School of Education

101641

DIVERSITY, SOCIAL JUSTICE AND EQUITY Master of Teaching (Secondary)

LEARNING GUIDE SUMMER 2013-2014

HOW TO USE THIS LEARNING GUIDE ICON KEY Reading

Activity

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This learning guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation. The learning guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this. A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them.

ACADEMIC STAFF

Unit Coordinator Dawn Bolger Email: d.bolger@uws.edu.au

Lecturer/Tutor

Dawn Bolger

Email: d.bolger@uws.edu.au

Dr. Ryan Al-Natour

r.al-natour@uws.edu.au

Administration Officer

Nadia Esposito

Phone: 02 4736 0334 Campus: Penrith Building: J Room K1.19 (Reception)

Email: n.esposito@uws.edu.au

CONSULTATION ARRANGEMENTS

vUWS Email the Unit Coordinator/lecturer/tutor directly Phone Phone your Unit Coordinator or Administration Officer. On Campus By appointment during the semester.

TH I S LE A R N I N G GU I D E I S D E S I G N E D T O S U P P O R T Y O U R L E A R N I N G.

It should be read in conjunction with your unit outline.

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TABLE OF CONTENTS

How to use this Learning Guide 2

Unit Learning Outcomes 5

Assessment Overview 5

Essential Requirements 5

Assignment Details 6

Assignment 1:Deconstruction of a social Justice Issue 6

Assignment 2: Group Presentation 11

Submission of Assessment Tasks 15

Learning and Teaching Activities 15

Expectations of Student Conduct 16

Unit Calendar – SUMMER 2013-2014 17

Learning Resource Information 19

Academic Literacy Support – preparation for assignments 19

Assignment cover sheet 21

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How this unit relates to your course It is crucial that as future teachers you understand how pedagogy, the curriculum, learning and schooling generally, are complex practices that are connected to broader cultural, social, economic and political discourses operating in Australian society. Within this context, understanding how inequality is constructed and perpetuated through schooling is essential, including the practices in which individual teachers engage. Of particular importance, is the need to understand cultural diversity and how this is represented and played out in schooling, as well as the role identity has on influencing schooling experiences. Consequently, developing future teachers’ awareness of their own subjectivity in relation to cultural diversity and identity issues is crucial in order to encourage reflexivity and the development of socially just relationships and practices in schooling. Consequently, this unit, through the examination of sociological theories drawn mainly from critical pedagogy, transformative learning and post-structuralism challenges you as future teachers to critically examine the relationships between student and teacher in the construction of social justice learning. Inherent in such thinking are questions about equity, inclusiveness, social justice and globalisation. Diversity, Social Justice and Equity is a core unit for students in the Master of Teaching (Secondary). This unit is offered on-campus as a lecture/tutorial series. This unit contributes most prominently to the following course graduate attributes:

1. Our graduates know their students 2. Our graduates know how their students learn. 3. Our graduates plan, assess and report for effective learning 4. Our graduates communicate effectively with their students 5. Our graduates create and maintain safe and challenging learning environments through the us

of classroom management skills 6. Our graduates are oriented towards continuously improving their professional knowledge and

practice. 7. Our graduates are actively engaged members of their professions and the wider community.

On completion of this unit in the course, the graduate will have fulfilled the following course outcomes that align with the graduate attributes (listed above):

1. Demonstrate knowledge of and respect for the diverse social, cultural, ethnic and religious backgrounds of students, and the effects of these factors on learning

2. Demonstrate knowledge of students’ varied approaches to learnin 3. Demonstrate knowledge of how students’ skills, interests and prior achievements affect

learning 4. Demonstrate knowledge of strategies for addressing student needs 5. Demonstrate effective communication, classroom discussion and social interaction skills 6. Establish a climate where learning is valued and students’ ideas are respected 7. Manage student behaviour and promote student responsibility for learning 8. Assure the safety of students 9. Capacity to analyse and reflect on practice 10. Engagement in personal and collegial professional development 11. Capacity to contribute to a professional community 12. Engaging parents and caregivers in the educative process 13. Contributing to the school and wider community

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As professional learners, the students will have engaged with the seven elements of a graduate teacher as described by the New South Wales Institute of Teachers, which has accredited the Master of Teaching (Secondary) course.

UNIT LEARNING OUTCOMES On successful completion of this unit, you should be able to:

1. Gain a critical understanding of the role of schooling in broader social contexts, including the relevance of sociological perspectives;

2. Critically analyse how cultural diversity and difference are discursively represented and played out in schools;

3. Develop an awareness of their own identity and cultural backgrounds; 4. Critically analyse the multiple contexts of power operating in schools and their relationships to

concepts of discourse, subjectivity and identity as well as race, aboriginality, refugees, sexuality and gender;

5. Understand reflexivity and pedagogy as a form of social justice; 6. Understand schooling in a socio-cultural/globalised contexts and the role of education in social

justice The Diversity, Social Justice and Equity unit is taught in blended mode with a combination of face to face and online sessions. There are weekly readings that support the unit content.

