Diversity, Identities, and Education (EDUC91342)
Graduate courseworkPoints: 12.5Online
Overview
| Availability | March - Online |
|---|---|
| Fees | Look up fees |
This subject offers an overview of major debates surrounding diversity and identities, and consideration of their relevance for education practice and policy. Students will gain an understanding of key theoretical approaches to diversity and identity, engaging with research to critically analyse past and present education practices and future possibilities. This subject will address global and local contexts through analysis of international examples of education experiences, curricula, and pedagogical approaches, and will focus on themes of inequalities, sustainability, and social change. There will be opportunities for students to develop in-depth study of selected concepts and topics in educational settings of their choosing, such as schools, higher and further education, early childhood settings, policy, and public educational institutions. The subject will bring focus to lived experiences, attending to, for example, First Nations’ experiences, gender diversity and sexuality, race and racism, cultural diversity, disability, climate injustices, and social class inequalities. Students will be given the opportunity to explore the crucial role of diversity and identities in education from children and young people into adulthood, and examine different possible educational approaches to tackle injustices, such as anti-colonialism, social justice, inclusion, critical and feminist pedagogies, and inter-cultural understanding.
Intended learning outcomes
On completion of this subject, students should be able to:
- Demonstrate an understanding of theories of diversity and identities in relation to educational policy and practice
- Demonstrate an understanding of different educational approaches for addressing diverse lived experiences and identities
- Critically analyse how educational research, policies and practices address diversity and identities
- Apply theoretical understandings of diversity and identities to consider how education can address inequalities
- Develop theoretical and research informed strategies that attend to diversity in specific educational contexts.
Generic skills
This subject will assist students to develop the following transferable skills:
- Critical reasoning and thinking
- Evidence based decision making
- Self-reflection, career awareness and lifelong learning.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Option 1 - Master of Education 200pt Program
Admission into the 200pt Program course entry point in the MC-ED Master of Education
AND
A minimum of 100 credit points in Master of Education
AND
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91321 | Foundations: Policy and Social Change |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
Option 2 - Master of Education 150pt Program
Admission into the 150pt Program course entry point in the MC-ED Master of Education
AND
A minimum of 50 credit points in Master of Education
AND
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91321 | Foundations: Policy and Social Change |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
Option 3 - Master of Education 100pt Program
Admission into the 100pt Program course entry point in the MC-ED Master of Education
Option 4 - Master of Instructional Leadership
Admission into the MC-INSLEAD Master of Instructional Leadership
Option 5 - Master of Environment
Admission into the MC-ENV Master of Environment
Option 6 - Prior to Mid-Year 2024 Students
Commencement prior to mid-year 2024 in the MC-ED Master of Education, MC-TESOL Master of TESOL, or MC-MLED Master of Modern Languages Education
AND
50 credit points from
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90929 | Education Policy in Context |
Semester 2 (Online)
Semester 1 (Online)
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
|
12.5 |
| EDUC91316 | Engaging with Research in Education |
Semester 2 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
|
12.5 |
| EDUC91030 | Research in Educational Relationships | No longer available | |
| EDUC90900 | Resilience and Relationships |
Term 3 (Online)
Term 1 (Online)
|
12.5 |
| EDUC90930 | Literacies in Local and Global Contexts |
Semester 2 (On Campus - Parkville)
Semester 1 (Online)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
|
12.5 |
| EDUC91029 | Understanding the Student as Learner |
Semester 2 (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
Semester 2 (Online)
Semester 1 (Online)
|
12.5 |
| EDUC90830 | The Student as Learner |
Term 1 (Online)
Term 3 (Online)
|
12.5 |
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Essay on key concepts
| Mid Teaching Period | 40% |
Research essay on experiences of diversity in education
| During the assessment period | 60% |
Attendance Hurdle requirement: A minimum of 75% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars, workshops and activities, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- March - Online
Principal coordinator Julie McLeod Coordinator Quentin Maire Mode of delivery Online Contact hours 24 hours comprising 8 x 2 hour online seminars and 8 hours asynchronous activities Total time commitment 170 hours Teaching period 24 March 2025 to 30 May 2025 Last self-enrol date 7 April 2025 Census date 11 April 2025 Last date to withdraw without fail 23 May 2025 Assessment period ends 20 June 2025 March contact information
Dr Quentin Maire: quentin.maire@unimelb.edu.au
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: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Instructional Leadership Course Master of Environment Course Master of Education - Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
- 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.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
- Available to Study Abroad and/or Study Exchange Students
Last updated: 4 March 2025