TEAC 2014 Cultural Diversity, Society and Learning
Credit Points 10
Legacy Code 102120
Coordinator Sarah Pacey Opens in new window
Description The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Teachers are required to understand the diverse cultural make up of schools and how to teach a diverse range of children. Using sociological and cultural theory, the unit examines conservative, liberal and radical approaches to cultural diversity in education. This cultural diversity includes dimensions of gender, religion, ethnicity, race, class, language and sexuality. The unit develops cultural literacy through the application of various theories such as Marxist and feminist-post structuralist analysis of these social relations to cultural diversity; pedagogy and cyberspace. Within this framework it is also essential that teachers engage with and understand the diversity and fluidity of individuals and the broader Australian community in order to promote equitable practices in schooling and to facilitate educational and professional transformation. Developing understandings of society, culture and the formation of subjectivities will promote an enhanced awareness of equity issues as well as crucial analytical and critical tools to address the needs of diverse students, their families, teachers, and the broader school community.
Student Contribution Band HECS Band 1 10cp
Check your HECS Band contribution amount via the Fees page.
Level Undergraduate Level 2 subject
Equivalent Subjects EDUC 1001 - Cultural Diversity Society and Learning
Restrictions Students must be enrolled in 1717 - Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education.
- Explore the relationships between Social Identities, institutional power and discourses in a variety of political contexts through sociological frameworks;
- Examine the historical, social and political circumstances which have shaped postcolonial Australian identities;
- Evaluate different ways that individual subjectivities are socially constructed within sociocultural and educational contexts;
- Examine the changing nature and role of family and family diversity and how educators can help sustain the capacity of families, communities and the school to engage all students;
- Identify complexities within the construction of conformity and non-conformity in school sociocultural contexts related to age, gender, sexuality, �erace�f, class, ethnicity, ability, language and religion;
- Examine relevant policies and legislative requirements related to rights and responsibilities of students, parents, other community members and teachers in relation to cultures of schools and the effects on learning;
- Evaluate key representations of
The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.
|Professional Task||10 slides/30 minutes||25||N||Group|
|Professional Task||1000 words||25||N||Individual|
- Perso, T., & Hayward, Colleen, author. (2015). Teaching Indigenous students: Cultural awareness and classroom strategies for improving learning outcomes. Crows Nest, NSW : Allen & Unwin
2022 Semester 1
Subject Contact Sarah Pacey Opens in new window