ASSESSMENT OVERVIEW Assessment for this unit will be based on the following components

ASSIGNMENT ITEM DUE DATE WEIGHTING LINK TO UNIT LEARNING OUTCOMES

Deconstruction of a social justice issue Word Limit -1500 words

Wednesday 15 January 2014. Submit this assignment via Turnitin on by 11.59pm on the due date

50% 1,2,3,4

Presentations (15min) + written component Word Limit – 750 words

27 – 29 January In class. Day and Times TBA

50% 2,3,5,6

A combined overall mark of at least 50% is required to pass the unit.

ESSENTIAL REQUIREMENTS You need to have access to a computer where the Internet can be used to logon to e-learning (vUWS) for this unit. It would be useful to have Adobe Acrobat Reader. It can be downloaded from the link at e-learning at UWS http://www.uws.edu.au/students/onlinesupport. There are computer labs for student use on each campus and there are provisions for students to access online materials at each of the campus libraries.

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ASSIGNMENT DETAILS

ASSIGNMENT 1:DECONSTRUCTION OF A SOCIAL JUSTICE ISSUE This assignment requires you to deconstruct a social justice issue from the list provided. Deconstruct – tr.v.,-structed-ed, -struct-ing, -structs. 1. To break down into components; dismantle. 2. To write about or analyze (a social justice issue)

LENGTH: 1500 WORDS

WHAT DO I NEED TO SUBMIT? • A double-spaced, fully referenced essay of 1500 words. Please number your pages. • A signed cover sheet (found at the end of this Learning Guide) • Marking standards for Assignment 1 (found in this Learning Guide)

SUBMISSION DETAILS • Submit an electronic copy of your final assignment to Turnitin by 15 Jan 2014 (Do not include your cover sheet but do include your reference list) • Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per day for late submission. • You must keep a copy of your assignment.

PURPOSE – HOW THIS ASSIGNMENT RELATES TO LEARNING OUTCOMES This assignment aligns with the learning outcomes 1, 2, 4 and 5 On successful completion of this assignment, students should:

1. Critically reflect upon their own assumptions and that of the schools within which they are located;

2. Understand how social injustices are constructed and played out in schools; 3. Understand the multiple contexts of power operating in schools and its relationship to identity; 4. Develop an awareness of their own teaching philosophy in the context of social justice

education

PROCESS In order to complete this assignment you need to:

• Select a social justice issue from the list provided • Identify the dominant discourse • Identify appropriate theoretical frameworks through which to analyse the social justice issue • Demonstrate an understanding of how power operates through your chosen example • Provide a critical analysis of the impact of the social justice issue on schooling and education •

EXAMPLES OF ASSIGNMENT 1 Past exemplars/excepts of assignments will be available on vUWS.

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ESSAY QUESTIONS (SELECT ONE) • Using relevant academic research, discuss how schooling is influenced by socio-economic class factors and show what this means for classroom practice. • Globalisation is increasingly exerting influence on migrant and refugee literacies and identities in Australian education contexts. Critically assess this statement using relevant academic sources. • Using current scholarly research, explain how a school’s climate (including elements of curriculum, policy, social influences, and general “ethos”) impacts same-sex attracted students’ expression of their sexuality and their social and academic experiences at school. • Schooling as an institution is complicit in the marginalisation of Indigenous students and cultures. Critically discuss this statement using relevant scholarly research. • The relationship between ‘race’ and disadvantage is apparent in schools/classrooms. Using relevant scholarly research, discuss this statement in terms of social justice and equity. • Teachers can promote strong literacy development among English second language learners (ESL) by supporting students in relating their pre-existing knowledge to new learning. Discuss with reference to relevant academic sources.

