Global Perspectives in Education

This subject is not offered in 2013.

125 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, 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 the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/

Twenty-first century Australians are members of a global community, connected to the whole world by ties of culture, economics and politics, enhanced communication and travel and a shared environment, Enabling young people to participate in shaping a better shared future for the world is at the heart of the dynamic and evolving field of global education, which is committed to fostering a broader understanding of world issues and working towards change, especially to the eradication of global poverty and inequality.

Topics will include: the emergence of a global perspective in Australian Education; relevant state and federal policy documents; frameworks and practices in global education (e.g. the Global Education Project’s “Global Perspectives”, High Resolves Initiative, etc); global perspectives in the school and classroom; developing units of work.

On completion of this subject, students will be able to:

• Understand the forces that have led Australian educational institutions to identify including a global perspective as a priority;
• Work within the framework provided by state and federal policy documents in identifying trends in global education and understanding their impact on classroom practice;
• Identify areas in curriculum in which secondary students would benefit form a global perspective;
• Channel state and federal priorities in global education into compelling activities and units of work for secondary students.

There will be two assignments:

1. An essay of 1500 words due approximately week 9 of the subject (40%);

2. A unit of work totalling approximately 2500 words (60%), due in the final assessment period

This subject is not available as a breadth subject.