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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
- Timetable(opens in new window)
Contact information
July
Overview
Availability | July |
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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
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
There are two pieces of assessment, totalling 5000 words.
Students will choose one of the following pieces of assessment:
- Focusing on a particular issue write an essay examining current directions and debates in policies and programs on diversity and social inclusion (2000 words) 40% due mid semester
- OR write an essay discussing the diversity and complexity of young people's social transitions in the context of social change (2000 words) 40% due mid semester
Students will chose one of the following pieces of assessment:
- Prepare and submit an essay that develops a case-study examination of practices, policies and programs addressing diversity and inclusion in a particular setting - workplace, higher education, schools, early childhood services. (3000 words) 60% due end of the examination period
- OR prepare an assignment outlining a critical analysis of educational approaches to youth transitions, drawing on one or more examples. (3000 words) 60% due end of the examination period
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- July
Principal coordinator Hernan Cuervo Mode of delivery On Campus (Parkville) Contact hours 24 Total time commitment 170 hours Teaching period 27 July 2017 to 12 October 2017 Last self-enrol date 11 August 2017 Census date 18 August 2017 Last date to withdraw without fail 22 September 2017 Assessment period ends 26 October 2017 July contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Subject reader to be provided
Recommended texts and other resources
- Unterhalter, E. (2007) Gender, Schooling and Global Social Justice, Routledge, London
- Rizvi, F. and Lingard, B. (2009) Globalizing Educational Policy, Routledge, London.
- McLeod, J and Allard, A. eds (2007) Learning from the Margins; Young women negotiating from the margins of education and work, Routledge Falmer, London.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Education Course Graduate Diploma in Educational Studies - Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Last updated: 10 February 2024