CQUniversity Unit Profile

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Please note that this Unit Profile is still in progress. The content below is subject to change.
EDED20493 Diversity and Inclusion
Diversity and Inclusion
All details in this unit profile for EDED20493 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit develops your knowledge and understanding of legislation and policy related to inclusion in educational settings. You will examine representations of diversity and difference in contemporary Australian society and the ways in which stereotypes associated with marginalised groups are constructed and maintained. You will reflect on legislative and policy frameworks; explore ways in which personal assumptions, biases and value positions affect the “labelling” of students from diverse social, cultural and economic groups including students with disabilities; and evaluate the impact of your own socio-cultural backgrounds and belief systems on creating inclusive settings. You will identify barriers to learning for diverse groups including culturally diverse learners and those with special needs and critique strategies for responding to and valuing diversity and promoting social inclusion in educational settings.

Details

Career Level: Postgraduate
Unit Level: Level 8
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

There are no requisites for this unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 2 - 2022

Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 50%
2. Written Assessment
Weighting: 50%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from SUTE

Feedback

Zoom Breakout Rooms

Recommendation

Continue to make use of Breakout Rooms in Zoom to increase student engagement in Zoom sessions.

Feedback from SUTE

Feedback

Assessment support

Recommendation

Continue to provide explanatory videos, additional planning resources, and explicit feedback to support students with approaching the assessment tasks.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Explain how difference, dominance and stereotypes related to marginalised groups are constructed and maintained in social contexts
  2. Identify barriers to learning for diverse groups including culturally diverse learners in order to demonstrate a broad knowledge of, understanding of, and respect for diverse groups including Aboriginal and Torres Strait Islander histories, cultures and languages
  3. Summarise the legislative framework and key principles and processes described in inclusion policies for educational settings
  4. Discuss the extent to which Australia can be called an inclusive society and identify and explain the potential impacts on educators’ attempts to promote social inclusion in educational settings
  5. Critically reflect on the role of educational professionals and the system support structures required to promote successful social inclusion for students from diverse backgrounds, including students with disability and special needs
  6. Provide a rationale for establishing productive relationships with culturally diverse families and communities and specialist professional groups to support the aims of inclusive educational settings and the development and integration of inclusive teaching practices
  7. Select and evaluate strategies that promote the development of a learning community through effective management of the classroom environment, fostering positive social relationships and a sense of belonging, and provision of quality learning experiences for students from the full range of abilities and backgrounds
  8. Describe strategies for meeting the specific learning needs of students with a disability.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 Strategies to support full participation of students with disability

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

3.7 Engage parents/carers in the educative process

4.1 Support student participation

4.3 Manage challenging behaviour

4.4 Maintain student safety

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Written Assessment - 50%
2 - Written Assessment - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
7 - Leadership
8 - Aboriginal and Torres Strait Islander Cultures
Textbooks and Resources

Textbooks

Supplementary

Diversity, Inclusion and Engagement

Edition: 4 (2021)
Authors: Mervyn Hyde, Shelley Dole, Kathleen Tait
Oxford University Press
ISBN: 9780190329495
Binding: eBook

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Academic Integrity Statement

Information for Academic Integrity Statement has not been released yet.

This unit profile has not yet been finalised.