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Diversity Inclusion and Transitions (EDUC90640)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
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Contact information
July
Overview
| Availability | July |
|---|---|
| Fees | Look up fees |
This subject examines the implementation of programs and policies designed to promote social inclusion and equity. It considers how practices, across a range of educational settings, respond to social diversity, and it examines the barriers as well as the opportunities for achieving more equitable and inclusive educational participation and experiences. Structural categories and social patterns of difference are analysed alongside individual or group experiences of inclusion/exclusion. Students will be encouraged to draw on their own professional and educational experiences as an initial basis to investigate diversity and social inclusion. The subject combines overview of current research and policy with case studies of particular workplace and educational initiatives. Topics covered include: diversity and inclusion in the workplace, in higher education, in early childhood, in secondary and primary schooling; disability; social exclusion; race and ethnicity; gender; socio-economic leadership and institutional change; educational reform; international trends in diversity and inclusion policies.
Intended learning outcomes
Students will:
- Gain knowledge of current policy agendas on social diversity and inclusion; and develop the expertise to critically analyse such policies;
- Deepen their understanding of the relevance of such policies and programs to the field of educational research and practice;
- Apply new knowledge to understand the relationship between diversity and inclusion in particular settings, such as schools, workplaces, higher and further education and early childhood;
- Develop a critical and informed perspective on the implications of social change for educational theories and practices.
Generic skills
- Be critical thinkers, with the capacity to be self-directed learners;
- Have a high level of achievement in writing, generic research activities, critical analysis, problem solving and communication;
- Be able to engage in meaningful public discourse, with an awareness of community needs and of local and international issues;
- Have an understanding of social and cultural diversity and its implications for education;
- Have a high level of presentational, dialogic and written communication skills.
Last updated: 10 February 2024