Course overview
In this course, preservice teachers (PSTs) are positioned as co-learners and knowledge producers who are supported to engage in socio-cultural explorations of educational inclusion and exclusion. The course draws from a critical knowledge base that includes history, politics, and sociology of education, and applies lenses for analysis such as race and class. This enables PSTs to explore contemporary educational issues while developing informed standpoints on questions of social justice and the fundamental purposes of education. Specific consideration is given to the educational experiences of First Nations and culturally diverse, high poverty students for whom educational policy has historically failed. PSTs will demonstrate understanding of these issues and implications for their teaching through individual and collaborative assessment pieces that bridge the research-teaching nexus.
Course learning outcomes
- Understand and appreciate cultural diversity and the different kinds of exceptionality encountered in the classroom
- Understand the specific contexts and needs of Indigenous students
- Understand, plan and develop inclusive teaching strategies for diverse learners, particularly those with disabilities
- Understand and evaluate the value of resources and research available to teachers for professional learning
- Analyse data and develop a research-based conference paper relating to inclusion/exceptionality
- Demonstrate understanding of the Keeping Safe: Child Protection Curriculum