TEAC 7023 Culture, Subjectivities and Schooling

Credit Points 10

Legacy Code 102071

Coordinator Alfred Mupenzi Opens in new window

Description From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit focuses on the socio-political, economic and cultural milieu that shapes teacher and student subjectivities. Teachers are required to understand the variety of, and changing nature of, discourses and ideologies that both constitute and are constituted in society, schooling, teaching, and learning, in an increasingly multifaceted, globalized and cosmopolitan environment. 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. Aboriginal and Torres Strait Islander peoples and their relationship to schooling will also be explored in this unit, providing pre-service teachers with deeper understandings of Australia's first nations people. 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.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Postgraduate Coursework Level 7 subject

Pre-requisite(s) Students enrolled in 1651 Bachelor of Arts (Pathway to Teaching Primary) 1822 Bachelor of Arts (Pathway to Teaching Primary) Dean’s Scholars or 6019 Diploma in ArtsBachelor of Arts (Pathway to Teaching Primary must have successfully completed 160 credit points

Equivalent Subjects TEAC 7039 - Education Knowledge Society and Change

Restrictions Students must be enrolled in 1781 Master of Teaching (Primary), 1651 Bachelor of Arts (Pathway to Primary Teaching), 1822 Bachelor of Arts (Pathway to Teaching Primary) Dean�fs Scholars or 6019 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Primary).

Learning Outcomes

On successful completion of this subject, students should be able to:
  1. Analyse the role and impact of broader socio-political, economic, historical and/or cultural dimensions on the formation of teacher and student subjectivities, pedagogy and education more broadly.
  2. Describe Aboriginal and Torres Strait Islander social and kinship systems, significance of country, language and culture with a view to understanding Aboriginal and Torres Strait Islander learners and communities. Students will be able to articulate approaches to redress discrimination and inequity.
  3. Explain how subjectivities are socially constructed and describe how culture/cultures of schooling can perpetuate and position particular understandings of diversity, with a focus on Aboriginal and Torres Strait Islander communities, gender, sexualities, ethnicities, �erace�f, religion and class and their intersections.
  4. Explain the new sociology of childhood including how childhood is socially constructed and the implications for learning, teaching and young people.
  5. Discuss 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.
  6. Evaluate relevant policies and legislative requirements related to rights and responsibilities of students, parents, other community members and teachers and apply appropriate theoretical tools to critically analyse these in relation to cultures of schools and the effects on learning.
  7. Describe how supportive learning environments might be developed where students feel safe to risk

Subject Content

1.?? Sociology in the curriculum. Merit/competition. Hidden and manifest curriculum. Knowledge and governmentality.
2.?? Social construction of childhood and family. Political, economic and social policy perspectives. Contemporary debates.
3.?? Theories of diversity and difference. Understanding culture as constituted in class, ethnicity, racialization, religion, gender

Assessment

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.

Item Length Percent Threshold Individual/Group Task
Presentation 30 minutes 20 N Individual
Quiz 4 of 6; 10 minutes per quiz 40 N Individual
Essay 2000 Words 40 N Individual

Prescribed Texts

  • Ferfolja, T., Jones Diaz, C. & Ullman, J. (Eds.) (2018). Understanding Sociological Theory for Educational Practices. 2nd edition. Melbourne: Cambridge University Press.

Teaching Periods

2022 Semester 1

Bankstown

Day

Subject Contact Alfred Mupenzi Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

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Penrith (Kingswood)

Day

Subject Contact Alfred Mupenzi Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

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2022 Trimester 2

Wsu Online

Online

Subject Contact Marghi Ghezzi Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

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2022 Semester 2

Bankstown

Day

Subject Contact Alfred Mupenzi Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window