Perspectives of International Education

Subject 472-647 (2009)

Note: This is an archived Handbook entry from 2009. Search for this in the current handbook

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject is not offered in 2009.
Time Commitment: Contact Hours: 18 hours and 125 additional study hours
Total Time Commitment: Not available
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
Subject Overview: This subject introduces participants to the concept of international education. It examines the principles and nature of international education that can inform and shape learning, teaching and assessment in schools. Participants will explore theoretical and practical perspectives for fostering recognition and development of universal human values while building and reinforcing a sense of identity and cultural awareness. Definitions of international education will be addressed including how these definitions can inform international content within the curriculum, while responding to local and national requirements and expectations.
Objectives: On completion of this subject, students should be able to:
  • Explore definitions of international education and demonstrate how they inform pedagogy and curriculum design;
  • Demonstrate the importance of transdisciplinary skills for enabling students to connect life at school to the realities of the outside world;
  • Articulate the importance of a curriculum framework that promotes holistic learning, international awareness and communication;
  • Demonstrate an understanding of the nature and value of one's own culture as a fundamental starting point for any education programme that claims to be international;
  • Critically analyse the notion that education can foster understanding among people around the world, enabling future generations to live more peacefully and productively than before;
  • Reflect on and evaluate human diversity and its legitimate boundaries.
Assessment: Written assignment equivalent to 4,000 words (100 per cent).
Prescribed Texts: None
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills: On completion of this subject, students should be able to:
  • Demonstrate an understanding of essential knowledge and skills to perform competently as a specialist teacher;
  • Comprehend the intellectual, social and psychological aspects of their work with learners and synthesise theory and practice;
  • Understand the key concepts of curriculum policy formation and curriculum development;
  • Evaluate and use constructive criticism of their own work and of the institutions in which they teach; and Demonstrate an understanding of curriculum delivery models of professional learning.
Links to further information: www.edfac.unimelb.edu.au

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