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Identity, Equity and Change (EDUC90641)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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This subject offers an overview and exploration of contemporary theories about difference, equality, justice, globalisation and identity. It maps the recent history and development of these ideas, and situates them in relation to broad socio-cultural and political contexts. The politics and processes of social change are examined, including what claims to social change and social justice involve and some of the central challenges and dilemmas this represents for both theory and practice. Students will gain an understanding of major and influential debates about the above key concepts, and critically explore their relevance to educational research, theory and practice. Examples will be drawn from national and international settings. There will be opportunities for students to develop in-depth study of select concepts and issues. Topics covered include: feminist and postcolonial theories of identity and difference; diverse approaches to understanding subjectivity, such as psycho-social, poststructural, and late modern; new forms of class analysis; anti-racism; social justice and human rights; the impact of theories of difference and identity on social and educational practices; globalisation, nationalism and cosmopolitanism; and the politics of social change.
Intended learning outcomes
Students will:
- Gain knowledge of influential debates and concepts concerning social equity and identity; and develop the expertise to critically analyse such concepts;
- Deepen their understanding of the relevance of such concepts to the field of educational research and practice;
- Apply new knowledge to understand the relationship between equity, identity and change in particular settings, such as schools, workplaces, higher and further education;
- 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
2 assignments, totalling 5,000 words
- An essay that critically reviews key debates regarding equity and identity and nominates select concepts for in-depth analysis. 2,000 words due mid semester, 40%
- An essay that applies the conceptual insights from the first part of the subject to examine their relevance to a particular educational problem, setting or sector. 3,000 words due in the examination period, 60%
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
Not available in 2017
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
- Dimitriadis, G. and Kamberelis, G (2006) Theory for Education, Routledge, New York
- McLeod, J and Thomson, R. (2009) Researching Social Change: Qualitative Approaches, Sage. London.
- Vincent, C. ed. (2003) Social Justice, Education and Identity, RoutledgeFalmer, London.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education Course Master of Education - 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