Course overview
This course aims to assist preservice teachers to critically deconstruct and reflect on contemporary issues that impact the education system, teachers and students. These contemporary issues in the contexts of schools and their communities include socio-cultural issues such as information disorder, gender equity, sexuality diversity, First Nations sovereignty, racism, whiteness, poverty, privilege, and the politics of inclusive education. Inclusion for all students is considered relative to key policy documents, notably the Teaching for Effective Learning (TfEL) framework, the 'Keeping Safe Child Protection Curriculum' (KS:CPC), the Australian Curriculum (AC), and the Australian Professional Standards for Teachers (APST). Importantly, this course will introduce students to Culturally Responsive Pedagogies (CRP), which provide a vehicle for valuing the cultural assets and existing funds of knowledge of all students, expanding the curriculum, positioning students as co-learners and knowledge producers, and valuing the body (as well as mind) as a vehicle for learning and knowledge production. The core skill of planning for issues involving diversity are also reinforced, building on prior learning in these areas.
Course learning outcomes
- Engage colleagues in critically inclusive teaching pedagogies for a diversity of learners
- Critically review socio-cultural issues and contexts that may inhibit educationalequity and inclusion
- Describe and inculcate strategies to foster students' and teachers' well-being in professional practice
- Demonstrate an understanding of safe, responsible and ethical use of ICT in learning and teaching
- Understand the cultural contexts of schools, including the roles of parents/carers, community and Country
- Articulate strategies that advance First Nations sovereignty from an anti-racist standpoint
- Understand inclusive teaching practices that are respectful of individual student learning needs