Steps to Completing this Assessment

1. Select a social justice question from the list provided. 2. Identify the dominant discourse. The dominant discourse is the spoken, written, and behavioural expectations that we all share within a cultural grouping. That makes it normative, meaning that this is based on our expectations as a social group. Because norms are often out- of-awareness, this also makes these normative expectations out-of-awareness, leading to many unstated assumptions. Dominant discourse is this collection of expectations we take for granted. It embodies socialization by the dominant or decision-making group. Dominant discourse gives us the prevailing ‘accepted’ rules of everyday living as practiced by our decision-makers. Dominant discourse rarely includes the perspective of the Other, the non-power holding Other. 3. Identify appropriate theoretical frameworks through which to analyse the social justice issue, and demonstrate an understanding of how power operates through your chosen example. You should aim to include approximately three theoretical frameworks, based on the material that is presented in the lectures. You will need to explain the theories, using relevant academic sources, and demonstrate how they are connected to the social justice question you are examining. You will also need to explore how power operates – at an individual, institutional and societal level. Remember to utilize the theorists who are ‘experts’ on power, and relate everything back to your social justice issue. This is a key aspect of this assignment – it is not enough to simply describe the theories – you need to demonstrate the link between those theories and your social justice issue. 4. The final part of the assignment is a critical analysis of the impact of the social justice issue on schooling and education broadly. The key here is to ensure that your analysis is a critical one. 5. Lastly, part of your mark in this assessment is related to ‘academic literacy’. To ensure a high mark in this section, you will need to adhere to the standards of APA referencing throughout your assignment (including the reference list). You will also need to have proofread and edited your assignment. To facilitate marking, please ensure your assignments are double-spaced and have suitable margins so your tutors may write comments where needed.

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CRITERIA AND STANDARDS This question requires a focus on research, analysis and links to theory, rather than on description and unsubstantiated opinions. It is also important to answer the questions fully. Discussions must reflect an adequate level of research and readings on the topic associated with the social justice essay question chosen and include appropriate referencing of information. That is, your discussion of the questions should demonstrate your understandings of the issues and research on the topic, which should include at least 6 relevant current references on the issues; this does not include internet references; these are in addition if you are going to use them. Internet references should not be the focus of your discussions. DO NOT USE PERSONAL PRONOUNS OR SUB-HEADINGS IN YOUR ESSAY

MARKING CRITERIA Essays will be assessed on the student’s ability to:

• Demonstrate understanding of the main discourses in terms of Social Justice in educational settings. • Communicate using appropriate concepts and terms relevant to the identification of the discourses. • Develop and justify their theoretical framework/s through a discussion of power relationships in the question. • Evaluate the issue with reference to education and schooling. • Present work professionally, using appropriate and clear academic writing and APA referencing style within the word limit.

ASSESSMENT STANDARDS The Assessment Standards outline what is expected for each of these criteria in order to pass this assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these standards when assessing your work and you are strongly advised to use them to self-assess prior to submitting your assignment.

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Assignment 1 Assessment Standards Criteria FAIL PASS CREDIT DINSTINCTION HIGH DINSTINCTION Final mark /50 0 -24.5/50 25 – 32/50 32.5 – 37/50 37.5 – 42/50 42.5 – 50/50 Demonstrated understanding of the main discourses related to issue and its related issues in terms of Social Justice in Educational Settings.

Provides a basic descriptive recount of the issue. Provides a response which does not focus on discourse but on other aspects of the issue. Provides limited understanding of the Social Justice issues and how they relate to a discourse.

Provides a basic argument that is supported by clear reasons for choices, May demonstrate a basic understanding of the (discourse(s) raised in the issue. Has some minor with some gaps in analysis or focus. Provides reason/s for discourse selection which shows an understanding of the social justice concept/s and the issues related to the issue selected.

Provides a structured argument that is supported by clear reasons for choices, which demonstrate a sound understanding of the (discourse(s) raised in the issue. May have some minor with some gaps in analysis or focus. Provides reason/s for discourse selection which shows a an understanding of the social justice concept/s and the issues related to the issue selected.

Provides a well structured, sustained argument that is supported by clear reasons for choices, which demonstrate a sound understanding of the (discourse(s) raised in the issue. Provides a justification for discourse selection which shows a depth of understanding of the social justice concept/s and the issues related to the issue selected

Provides an exceptionally well structured, sustained argument that is supported by clear reasons for choices, which demonstrate a comprehensive understanding of the (discourse(s) raised in the issue. Provides a valid justification of discourse selection which shows a depth of understanding of the social justice concept/s and the key issues related to the issue selected.

Communicate using appropriate concepts, theoretical frameworks and terms relevant to the Identification of the discourses

Attempts to make a statement that provides a limited understanding of BOTH theoretical frameworks in the context of their issue and/or the usefulness /interrelationships to their chosen discourse/s. Provides a description of the social justice incident but fails to successfully identify the dominant discourse

Attempts a judgement statement that provides a basic understanding of BOTH theoretical frameworks in the context of their issue and the usefulness /interrelationships to their chosen discourse/s.

Provides a judgement which provides evidence of understanding of BOTH theoretical frameworks in the context of their issue and the usefulness /interrelationships to their chosen discourse/s.

Makes a supported judgement which provides evidence of thorough understanding of BOTH theoretical frameworks in the context of their issue and the usefulness /interrelationships to their chosen discourse/s.

