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EEP101 Philosophical and Social Contexts of Education (8)

Abstract

This subject will survey the development of educational thought from influences in the ancient world to modern global trends. The subject explores the development of Australian early childhood and primary education in relation to educational philosophies, social and educational institutions, and government policy. Children, childhood and family functioning are examined in different historical and cultural contexts. Issues specifically related to social class, gender, power, Indigeneity, ethnicity, rurality and community will be considered.

+ Subject Availability Modes and Location

Session 2
OnlineAlbury-Wodonga Campus
Session 3
OnlineAlbury-Wodonga Campus
Continuing students should consult the SAL for current offering details: EEP101
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Education

Learning Outcomes

Upon successful completion of this subject, students should:
  1. have developed an awareness of the history of philosophical approaches that have been pursued with respect to the care and education of children;
  2. have an understanding of ecological models of children's development which consider their families, society and social policy in historical, political and cultural contexts;
  3. have an understanding of social policy and service provision for children and families as they apply in the early childhood and primary educational contexts;
  4. be able to critically reflect on representations of children, families and education in current and historic contexts;
  5. be aware of conceptual frameworks for understanding family issues of relevance to curriculum, pedagogy and service provision;
  6. be aware of how social, political and educational policies and practices affect children and families;
  7. have developed an awareness and appreciation of diversity in Australian society and understand how equity of access and participation affects the quality of educational provision;
  8. be able to consider how educational philosophies affect teaching in contemporary social contexts relevant to social class, equity, gender, Indigenous education, and education in inland Australia;
  9. have begun to consider the impact of transitions between contexts upon children and families.

Syllabus

The subject will cover the following topics:
  • Historical and philosophical understandings of the child.
  • History of early childhood and primary education.
  • Bronfenbrenner's social ecology model applied to Australian society.
  • Australian families in a variety of historical, political and cultural settings.
  • Impacts of social change on patterns of family formation and child-rearing practices including major demographic trends which affect Australian families.
  • Social policy affecting families with children, with particular emphasis on family support and education, legal issues, government referral agencies, and community support groups.
  • Educational practices which can meet the needs of young children adversely affected by social influences.
  • Aspects of diversity in Australian society (including sex and gender issues, cross-cultural issues, rural issues, disability issues, indigenous issues).
  • The role of the teacher in the design and development of responsive educational institutions and practices in diverse community contexts, especially in inland Australia.

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 14 December 2017. The University reserves the right to vary the information at any time without notice.