|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject examines historical, cultural, sociological and philosophical constructions of childhood, families and the educative process. By exploring these themes, Teacher Candidates have the opportunity to develop a sense of how the role of the family, constructions of childhood and youth, and questions of curriculum and pedagogy are determined by global historical and colonial movements that influence contemporary educational systems.
This subject also places educational sociology in an Australian context by recognising the central contribution that Aboriginal and Torres Strait Islander histories, culture, peoples, perspectives and pedagogies make to our national identity. By locating Indigenous issues in this way, the importance of relationships with parents, carers and the broader community are emphasised, and the educative process is seen to be intimately connected to the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander learners. Candidates will cover a broad range of strategies for working effectively and sensitively and confidentially with parents/carers and wider community in the education process.
The subject is built around four central themes
- Curriculum: historical and sociology of knowledge: focusing on school knowledge, the Australian Curriculum, the nature of power and knowledge
- Sociological constructions of childhood and youth: gender, generational change, sociological and historical purpose of schooling
- Purposes of education and care: education systems, mass schooling, academic and vocational education, markets, neoliberalism and equity
- Debates: Philosophical Provocations: Aboriginal and Torres Strait Island education (including the impact of culture, cultural identity, linguistic background, pedagogy, curriculum and community partnerships); Pedagogy and curriculum (including the VEYLDF and Victorian Curriculum documents); Community and family; Inclusion and exclusion
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
- Demonstrate broad knowledge and understanding of Indigenous perspectives on care and schooling, including cultural constructions of childhood and youth, the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander background (Graduate Standards 1.4, 2.4)
- Describe and understand a broad range of strategies for working effectively, sensitively and confidentially with parents/carers in the educative process (Graduate Standards 3.7, 7.3)
- Analyse contemporary educational debates, drawing on relevant research literature regarding the purposes of schooling and care (n/a)
- Demonstrate awareness of the multiple, and competing, interests in schooling policy and practice, including knowledge of policy documents such as the VEYLDF and the Victorian Curriculum (Graduate Standard 1.3
- Understand contemporary educational debates in social, cultural, political and historical context (Graduate Standard 4.1)
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.