Unit rationale, description and aim
Contemporary education offers stories of hope, healing, and communal life, yet they exist within wider narratives about the purposes of education that can prioritise individualism, consumerism, uncritical scientism, or materialism.
This unit establishes a critical dialogue between Catholic social teaching, non-materialist ontologies (including indigenous), and contemporary educational policy and pedagogical discourses (e.g., Mparntwe Declaration, UN Sustainable Development Goals, OECD Future of Education and Skills 2030, virtual and augmented realities, social and emotional learning, entrepreneurialism). It critiques use of research, data, and epistemic privilege in education policy, measurement, and evaluation.
This unit aims to develop skills in critique of contemporary educational discourse. Students develop confidence in crafting and telling their own educational narrative.
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 contemporary perspectives on purposes of ...
Learning Outcome 01
Critically analyse discourse on use of data and ev...
Learning Outcome 02
Evaluate these discourses in light of Catholic soc...
Learning Outcome 03
Create and present a personal statement of educati...
Learning Outcome 04
Content
Topics will include:
Purposes of Education
- Social, philosophical, ecclesial, political visions of the “common good”
- Policy framing
- OECD Future of Education and Skills 2030
- UN Sustainable Development Goals
- Mparntwe Declaration – National goals for education
- National agreements and policy architecture
Ontological narratives of educational purpose
- Homo economicus and eudaimonia
- Relationality and individualism
- Datafication and performativity
- Transcendence and non-materiality (including indigenous ontologies)
Leadership as storytelling
- Subjectivity and reflexivity
- Auto-ethnography
- Digital narrative
Assessment strategy and rationale
The assessment tasks for this unit are designed for students to demonstrate achievement of each of the learning outcomes. Assessment tasks build on each other through a developmental and applied approach and provide students with the opportunity to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
Learning in this unit requires students to develop personal responses to wider educational policy and discourse as a manifestation of Catholic social teaching. Assessment 1 requires students to describe and critically evaluate contemporary discourse about the purposes of education through the framework of Catholic social teaching. Assignment 2 requires students to develop a coherent statement of educational leadership philosophy in response to Assessment 1. Students must also express ways in which this is enacted in practice.
The assessment tasks and their weighting for this unit are mapped to demonstrate the achievement of the learning outcomes and the related academic and professional standards. In order to pass this unit, students are required to successfully complete both assessment tasks regardless of their mode of enrolment.
Overview of assessments
Assessment Task 1: Critical Evaluation Critical ...
Assessment Task 1: Critical Evaluation
Critical evaluation of contemporary discourses on data and evidence in light of Catholic social teaching.
50%
Assessment Task 2: Digital Story/Artefact or Podc...
Assessment Task 2: Digital Story/Artefact or Podcast
Digital story/artefact/podcast of personal philosophy and its practical implications in leading discourse on data and evidence in learning communities.
50%
Learning and teaching strategy and rationale
This unit is offered in offered in multimode and uses a constructivist learning approach to support students in the development of knowledge, skills, and critical insights. Students begin with critical examination of core policy documents governing education in Australia. This broadens to consider the wider discourse on the purposes of education, including critique of political, social, cultural, and economic perspectives. Discussion and case study methods are employed to evaluate these, complemented by evaluation of scholarly theory and research findings. Students are the challenged to articulate and present a coherent statement of educational philosophy in the form of a digital artefact.
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 teaching period, comprising directed tasks and self-study.
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:
Relating toEvaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Relevant Learning OutcomeLO1, LO4
Relating toLead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO1, LO3, LO4
Relating toInitiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
Relevant Learning OutcomeLO2
Relating toImplement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Relevant Learning OutcomeLO2
Relating toAdvocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Relevant Learning OutcomeLO2
Relating toModel exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
Relevant Learning OutcomeLO3, LO4
Relating toIdentify, initiate and build on opportunities that engage parents/ carers in both the progress of their children’s learning and in the educational priorities of the school.
Relevant Learning OutcomeLO4
Australian Professional Standard For Principals - Professional Practice
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Professional Practice standards:
Relating to
Professional Practice: Leading teaching and learning
Principals create a positive culture of challenge and support, enabling effective teaching that promotes enthusiastic, independent learners, committed to lifelong learning. Principals have a key responsibility for developing a culture of effective teaching, for leading, designing and managing the quality of teaching and learning and for students’ achievement in all aspects of their development. They set high expectations for the whole school through careful collaborative planning, monitoring and reviewing the effectiveness of learning. Principals set high standards of behaviour and attendance, encouraging active engagement and a strong student voice.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Professional Practice: Leading improvement, innovation and change
Principals work with others to produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities. They recognise that a crucial part of the role is to lead and manage innovation and change to ensure the vision and strategic plan is put into action across the school and that its goals and intentions are realised.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Professional Practice: Leading the management of the school
Principals use a range of data management methods and technologies to ensure that the school’s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money. This includes appropriate delegation of tasks to members of the staff and the monitoring of accountabilities. Principals ensure these accountabilities are met. They seek to build a successful school through effective collaboration with school boards, governing bodies, parents and others. They use a range of technologies effectively and efficiently to manage the school.
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Professional Practice: Engaging and working with the community
Principals embrace inclusion and help build a culture of high expectations that takes account of the richness and diversity of the wider school community and the education systems and sectors. They develop and maintain positive partnerships with students, families and carers and all those associated with the wider school community. They create an ethos of respect taking account of the spiritual, moral, social and physical health and wellbeing of students. They promote sound lifelong learning from preschool through to adult life. They recognise the multicultural nature of Australia’s people. They foster understanding and reconciliation with Indigenous cultures. They recognise and use the rich and diverse linguistic and cultural resources in the school community. They recognise and support the needs of students, families and carers from communities facing complex challenges.
Relevant Learning OutcomeLO1, LO2, LO3, LO4