|Year of offer||Not available in 2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject will explore philosophical and critical sociological constructions of childhood and youth over time and examine the diverse and contemporary nature of childhood. Students will examine childhood and youth through diverse lenses, and consequently, gain critical insight into the context of contemporary educative settings. The importance of supporting developing and shifting identities will be explored. Students will have the opportunity to investigate the ways in which young people variously connect with and contribute to society, examining diverse voices reflecting the complexity of children’s lives and the role played by various social institutions and media. Notions of diversity and interculturality will be explored alongside the implications of universal frameworks for children and youth. Meeting with community organisations across the semester, individual and collective identities will be woven through the subject, providing students with an understanding of broader contexts for working effectively with young children and youth.
Intended learning outcomes
On completion of this subject, participants should be able to:
- Understand social constructions of childhood.
- Understand the image of childhood in International frameworks and organisations.
- Critically analyse key discourses and influences of social and historical change on childhood and youth.
- Examine constructs of diversity and interculturalism and articulate implications for contemporary Australian educative settings.
- Critically assess the influence of social institutions and media on children's individual and collective identities.
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creating and innovating
- Working in teams communicating and collaborating with other professionals
- Learning to learn and metacognition
- Being responsive to a changing knowledge base
- Reflecting and continually making improvements
- Linking theory and practice
- Inquiring and researching
- Becoming a citizen and taking personal and social responsibility.
Eligibility and 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
- Written task: Philosophical constructions of childhood (2500 words) due mid semester (50%).
- Written report: Critical Social Policy analysis (2500 words) due end semester (50%)
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Dates & times
Not available in 2019
Time commitment details
Additional delivery details
The subject is suspended in 2019 due to low enrolment in 2018. The Master of Teaching Leadership Group has confirmed that the above subject will also be suspended for 2019, given the need to reduce the number of MTeach elective subjects offered for 2019.
Subject readings will be available via the LMS.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood)
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.