Teaching for Diversity, Equity and Inclusion

EDU80014 12.5 Credit Points Hawthorn, Online

Duration

  • One Semester

Contact hours

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

2020 teaching periods

Swinburne Online

Teaching Period 3 Teaching Period 3

Dates:
2 Nov 20 - 7 Feb 21

Results:
2 Mar 21

Last self enrolment:
15 Nov 20

Census:
27 Nov 20

Dates:
2 Nov 20 - 7 Feb 21

Results:
2 Mar 21

Last self enrolment:
15 Nov 20

Census:
27 Nov 20


Prerequisites

EDU60015 Supervised Professional Experience 1
OR
EDU70015 Professional Experience 1

Aims and objectives

 

This unit focuses on an equality approach to education and explores its implications for teaching and learning. Historical 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. Identify and critically reflect upon historical bias and stereotypes through a social justice lens.
2. Analyse the range of additional needs that impact on children, adolescence and their families.
3. Critically evaluate policies, practices and legislation in relation to diversity, equity and inclusion.
4. Compare and evaluate, teaching and pedagogical approaches for diversity, equity and inclusion.
5. Articulate strategies for diversity, equity and inclusion through a community of practice perspective.