Unit rationale, description and aim
Education graduates need to be equipped with cultural skills and competencies relevant to these issues to be effective contributors to 21st century society. These skills and competencies include respect and understanding of cultural and linguistic diversity, specific cultural knowledge, communication literacies and critical thinking.
The unit will support students to extend knowledge about how social, historical and religious contexts of culture may impact upon the education systems, and on educational opportunity. Within any of these learning opportunities students will compare and contrast international perspectives on education with their own experiences of education in schooling systems in Australia, leading to critical reflection on influences that shape educational decision-making and on outcomes for learners.
Campus offering
No unit offerings are currently available for this unitLearning 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.
Identify and explain diverse social, historical, l...
Learning Outcome 01
Critically reflect on the impact of globalisation ...
Learning Outcome 02
Apply cultural and communication skills and compet...
Learning Outcome 03
Describe and analyse an international educational ...
Learning Outcome 04
Content
Topics may include:
- Globalisation issues including migration, refugees, colonisation, environmental, human rights, poverty, and Indigenous rights
- Democracy including self-determination, opportunity, equity, justice, rights and the common good
- Comparative studies of at least one international education context of contrast with Australia
- Indigenous knowledges, including Aboriginal and Torres Strait Islander cultures, New Zealand Māori and other Indigenous cultures and peoples
- Australia’s engagement with the curriculum priority Asia, and significant relationships within the Pacific
- Social, historical, religious and linguistic influences on education systems
- UNESCO World Report Investing in Cultural Diversity and Intercultural Dialogue (2009) and other significant education policy
- OECD statistics and other databases
- PISA and other comparative international education assessment projects
- International collaborations in education – innovative opportunities and outcomes
- Cultural skills and competencies including respect for diversity
- Communication skills including language use, statistical interpretation, cultural nuances and digital communication.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to: essays, reports, student presentations or case studies.
The total assessment tasks will amount to the equivalent of 4,000 words.
Overview of assessments
Common Assessment Task Research Report A resear...
Common Assessment Task
Research Report
A research report describing an aspect of education (for example, early childhood, primary, secondary, higher education, policy or other education system) in an international context and critically compare it with Australia. Include consideration of issues of globalisation and democracy including social, historical, linguistic, religious and cultural , influences(such as colonisation, mobility, self-determination, refugees and other issues)
50%
Assessment Task 2 Visual Presentation and Report...
Assessment Task 2
Visual Presentation and Report
Visual Presentation (film, digital, photographic, or print publication) documenting an internationalisation project in education. Include critical reflection on the impact of globalisation and democracy within this project, and application of cultural and communication skills and competencies, including Indigenous knowledges. Analyse the project aspirations with reference to international literature.
50%
Learning and teaching strategy and rationale
The learning outcomes and tasks may be applied in flexible ways, including study tours (eg the ACU Rome campus), online collaborations, partnership with internationalisation initiatives from partner universities, cross-cultural comparative reviews of literature and policy, and/or interrogation of international databases such as within UNESCO reports, OECD statistics, or PISA results. The education systems may include such systems as early childhood sector, primary, higher education, Indigenous education, special education, gifted education, home schooling, international schools, distance education, or government policy.
The unit may be delivered across a semester or in block mode according to specific circumstances.