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Diversity and Inclusion (EDUC91053)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
Semester 2
Overview
Availability | Semester 2 |
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Fees | Look up fees |
Learning in Australian early childhood environments requires understanding of our relational selves on Country and our diversity. This subject considers a range of theories and perspectives to explore constructions of development, diversity, inclusion and belonging in early childhood contexts, to support the development of children’s strong sense of identity.
This subject references the Australian/Victorian Early Years Learning and Development Frameworks and Curricula. Policies and frameworks require teachers to recognise and respond to barriers to children/young people achieving educational success. Teacher Candidates will explore ways to challenge practices that contribute to inequities and make curriculum decisions that promote inclusion and participation of all children/young people from various Aboriginal and Islander, racialised, linguistic, ethnic, cultural, LGBTQI+, gender, socio-economic, religious backgrounds. Teacher Candidates will also develop skills and knowledge to identify and implement support, intentional teaching strategies or intervention that is required to support children’s learning.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Articulate broad knowledge and understanding of children/young people's learning and political development from Indigenous perspectives and culturally diverse communities.
- Analyse contemporary educational debates, drawing on relevant research literature regarding equality, diversity and inclusion.
- Critically reflect on research into how children/young people respond to diversity and build an understanding of fairness and implications for making curriculum decisions that promote the participation of all children/young people from multiple Aboriginal and Islander, racialised, linguistic, ethnic, cultural, LGBTQI+, gender, socio-economic, religious backgrounds.
- Substantiate a deep understanding of the role of the teacher in advocating for equitable educational opportunities for children/young people.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- 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.
- Ethical and intercultural understanding.
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
Description | Timing | Percentage |
---|---|---|
Reflective Exercise: Create a blog, philosophy statement, or podcast position statement on diversity and inclusion
| Mid semester | 50% |
Essay: Develop a photo essay, curricula unit, or video to interpret and demonstrate ethical and respectful relationships
| During the examination period | 50% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 2
Coordinator Catherine Hamm Mode of delivery On Campus (Parkville) Contact hours 24 hours (20 hours of on-campus classes and 4 hours of asynchronous online activities) Total time commitment 170 hours Teaching period 22 July 2024 to 20 October 2024 Last self-enrol date 2 August 2024 Census date 2 September 2024 Last date to withdraw without fail 20 September 2024 Assessment period ends 15 November 2024 Semester 2 contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
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 Master of Teaching (Early Childhood) - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024