Diversity, Inclusion and Practice

Subject EDUC90640 (2010)

Note: This is an archived Handbook entry from 2010.

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

This subject has the following teaching availabilities in 2010:

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24 hours
Total Time Commitment: 125 hours
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.


Dr Helen Stokes


Education Student Centre
Subject Overview: This subject examines the implementation of programs and policies designed to promote social inclusion and equity. It considers how practices, across a range of educational settings, respond to social diversity, and it examines the barriers as well as the opportunities for achieving more equitable and inclusive educational participation and experiences. Structural categories and social patterns of difference are analysed alongside individual or group experiences of inclusion/exclusion. Students will be encouraged to draw on their own professional and educational experiences as an initial basis to investigate diversity and social inclusion. The subject combines overview of current research and policy with case studies of particular workplace and educational initiatives. Topics covered include: diversity and inclusion in the workplace, in higher education, in early childhood, in secondary and primary schooling; disability; social exclusion; race and ethnicity; gender; socio-economic leadership and institutional change; educational reform; international trends in diversity and inclusion policies.
Objectives: Students will:
  • Gain knowledge of current policy agendas on social diversity and inclusion; and develop the expertise to critically analyse such policies;
  • Deepen their understanding of the relevance of such policies and programs to the field of educational research and practice;
  • Apply new knowledge to understand the relationship between diversity and inclusion in particular settings, such as schools, workplaces, higher and further education and early childhood;
  • Develop a critical and informed perspective on the implications of social change for educational theories and practices.
Assessment: 2 assignments totalling 5000 words
1) An essay examining current directions and debates in policies and programs on diversity and social inclusion, 40% 2,000 words due mid semester
2) An essay that develops a case-study examination of practices, policies and programs addressing diversity and inclusion in a particular setting – workplace, higher education; schools, early childhood, 60%, 3,000 words due in the examination period

Prescribed Texts: Subject reader to be provided
Recommended Texts:
  • Unterhalter, E. (2007) Gender, Schooling and Global Social Justice, Routledge, London
  • Rizvi, F. and Lingard, B. (2009) Globalizing Educational Policy, Routledge, London.
  • McLeod, J and Allard, A. eds (2007) Learning from the Margins; Young women negotiating from the margins of education and work, Routledge Falmer, London.

Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:
  • Be critical thinkers, with the capacity to be self-directed learners;
  • Have a high level of achievement in writing, generic research activities, critical analysis, problem solving and communication;
  • Be able to engage in meaningful public discourse, with an awareness of community needs and of local and international issues;
  • Have an understanding of social and cultural diversity and its implications for education;
  • Have a high level of presentational, dialogic and written communication skills.
Related Course(s): Master of Education (Stream 100B)Coursework
Master of Education (Stream 150)

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