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Leadership, Advocacy, Activism & Ethics (EDUC91026)
Graduate courseworkPoints: 12.5Not available in 2020
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
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This subject focuses on understanding advocacy, activism, ethics and leadership through multiple perspectives. Central to this is supporting children’s, families’ and teachers’ participation, voice and agency in early childhood settings. This includes defining the role and contributions of educational leadership, building collaborative partnerships, and understanding leadership in relation to teaching, learning, and advocacy. Additionally, an understanding of human rights theories, principles, documents, frameworks and models will be a focus. Concepts of care will be offered as a way to ethically support equity. Topics will include community building, connection with place, and creating sustainable environments. Specific discussions on ethics of care, care of self in relation to teacher well‐being, and ‘ethics of enough’ will be included.
Intended learning outcomes
On completion of this subject, students should be able to:
- Critically review theory and research informing leadership and how it relates to teaching and learning
- Conceptually map ideas of leadership in relation with children, families, colleagues, place, environments, and teaching, inclusive of human rights theories, principles, documents, frameworks and models
- Conceptualise socially just spaces for people and environments through advocacy and activism using concepts of care
Generic skills
- Problem solving
- Evidence based decision making
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Active and participatory citizenship
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
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
Digital reflective journal (4 entries x 500 words)
| Throughout the Term, due Week 9 | 40% |
Visual representation: Leadership, teaching and human rights
| Week 6 | 30% |
Public service announcement (audio or visual or animation): Concepts of care
| Week 8 | 30% |
Last updated: 10 February 2024
Dates & times
Not available in 2020
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Graduate Diploma in Early Childhood Teaching
Last updated: 10 February 2024