Makes a sophisticated judgement which provides evidence of thorough understanding of BOTH theoretical frameworks in the context of their issue and the usefulness /interrelationships to their chosen discourse/s.

Develop and justify their theoretical framework/s thought a discussion of power relationships in the issue

Fails to identify a suitable theoretical framework/s to analyse the issue And/or Provides a paper which does not move into a critique of power. And/or Provides a basic recount of the importance of power/theories and their relationships to their chosen issue.

Provides a well referenced critique of power relationships that is evident in their chosen issue- power is examined and highlights the clear links to social justice issues in schools. Provides a discussion of power (may miss components) that is appropriate and may go beyond the course readings

Provides a well referenced critique of power relationships that is evident in their chosen issue- power is examined and highlights the clear links to social justice issues in schools. Provides a sound discussion of power that is innovative and goes beyond the course readings

Provides an sound, well referenced critique of power relationships that is evident in their chosen issue- power is examined with distinction and highlights the clear links to social justice issues in schools. Provides a perceptive discussion of power that is innovative and goes beyond the course readings.

Provides an effective well referenced critique of power relationships that is evident in their chosen issue- power is examined with depth, distinction and highlights the clear links to social justice issues in schools. Provides an insightful discussion of power that is creative, innovative and goes beyond the course readings.

Student Name: Student Number:

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Evaluation of your possible approach and school’s possible approach to the issues/s using a range of policies and syllabus links. (NB: Teachers and Schools approach)

Provides no link to school policies/documents/strategies And/or Provides no clear reason for their approach/evaluation And/or No research/ referenced to support their suggested evaluation of the impact on schooling/education. Provides a paper which is limited in its ability to provide an academic argument

Provides a links to school policies/documents/strategies which support their own discussions of power and the related theoretical frameworks. Provides reasoned evaluations of the impact on schools/education.

Provides a links to school policies/documents/strategies which support their own discussions of power and the related theoretical frameworks. Provides sound evaluations of the impact on schools/education.

Provides a range of links to school policies/documents & strategies which support their own discussions of power and the related theoretical frameworks. Provides supported evaluations of the impact on schools/education.

Provides clear links to an appropriate range of school policies/documents/strategies which strongly support their own discussions of power and the related theoretical frameworks. Provides supported evaluations of the impact on schools/education.

Referencing and academic literacy.

Text lacks structure; poor paraphrasing; over reliance on quotes; little evidence paper has been edited; terminology inappropriate; frequent spelling/ typographic errors; over reliance on quotes; no or inaccurate reference list; not submitted to Turnitin or substantial matches.

Generally clear text; developed with student’s voice; sentences coherent and grammatically correct; within word length; some typographic and /or spelling errors; generally accurate APA referencing; submitted to Turnitin; originality report detects some insignificant matches.

Well-structured coherent text; effective grammatical expression; analysis well developed with student’s voice and supported by literature and research; adheres to word length; uses appropriate terminology; minor typographic and /or spelling errors; mostly accurate APA referencing; submitted to Turnitin; low percentage for originality report.

Text is innovative and/or informative; strengthened by relevant research; clear and concise structure; grammar and syntax mostly correct; text cohesive and easy to read within word length; discriminating use of appropriate vocabulary; few typographic or spelling errors; consistently accurate APA referencing; balanced use of references; low percentage for Turnitin.

Well-structured and innovative text; explicitly identifies the key issues; cohesive, grammatically correct structure; flexible and sustained use of a wide range of structures and extensive vocabulary; very few typographic or spelling errors; consistently accurate APA referencing; submitted to Turnitin; original work with insignificant matches.

Comments:

Mark: /50 Marker:

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ASSIGNMENT 2: GROUP PRESENTATION In this assignment you and your fellow group members will deconstruct two websites that young high school students might access.

LENGTH: 15 MINUTE GROUP PRESENTATION AND 750 WORD WRITTEN COMPONENT.

WHAT DO I NEED TO SUBMIT? • As a group you will be required to present a 15 minute power point presentation of 8 – 10 slides • 750 word document (group presentation in written form) • A signed cover sheet (found at the end of this Learning Guide) • Marking standards for Assignment 2 (found in this Learning Guide)

SUBMISSION DETAILS: • Presentations will occur in week 4 (Jan 27-31). Presentation days and times will be announced during week 1. • Include the assignment header sheet found on the last page of this document that includes your name, student number and course. Please number your pages. • You must keep a copy of your assignment.

PURPOSE – HOW THIS ASSIGNMENT RELATES TO LEARNING OUTCOMES This assessment aligns with the learning outcomes 2-6. On successful completion of this unit, students should:

2. Know how their students learn 3. Plan, assess and report for effective learning. 4. Communicate effectively with their students. 5. Create and maintain safe and challenging learning environments through the use of classroom

management skills. 6. Orient towards continuously improving their professional knowledge and practice.

