EMC205 Interrogation of Curricula and Pedagogies (8)
CSU Discipline Area: Curriculum Studies (CURIC)
Duration: One session
Abstract:
This subject explores multiple ways in which teachers might think about and understand children's learning and curricula in early childhood services and schools. A range of theoretical perspectives on children's learning and the implications of these for curricula, pedagogy and practice are discussed. Issues specific to Indigenous Australian education are included in this subject.Through both autobiographical exploration and the interrogation of early childhood and primary curriculum frameworks, this subject aims to both critically examine assumptions that frame our practice and offer alternatives so that teachers can envision themselves as agents of change around these issues.
+ Subject Availability Modes and Locations
| Session 1 | |
|---|---|
| Internal | Albury-Wodonga |
| Internal | Bathurst |
| Internal | Dubbo |
Continuing students should consult the SAL for current offering details: EMC205
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Objectives:
Upon successful completion of this subject, students should:
-Be able to engage in critical enquiry and dialogue about taken-for-granted education practices, and examine and question their own theories of teaching and learning;
-Be able to identify and explore multiple perspectives on curricula and pedagogical theory and practice, and understand the implications of each perspective for curriculum planning and implementation;
-Be able to recognise the power of education in the struggle for social justice and conceptualise teachers as agents of change;
-Be able to understand issues of equity and develop pedagogies and curricula for a more inclusive and just practice in educational contexts;
-Be able to develop a critical disposition towards assumptions about children manifested in curriculum frameworks in relation to issues of diversity and difference;
-Be able to demonstrate the capacity to review, compare, analyse and critique current early childhood and primary school curriculum frameworks in light of the view that there are multiple perspectives and understandings of what constitutes learning and teaching;
-Be able to value the process of articulating and deconstructing one's autobiography in relation to her/his professional practice;
-Be able to formulate and articulate their own position on children and how they learn, and understand how this guides their work in developing equitable curriculum and enacting inclusive pedagogies for and with children, their families and communities, especially as this relates to Indigenous contexts.
Syllabus:
The subject will cover the following topics:
-Critical reflection in and on teaching and learning; -Multiple ways to understand the child as a learner: classical and contemporary theoretical perspectives on the learner and learning; -Critically reflecting on different models of the child as a learner: social, political and equity implications of how we think about children's learning; -Multiple positions on and approaches to curriculum and pedagogy and the implications of each of these for curriculum planning and practice: analysing and deconstructing curricula and pedagogies; -Contexts for curriculum: families and communities; -Reflecting on multiple understandings and perspectives: current personal position; -Difference and diversity in early childhood and primary education manifested in and through curriculum and pedagogies; -Reconstructing practice for social justice; -Teachers as agents of change.
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.