning and teaching. The assessment strategy used allows students to demonstrate their knowledge related to literature and data interpretation in a theoretical and practical manner. Each assessment task and associated weighting will allow pre-service teachers to progressively demonstrate their success in terms of achieving the stated learning outcomes. The assessment tasks are designed in sequence so as to allow for feedback and progressive development across the unit. 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.
Minimum Achievement Standards
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.
Learning Outcome 3 (Explain and draw connections between current and future issues that link to notions of globalisation and impact on educational policy both in Australia and globally) is only assessed in Assessment Task 3. A pass in this component of the assessment is an additional requirement for passing the unit overall.
Overview of assessments
Assessment Task 1: Series of short answer questio...
Assessment Task 1: Series of short answer questions
Examine and describe aspects of the Australian education system with regard to political, economic, social, cultural and geographic factors.
20%
Assessment Task 2: Group Presentation, discussion...
Assessment Task 2: Group Presentation, discussion and Report
Small group presentation, class discussion and report examining aspects of the education systems of two contrasting countries with regard to political, economic, social, cultural and geographic factors and the relationship between these factors on the educational opportunities for individuals and communities in the selected countries.
40%
Assessment Task 3: Comparative Case study A soci...
Assessment Task 3: Comparative Case study
A sociocultural analysis of a distinct local or international educational issue/practice that has been impacted by globalisation. The issue must be assessed from two contrasting case-study perspectives (e.g., jurisdictional, political, geographic, cultural, economic or class) and linked to relevant post colonial theories influencing the issue. A synthesis of these features should culminate in a critical reflection on how an ethical outlook on education policy and practice might inform more just and equitable outcomes concerning the selected issue.
40%
Learning and teaching strategy and rationale
This unit may be offered on-campus, online or in a multi-mode. This unit 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 teaching period comprising of directed tasks and self-study. This unit positions pre-service as adult learners with responsibility for their own learning and who are capable of problem solving. The learning in this unit is enquiry-based, learner-focused and student centred.
The unit will be delivered through a combination of lectures, tutorials, audio/visual resources and various online activities during the teaching period. The unit will allow the pre-service teacher to reflexively engage with peers and tutors in a range of collaborative activities connected to the unit content. This unit engages learning through a theory-to-practice approach that will be responsive to the diversity of the pre-service teacher’s current knowledge and experience with a key component being the reflexive link between theoretical knowledge and previous/subsequent professional experience placements. Examination of case studies will support the praxis-based approach taken in this unit.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
Representative texts and references
Required text(s)
Australian Children’s Education and Care Quality Authority. Early Years Learning Framework https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant State and Territory curriculum documents.
Recommended references
Astiz, M., & Akiba, M. (Eds.). (2016). The global and the local: Diverse perspectives in comparative education. The World Council of Comparative Education Societies (Vol. 5). Sense.
Bartram, B. (2018). International and comparative education: Contemporary issues and debates. The Routledge Education Studies Series. Routledge.
Bonal, X., & Bellei, C. (2019). Understanding school segregation: Patterns, cause and consequences of spatial inequalities in education. Bloomsbury Academic.
McCowan, T., & Unterhalter, E. (Eds.). (2015). Education and international development: An introduction. Bloomsbury Academic.
Organisation for Economic Co-operation and Development (OECD). (2018). Education at a glance 2018: OECD indicators, Paris, OECD Publishing. https://doi.org/10.1787/eag-2018-en.
Reynolds, R., Bradbery, D., Brown, J., Carroll, K., Donnelly, D., Ferguson-Partick, K., & Macqueen, S. (2015). Contesting and constructing international perspectives in global education. Sense.
Saltman, K., & Means, A. (2019). The Wiley handbook of global educational reform. HWiley Blackwell
United Nations. (2015). Framework for action: Towards inclusive and equitable quality education and lifelong learning for all.
United Nations. (2017). UNESCO study reveals correlation between poverty and education. https://www.unaa.org.au/2017/06/28/unesco-study-reveals-correlation-between-poverty-and-education/
Zajda, J. (2018). Globalisation and education reforms: Paradigms and ideologies. Globalisation, Comparative Education and Policy Research (Vol. 19). Springer.