Young People Changing the World
Subject EDUC20075 (2014)
Note: This is an archived Handbook entry from 2014.
Credit Points: | 12.50 |
---|---|
Level: | 2 (Undergraduate) |
Dates & Locations: | This subject is not offered in 2014. |
Time Commitment: | Contact Hours: 36 hours Total Time Commitment: 120 hours. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs/online classes) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|
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 Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry. |
Contact
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
Subject Overview: |
This subject explores how young people are involved in changing the world, against a backdrop of rapid social change and need. It examines contrasting approaches to the types of learning that might equip young people for the 21 st century (focussing on non-formal learning and formal education models) and highlights contemporary debates about the role of education in communities. In particular, it examines the way young people are positioned within educational and organisational processes, as apprentice citizens and full citizens (as well as global citizens), and examines models of participation, leadership and youth-led learning. By drawing on the skill sets and diverse knowledge base of a cross-disciplinary student cohort, university community, and visitors, case studies of real world problems will be identified and investigated, drawing attention to new interconnections and possibilities for innovation. Students will be encouraged to identify the knowledge and skill base which they can personally bring to this process. By practically working on ‘one problem, one idea’ the course will encourage students to think about useful new alliances as well as the promises and practical challenges of working in partnership. This might include investigating partnerships between generations; between non-government organisations and learning institutions; between schools and their communities; between business and community; between governments and other groups in 'developed' and 'developing' nations; and between different disciplines and industry sectors. The subject will engage students in practice and reflection, highlight the work of a critical educator, and examine old and new theories about scaffolding learning for social change. |
---|---|
Learning Outcomes: |
On completion of this subject, students should be able to:
|
Assessment: |
There are three assessment tasks:
|
Prescribed Texts: |
Wierenga, A and Guevara J R (eds) (2013) Educating for Global Citizenship: a youth-led approach to learning and partnership, Melbourne University Press: Melbourne Golden-Biddle, K and Dutton J E (2012) Using a positive lens to explore social change and organizations: building a theoretical and research foundation. Routledge: New York |
Breadth Options: | This subject potentially can be taken as a breadth subject component for the following courses:
You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects. |
Fees Information: | Subject EFTSL, Level, Discipline & Census Date |
Generic Skills: |
This subject should enable students to
|
Links to further information: | http://education.unimelb.edu.au/study_with_us/breadth/breadth_subjects |
Related Breadth Track(s): |
Youth, Citizenship and Identity |
Download PDF version.