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Wakanda: African Futures in Education (EDUC30076)
Undergraduate level 3Points: 12.5Not available in 2024
Overview
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Wakanda is a subject concentrated on pressing issues of our time and the future including Afrofuturisms and resilience, Black migration and/in education, living in diasporic spaces, memories and histories, surviving race and racism, African philosophies and modes of social engagement. The subject offers ways to build your knowledge capacity to understand, responsibly engage, act, and create within spaces of Blackness in schools, neighbourhoods, industries, and communities. Through its intensive delivery and conceptual and experiential depth of knowledge, you will have the opportunity to draw paths of action whether you are an undergraduate (e.g. planning on working alongside African Australian members of our society), an educator (e.g. through thinking or designing curriculum), or a community leader and organizer (e.g. intending to enrich your work and practice).
This dynamically designed subject will move through four portals of knowledge creation, 1) reading conceptually grounded texts and watching popular culture materials, 2) the oral tradition in the form of lectures delivered by world renown scholars/elders from the Americas, the Caribbean, Africa and Australia, 3) meditations, conversations, and discussion with local African Australian youth from our very communities, and 4) creating and making spaces for planning and producing action relevant to your degree, circumstances, and experiences.
This subject is designed for graduate and undergraduate students. It is available to study abroad/exchanges students, and members of the community can also take the subject as a Community Access Program enrolment.
Intended learning outcomes
On completion of this subject, students should be able to:
- Develop an understanding of the historical and philosophical foundations of antiblack racism and its various effects in societies
- Examine contemporary issues of African migration, asylum seeking, and refugee status and their implications for education and societies more broadly
- Participate in communities of inquiry while exercising critical and ethical approaches to working with African Australian communities
- Generate ideas critically grounded in African philosophies and knowledges that defy deficit to create capacity for social transformation in education and beyond
- Exercise collaborative skills in problem posing and exploration of viewpoints for futures building capability
Generic skills
- Expand capacity to participate fully in collaborative learning and in addressing/investigating/developing an understanding of unfamiliar or challenging issues
- Augment analytical, cognitive, and artistic skills through learning experiences in diverse subjects
- Increase research capability to address real world problems through thinking and doing
- Broaden communication skills to reach wider audiences through less conventional channels mediated by new technologies
Last updated: 19 March 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: 19 March 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Demonstration of engagement with assigned pre-class material/activities (such as readings/videos) through in-class discussions/debates, hip-hop arts based activities, and other kinaesthetic responses, (during seminar sessions) ; 8 hours in total (1 hour per session)
| From Week 2 to Week 3 | 30% |
Responses to assigned readings/videos prepared before class through one or more of the following formats (and submitted in class): a) Written blog posts in the class blog; b) Podcast format voice response (5 minutes per response); c) Video response (5 minutes per response); d) Another option agreed upon with lecturer.
| From Week 2 to Week 3 | 30% |
Final assignment, in one of the following formats: a) A written piece (1500 words); or b) Practice-based piece (equivalent to 1500 words); or c) Combination of 1 and 2 (e.g. an op ed piece, a community initiative, a grant proposal, an instructional unit, a curated exhibit) (equivalent to 1500 words).
| End of the assessment period | 40% |
| Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 19 March 2024
Quotas apply to this subject
Dates & times
Not available in 2024
Time commitment details
170 hours
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.
Additional delivery details
Quota: 50
This subject is a quota subject and places are limited. Students may provisionally enrol via the Student Portal, but places are not guaranteed until selection is completed. Selection is based on the order in which students enrol. You will be notified in writing by the Faculty of Education if you are selected.
For the winter intensive delivery there will be a 3-hour introductory session held a week prior to commencing the two intensive teaching weeks. This session will introduce the students to the subject and the reading materials which are a key component to the delivery of the subject. This session will also be infused with popular visual culture materials that serve as a springboard to the intensive sessions.
Last updated: 19 March 2024
Further information
- Texts
Prescribed texts
Prescribed readings and links to all class materials will be provided via LMS.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education - Breadth options
This subject is available as breadth in the following courses:
- Bachelor of Arts
- Bachelor of Biomedicine
- Bachelor of Commerce
- Bachelor of Design
- Bachelor of Environments
- Bachelor of Fine Arts (Acting)
- Bachelor of Fine Arts (Animation)
- Bachelor of Fine Arts (Dance)
- Bachelor of Fine Arts (Film and Television)
- Bachelor of Fine Arts (Music Theatre)
- Bachelor of Fine Arts (Production)
- Bachelor of Fine Arts (Screenwriting)
- Bachelor of Fine Arts (Theatre)
- Bachelor of Fine Arts (Visual Art)
- Bachelor of Music
- Links to additional information
Study Breadth in Education: https://education.unimelb.edu.au/study/breadth
- 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.
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
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.
Last updated: 19 March 2024