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Staffing

Examiner:

Rationale

The significance of enacting diverse and inclusive pedagogies has gained increasing attention as the rights of Indigenous peoples worldwide have become better recognised. One prominent aspect of this has revolved around the need to (re)consider epistemologies - ways of knowing 鈥� alternative to those underpinning dominant Western thinking. The intention of this course is to provide students with an opportunity to explore the philosophies and practices of critical and Indigenous approaches to pedagogy and curriculum with a view to both understanding and developing their own orientation to a deep and critically engaged pedagogy. The critical pedagogy "tradition" forms the base for this course, but its limitations are acknowledged.

Synopsis

The course will explore the impetus for and the effects of a move to the decolonization of education generally, and will focus specifically on "new" (to Western eyes) pedagogies such as Red pedagogy (Sandy Grande), Kaupapa Maori pedagogy (Linda Tuiwhai Smith, Graham Smith, Russell Bishop), Native Hawai'an pedagogy (Manulani Meyer) and Islamic perspectives on knowing (Christopher Stonebanks). A major intention here is to then connect the Western critical tradition to these emerging decolonialist pedagogies. Major theorists in the critical pedagogical field and the intellectual and activist traditions in which they have worked will be presented, as will specific examples of new critical pedagogy in practice.

Objectives

Topics

Text and materials required to be purchased or accessed

Reference materials

Student workload expectations

Assessment details

Important assessment information

1. Attendance requirements:
   
   There are no attendance requirements for this course. However, it is the students鈥� responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
   
   
2. Requirements for students to complete each assessment item satisfactorily:
   
   To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
   
   
3. Penalties for late submission of required work:
   
   Students should refer to the Assessment Procedure (point 4.2.4)
   
   
4. Requirements for student to be awarded a passing grade in the course:
   
   To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
   
   
5. Method used to combine assessment results to attain final grade:
   
   The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
   
   
6. Examination information:
   
   There is no examination in this course.
   
   
7. Examination period when Deferred/Supplementary examinations will be held:
   
   Not applicable.
   
   
8. University Student Policies:
   
   Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at .
   
   

Assessment notes

1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
   
   

Evaluation and benchmarking

In meeting the University鈥檚 aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:

1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Graduate Diploma of Education (Multicultural Education) and Master of Education (Multicultural Education) and is benchmarked against the

• internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

1. Computer, e-mail and Internet access:
   Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .
   
   
2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.