Supporting Diversity and Equity

EDU30013 12.5 Credit Points Hawthorn, Online Available to incoming Study Abroad and Exchange students

Duration

  • One Semester or equivalent

Contact hours

  • On-campus: 24 hours Face to face Swinburne online - Nil

On-campus unit delivery combines face-to-face and digital learning. For Online unit delivery, learning is conducted exclusively online.

2021 teaching periods

Hawthorn

Higher Ed. Semester 1

Dates:
1 Mar 21 - 30 May 21

Results:
6 Jul 21

Last self enrolment:
14 Mar 21

Census:
31 Mar 21

Last withdraw without fail:
16 Apr 21

More teaching periods

Swinburne Online

Teaching Period 1 Teaching Period 3

Dates:
8 Mar 21 - 6 Jun 21

Results:
29 Jun 21

Last self enrolment:
21 Mar 21

Census:
2 Apr 21

Last withdraw without fail:
23 Apr 21

Dates:
8 Nov 21 - 13 Feb 22

Results:
8 Mar 22

Last self enrolment:
21 Nov 21

Census:
3 Dec 21

Last withdraw without fail:
31 Dec 21


Prerequisites

EDU20014 Social and Emotional Learning

Aims and objectives

This unit focuses on an equality approach to education and explores its implications for teaching and learning. Perspectives on stereotypes and bias will be explored, helping to foster mutual respect in learning environments. Pre-service teachers will become aware of the responsibility that teaching professionals have and how they can advocate for social justice for children and young people including political and legislative contexts. Pre-service teachers will gain an understanding of the variety of needs and backgrounds children and young people can present in the learning environment. They will become familiar with many additional needs and cultural variations children can present with and how to address them effectively in order to support inclusive practices. They will also recognise how to create equitable learning environments that benefit teaching and learning for children and young people.

Students who successfully complete this unit will be able to:
1. Critically examine bias and stereotypes within themselves and others, through a social justice lens.
2. Identify and utilise strategies of contemporary critical theories to plan for diverse learners with diverse learning needs and evaluate teaching approaches with respect to their ability to support diverse and equitable learning environments
3. Evaluate policies and practices in relation to diversity, equity and inclusion as they related to pedagogical approaches and anti-bias curriculum practices and other forms of equity in learning environments.
4. Plan for supportive the social, emotional, physical and spiritual needs of diverse learners in keeping with principles of teaching and learning (PoLT).