PROCESS In order to complete this assignment you need to:

• Select two appropriate websites for analysis • Divide workload between group members • Select several theories to analysis the two websites • Deconstruct the websites and link to broader themes of social justice • Provide a critical analysis of the impact of the social justice issue (identified on your chosen websites) on schooling and education

EXAMPLES OF ASSIGNMENT 2 Past exemplars/excepts of assignments are available on vUWS.

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DETAILS OF REQUIREMENTS 1. You will make links to why this (your chosen website) is important to address i.e. Links to inequalities & social justice issues experienced in education and the broader society; & links to relevant theories underpinning the issue. 2. You may be examining the various ways that identities are constructed, how issues pertaining to equity or discrimination are represented or explored, the underlying power relations and their broader social, political and educational implications and the reinforcement of particular social and cultural understandings. 3. Each group member is required to present a component of the group’s presentation of not more than 5 minutes duration demonstrating group coherence as well as the ability to individually analyse and examine the selected websites.

Information for Group Presentation: Group presentations should be presented using PowerPoint. All students are expected to contribute to the presentation’s organization and research and all students are required to orally present. Students will be in groups of no more than 3. There should be an approximately equal time allocation for each student to present (5 mins) Each group presentation should be uploaded on VUWS together with a written document (your group presentation in a written form) that explains the slides. Written documents will not be graded but will be used as a point of reference for markers. All students are expected to contribute to the presentation’s organization and research and all students are required to orally present. It is the group’s responsibility to address and find a solution to any disagreements – either academic or interpersonal - that may arise.

ASSESSMENT CRITERIA Assessment Two is a group presentation. You are to form a group of three with your fellow tutorial members and prepare a 15 minute power-point presentation of 8 – 10 slides. You will need to upload the power-point slides AND a copy of your presentation on to the VUWS site under the grade centre menu bar where your group appears. Your group is required to locate and theoretically analyse two websites that may be of interest to, or accessed by, young people. Your understandings for this analysis will stem from the unit readings, lectures and tutorials, as well as your own research. You are expected to incorporate readings and appropriate references to key theorists in your analysis. It is vital that you move beyond describing the websites to a critical analysis of them. You may choose to compare and contrast the websites or treat each individually.

ASSESSMENT STANDARDS The purpose of this second assessment is to ascertain your understanding of the various sociological theories addressed in this unit, and their application in deconstruction young adolescents’ choice of websites.

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MARKING GUIDE You will be allocated two marks for Assessment Two – one based on your individual presentation and the other based on the whole group’s performance. So, there are two different sets of marking criteria: Marking Criteria Group Presentation Clear presentation of aims/Demonstrated relevance of selected topic/s to websites Comfortable familiarity with content/Application and explanation of theory in relation to the site Overall effectiveness of teamwork Exploration of the implications for teaching/learning Marking Criteria Individual Presentation Demonstrated critical analysis of selected topics Demonstrated understanding of theoretical concepts/ social justice issues raised in this unit Demonstrated undertaking and understanding of relevant academic research Quality of presentation in terms of enthusiasm and dynamism Demonstrable language usage appropriate to audience and topic, eye contact, volume, confidence Originality, creativity and memorable in terms of impact Steps to Completing this Assessment

1. To begin with, you will need to form a group with two other students from your tutorial (groups will be allocated in the first tutorial). You will need to select a timeslot to complete your presentation. 2. You will need to divide the work between the group members. You should allow sufficient time to devote to this assignment by utilizing the group facility on vUWS, as well as meeting in person. Breaking down the assessment into manageable tasks early is a key to succeeding in this assessment. 3. As a group, you will need to select two appropriate websites for analysis. If you are unsure of your selection, be sure to check with your tutor. The websites should be ones that would help you understand the students that you teach. 4. You need to select several theories by which to analyse the two websites (but be careful not to go overboard – you only have fifteen minutes!). By this stage, you should have begun to prepare the PowerPoint slides. They should support your presentation rather than overwhelm it. Ensure that you do not go over ten slides, and be sure not to fill the slides with text. Any images that are on the slides should be clear and easily visible by the class to whom you are presenting. 5. The websites need to be ‘deconstructed’ – explore how they contribute to your role as a teacher. You will also need to link the broader themes of social justice (as explored in this unit) to the websites. The key to this assignment is making clear and logical links between a contemporary social phenomenon), social justice and classroom teaching. 6. Remember to practice your presentation. Enthusiasm and an ability to engage your fellow class members is an important part of the presentation (and an important skill to develop as a pre-service teacher). Although you may have written notes, try not to rely on them too much. Each group member should speak for no longer than five minutes – which is why dividing up the tasks early is so important.

