| Semester 1, 2020 Online | |
| Short Description: | Cultural Divers Challen Classr |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 079900 - Other Education |
| Grading basis : | Graded |
Staffing
Examiner:
Rationale
As the idea of the homogenous classroom rapidly fractures and dissipates into the realm of fantasy, images of the reality of the diverse classroom are now commonplace. For many reasons, the range of students from many different cultural backgrounds sitting side-by-side in the contemporary classroom has widened considerably over the past 20 years. In some situations however, this cultural diversity has been forced through processes of migration, asylum seeking, diaspora, and forced resettlement. In such educational settings, the complexity of classroom life attaching to diversity is magnified and intensified by the often extreme emotional trauma experienced by such students. An understanding of sensitivities required by the effective educator in such contexts is crucial for both the educational, emotional, psychological, and social well-being of students and for the development of sustainable educational and social/community relationships.
Synopsis
This course looks at four major reasons behind the increasing, and often involuntary, cultural diversity found within most Western societies: migration, forced resettlement, diaspora, and refugee movements. Students will be required to become familiar with current educational issues that attach to the education/schooling of students who find themselves in classrooms at often significant geographic, cultural, and social distance from their place and culture of birth. Tensions for the educator in such contexts, such as balancing the maintenance of cultural ties to the home culture with the need for the development of new community literacies and familiarity, are explored. The problems and possibilities of such responses as culturally-based schools, home language schooling, enclave compared to integrated educational settings, and teacher recruitment and preparation will be addressed.
Objectives
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:
- critically reflect on the major factors contributing to global movements of people in contemporary times (Assignment 1);
- critically analyse the historical development of government policies of assimilation, multiculturalism and cultural sovereignty (Assignment 2);
- critically analyse the connection between contemporary theory and practice in the area of migrant, refugee and diasporic community education (Assignment 2);
- demonstrate, in essay or project format, critical self-knowledge related to personal positions in the area of cultural diversity (All Assignments).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | The global movement of people in current times | 10.00 |
| 2. | Responses to cultural diversity: a social historical perspective | 20.00 |
| 3. | Responses to cultural diversity: educational perspectives | 40.00 |
| 4. | Contemporary possibilities and issues | 30.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EDU8502)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
(2016 reprint also acceptable.)
(Print version Education and Internally displaced persons. London : Bloomsbury Academic, 2013 9781441172143.)
Student workload expectations
| Activity | Hours |
|---|---|
| Directed 精东传媒app | 80.00 |
| Independent 精东传媒app | 85.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 40 | 40 | 21 Apr 2020 | |
| ASSIGNMENT 2 | 60 | 60 | 04 Jun 2020 |
Important assessment information
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Attendance requirements:
There are no attendance requirements for this course. However, it is the students鈥� responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.) -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Not applicable. -
精东传媒app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene 精东传媒app policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
Evaluation and benchmarking
In meeting the 精东传媒app鈥檚 aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the postgraduate suites of Education programs and is benchmarked against the internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
Other requirements
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Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .
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Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.