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Assignment 2 Assessment Standards Criteria FAIL PASS CREDIT DINSTINCTION HIGH DINSTINCTION Final mark /50 0 -24.5/50 25 – 32/50 32.5 – 37/50- 37.5 – 42/50 42.5 – 50/50 Selection and Analysis of websites

Fails to select two appropriate websites. Focus unclear or unconvincing. Relevance to practice not established.

Selects two appropriate websites and offers limited analysis. Focus appropriate. Awareness of some pertinent aspects but may lack focus or may be disconnected or thin. Social justice context unclear

Selects two appropriate websites and analyses both with adequate understanding of the main aspects of the focus. Some reference to social justice learning

Demonstrates a strong depth of analysis of the two lessons Good description and justification of focus. Good understanding of many of the nuances of the focus

Demonstrates exceptional analysis of the two websites with a convincing justification of focus. Highly sophisticated understanding of the nuances of the issue of identity in relation to the website.

Understanding and Application of Theoretical Concepts

Describes the relevant theories, but does not demonstrate the link to the two selected websites. Analysis too broad, vague or ill-defined to be practicable. Data not useful.

Selects one theory and links discussion to the websites Mostly appropriate analysis. . Some relevant theories. Some inconsistencies in analysis.

Identifies multiple theories and demonstrates their relevance to the selected websites. Supports the claim with suitable readings Appropriate analysis. Theories adequate but may be some gaps or irrelevance. Analysis mostly convincing.

Highlights the issues with supporting material Offers a critical analysis of the selected theories Appropriate and systematic analysis. Theories suitable and relevant for focus. Analysis convincing

Demonstrates the link between the theories discussed and wider social justice issues. Refined, highly appropriate, well structured. Theories selected are ideally matched to websites & focus. Analysis highly convincing.

Creativity, Originality and Effectiveness as a Team

Lack of originality or creativity. Lack of teamwork

Demonstrates minimal creativity and originality. Some evidence of teamwork

Creative and original Power-point slides. Articulates content in an audible and professional manner. Members of the group work well together in an original way.

Demonstrates a creative integration of images and text Presentation is highly creative and engaging. Power-point slides are clear, concise and easy to read.

Demonstrates a very high level of creativity and originality. Presentation is dynamic and engaging

Exploration of Implications for Teaching and Learning

Fails to identify any implications for teaching or learning

Discusses implications for teaching/learning in very general terms

Detailed discussion of the implications of the two websites for teaching/learning, including influence on identity formation, and the underlying power relations evidenced through the websites

Makes a strong and clear connection between power, social justice and the implications for teaching and learning

Offers a critical evaluation of the connection between power and social justice. Offers a detailed exploration of the implications for teaching and learning

Presents work professionally, with clear academic writing and APA referencing style within the word limit.

Text lacks structure; poor paraphrasing; over reliance on quotes; little evidence paper has been edited; terminology inappropriate; frequent spelling/ typographic errors; over reliance on quotes; no or inaccurate reference list; not submitted to Turnitin or substantial matches.

Generally clear text; developed with student’s voice; sentences coherent and grammatically correct; within word length; some typographic and /or spelling errors; generally accurate APA referencing; submitted to Turnitin; originality report detects some insignificant matches.

Well-structured coherent text; effective grammatical expression; analysis well developed with student’s voice and supported by literature and research; adheres to word length; uses appropriate terminology; minor typographic and /or spelling errors; mostly accurate APA referencing; submitted to Turnitin; low percentage for originality report.

Text is innovative and/or informative; strengthened by relevant research; clear and concise structure; grammar and syntax mostly correct; text cohesive and easy to read within word length; discriminating use of appropriate vocabulary; few typographic or spelling errors; consistently accurate APA referencing; balanced use of references; low percentage for Turnitin.

Well-structured and innovative text; explicitly identifies the key issues; cohesive, grammatically correct structure; flexible and sustained use of a wide range of structures and extensive vocabulary; very few typographic or spelling errors; consistently accurate APA referencing; submitted to Turnitin; original work with insignificant matches.

Comments: Mark: /50 Marker:

Student Name: Student Number:

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SUBMISSION OF ASSESSMENT TASKS

COVER SHEET All assignments must be submitted with a cover sheet. This can be found on the last page of this Learning Guide. If submitting our assignment through Turnitin, please attach the cover sheet as the last page. If submitting your assignment as a paper copy, please attach the cover sheet as the first page.

TURNITIN All assignments in this unit must be submitted to Turnitin. Include your reference list. Place the assignment cover sheet as the last page. After the due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date and time).

WHAT IS TURNITIN? Turnitin is an online web-based text-matching software that identifies and reports on similarities between documents. It is widely utilised as a tool to improve academic writing skills. There is a great deal more information including an instructional guide at http://library.uws.edu.au/turnitin.php

WHY TURNITIN? Turnitin supports the development of your academic writing and referencing skills. You will find the Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's work and plagiarism. Students in the past have found it has helped them refine their skills, however you do need to provide yourself with enough time to consider the Originality Report and edit your work.

EXTENSION OF DUE DATE If you need to apply for a short extension of time to complete an assessment item, then please contact your tutor to negotiate a submission date. You should inform the lecturer by email, and complete a Request for Extension form available from the UWS website or Student Central. Where special consideration is sought for circumstances involving more than three consecutive days or more than five days within a teaching period, students should complete a Special Consideration Application, available from the UWS website or Student Central.

LATE SUBMISSION OF ASSIGNMENTS A student who submits an assessment late without approval for an extension will be penalised by 10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a “flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day. Saturday and Sunday each count as one day. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time.

RETURN OF ASSIGNMENTS For assignment submitted and marked online you will be advised via vUWS when your feedback and mark will be available. For assignments submitted in paper form your marked assignment will be returned to you in class or via post if you attach an appropriately sized, stamped, self-addressed envelope to your assignment on submission.

LEARNING AND TEACHING ACTIVITIES This unit is taught in blended mode in a summer structure. Students are expected to attend 80% of all face to face lectures and tutorials in order to pass the unit.

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EXPECTATIONS OF STUDENT CONDUCT Please turn off and put away mobile phones during class. You are expected to demonstrate appropriate professional and ethical conduct during all lectures and tutorials as well as online discussions and field visits.

NON-ACADEMIC MISCONDUCT Non-academic misconduct refers to a range of conduct in which a student engages that contravenes University Acts, By Laws, Rules or Policies. It includes, but is not limited to, the harassment, abuse and vilification of a member of the University directly or by other means of communication; the unreasonable disruption of staff or students or other UWS members from undertaking their normal activities at the University; a failure to follow reasonable directions of an employee of the University; or behaviour that is inappropriate in an activity. Serious penalties potentially apply for acts of non-academic misconduct. For more information see the Misconduct – Student Non-academic Misconduct Policy at http://policies.uws.edu.au/view.current.php?id=00104

1 0 1 6 4 1 D I V E R S I T Y , S O C I A L J U S T I C E A N D E Q U I T Y , S U M M E R 2 0 1 3 - 2 0 1 4

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UNIT CALENDAR – SUMMER 2013-2014

Semester Week Date Lecture Topic Tutorial Readings and other Preparation Links to

Outcomes

1 6 January Lecture 1

Dawn Bolger

Introduction to the principles and practices of teaching and learning for Diversity, Social Justice and Equity

Moving Beyond the superficial treatment of Diversity

Mills, C. (2008). Making a difference: Moving beyond the superficial treatment of diversity. Asia- Pacific Journal of Teacher Education, 36(4), 261-275. 1, 2 & 3

7 January Lecture 2

Dr. Ryan Al-Natour

Early Australian history: Colonialism, Segregation, migration and Assimilation

The history of Aboriginal Education in Australia and an examination of the NSW DET 2010 Aboriginal Education Policy and the implications for new scheme teachers

Halse, C. & Robinson, M., (2011). Working with Aboriginal students. In R. Craven (Ed.), Teaching Aboriginal studies (2nd ed., pp. 257-272). Crows Nest, Australia: Allen & Unwin.

1, 2, 4 & 5

8 January Lecture 3 ONLINE

Socio-cultural Theories and Power An examination of the various sociological theories related to the social justice issues to be studied

Kell, P. (2004). A teacher's tool kit: Sociology and social theory explaining the world. In J. Allen (Ed.), Sociology of education: Possibilities and practices (3rd ed., pp. 29-51). Southbank, Australia: Social Science Press.

1,2,3 & 5

2 13 January Lecture 4

Dawn Bolger

Human Rights, Globalisation, Refugees and Education

This tutorial deals with the contextualising of change and its impact on the world of young people, work and learning in particular transforming refugee outcomes in schools

Lee, W. (2012). Learning for the future: The emergence of lifelong learning and the internationalisation of education as the fourth way? Educational Research for Policy and Practice, 11(1), 53-64.

2,3,4,5 & 6

14 January Lecture 5

Dr. Ryan Al-Natour

Race, anti-racism, Indigenous Australia and ESL

This tutorial focuses on constructs of whiteness and social marginalisation as a result of race and ethnicity

Mansouri, F., & Jenkins, L. (2010). Schools as sites of race relations and intercultural tension. Australian Journal of Teacher Education, 35(7).

2,3,4,& 5

15 January Lecture 6 ONLINE

Home and Literacy Factors

This tutorial will examine the use of Standard Australian English (SAE) in secondary schools. It will provide professional understandings about current practices pertaining to Home and community languages and challenges for teachers

de Courcy, M. C. (2010). Linguistic and cultural diversity. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 37-62). South Melbourne, Australia: Oxford University Press.

2,3,4,5 & 6

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3 20 January Lecture 7

Dawn Bolger Gender in Education

The social construction of gender Henderson, R. (2008). A boy behaving badly: Investigating teachers’ assumptions about gender, behaviour, mobility and literacy. Australian Journal of Language and Literacy, 31(1), 74-87.

2,3,4,5 & 6

21 January Lecture 8

Dr. Ryan Al-Natour

Culture, cultural diversity – Bourdieu, cultural capital and socio-economic class

The implication of Bourdieu’s theory for cultural identity and diversity in schools and classrooms

Webb, J., Shirato, T., & Danaher, G. (2003). Bourdieu and secondary schools. In Understanding Bourdieu (pp. 105-126). Crows Nest, Australia: Allen & Unwin.

1,2,3,4,5 & 6

22 January Lecture 9 ONLINE

Sexuality and Education The social construction of sexuality

Schmidt, S. J., Chang, S., Carolan-Silva, A., Lockhart, J., & Anagnostopoulos, D. (2012). Recognition, responsibility, and risk: Pre-service teachers' framing and reframing of lesbian, gay, and bisexual social justice issues. Teaching and Teacher Education, 28(8), 1175-1184.

2,3,4,5 & 6

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LEARNING RESOURCE INFORMATION ESSENTIAL READINGS

READINGS ARE AVAILABLE ON VUWS.

ACADEMIC LITERACY SUPPORT – PREPARATION FOR ASSIGNMENTS Depending on course and year level you can DELETE THIS or adjust according

FINDING INFORMATION - SUCCESSFUL SEARCHING The UWS library website provides resources that will assist you with selecting relevant readings for your assignments. It is strongly suggested that you complete the following two online modules if you have not done so already: Successful Searching http://library.uws.edu.au/tc/ss/index.php and The College of Arts Information Basics http://library.uws.edu.au/tc/coa/index.php.

Make use of the library staff and the School of Education Liaison Librarian – they are there to help you. Have you tried the online librarian? You can chat with a librarian from home. This facility can be accessed from the library home page.

REFERENCING You are expected to use the American Psychological Association (APA) referencing style in all Education assignments. The UWS library provides a range of citing resources. For APA see http://library.uws.edu.au/FILES/cite_APA.pdf. You are encouraged to use this as a reference when preparing your assignment. These are some other helpful APA resources:

• There are APA referencing guides available to borrow at the library or purchase at the bookshop. • APA has new online tutorials to get you started http://www.apastyle.org/learn/index.aspx • APA also has a Frequently Asked Questions section http://www.apastyle.org/learn/faqs/index.aspx

UWS STUDENT LEARNING UNIT There are a number of workshops that can help you with both your study and life skills. These workshops are open and free for all UWS students. Information about some of the different workshops available and how to register is below.

• Academic skills workshops • Study and life skills workshops

ONLINE STUDY RESOURCES The Student Learning Unit provides a range of excellent resources including workshops, writing guides and links to interactive online modules to help you continue to develop your academic writing. You will need to log on using your student ID and password. Did you know about these online courses?

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• Language and Learning Links - Gateway to guides and tutorials on academic writing and study skills. Includes updated UniStep Academic Skills Guide. This is an excellent resource. • Referencing in Academic Writing - Help with the APA referencing style, including how to use references and paraphrase effectively. This is updated regularly so you should do it once a year at least. • Critical Thinking - How to deepen your thinking for assignments. • Education Technology Preparation - This program aims to support you develop skills in using UWS online service as and e-learning through vUWS. The program includes online library research and services; and online literacy with activities to develop note-taking and academic writing skills.

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ASSIGNMENT COVER SHEET

School of Education

Student name

Student number

Unit name and number 101641- Diversity

Course Masters of Teaching (Secondary) 1609.1

Tutorial day and time

Tutor

Title of assignment

Length

Date due

Date submitted

Campus enrolment

Declaration I hold a copy of this assignment if the original is lost or damaged. I hereby certify that no part of this assignment or product has been copied from any other student’s work or

from any other source except where due acknowledgement is made in the assignment. No part of the assignment/product has been written/produced for me by any other person except where

collaboration has been authorised by the subject lecturer/tutor concerned I am aware that this work may be reproduced and submitted to plagiarism detection software programs for

the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)

I am aware that this work may be de-identified and reproduced in part or in full as an example for future students.

Signature:___________________________________________ Date: ________________________ Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.