Graduate School of Education

Unit Outline

Education for a Global Knowledge Society

EDUC1103

SEM-2, 2015

Campus: Crawley

Unit Coordinator: Ms Rachel Wicking

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(Cth).

Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposesof this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of thework, or one chapter/article, applies to the original work from which the excerpt in this course material was taken, and not to

the course material itself

The University of Western Australia 2001

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Unit detailsUnit title Education for a Global Knowledge SocietyUnit code EDUC1103 Credit points 6Availability SEM-2, 2015 (27/07/2015 - 21/11/2015)Location Crawley Mode Face to face

Contact detailsFaculty Faculty of EducationSchool Graduate School of EducationSchool website http://www.education.uwa.edu.au/Unit coordinator Ms Rachel WickingEmail rachel.wicking@uwa.edu.auConsultation hours Please contact unit coordinator by email.Unit contact hours Lectures: 1 hour per week (recorded); Workshop/Tutorials: 2 hours per week.Online handbook http://units.handbooks.uwa.edu.au/units/EDUC/EDUC1103

Unit descriptionThis unit familiarises students with leading ideas and debates about education in a global knowledge era, and also how individuals indifferent social circumstances are positioned differently in their learning journeys and why.

Help with LMS, CMO or OLCRLMSResources for this unit will be available on the Learning Management System (LMS) which can be accessed at www.lms.uwa.edu.au.There is a student help site at http://www.lms.uwa.edu.au/course/view.php?id=1531. If you are unable to access LMS please emailreception-edu@uwa.edu.au.CMOReadings for this unit will be available through Course Materials Online (CMO) which can be accessed at www.cmo.uwa.edu.au. Onceyou have logged into CMO type EDUC1103 in the search bar to bring up the reading list. You can also consult the guide for navigatingCMO at http://guides.is.uwa.edu.au/studentcmo. If you need any further help please speak to the library staff or email reception-edu@uwa.edu.au.OLCRYou will need to enrol in a combined workshop/tutorial session (total of 1.5 hours per week) for this unit via OLCR atwww.olcr.uwa.edu.au. A guide for first time users is available at http://www.olcr.uwa.edu.au/olcr/first_time_users. If you need any helpor have any questions regarding your tutorial allocation please email reception-edu@uwa.edu.au.Please note: you will need to login to each system using your student number and Pheme password. You can activate and/or resetyour Pheme password at www.pheme.uwa.edu.au.

IntroductionThe aim of this unit is for students to develop an understanding of the increasingly central role of Education in an emergingGlobal Knowledge Society, and to be able to critically analyse complex and contested educational issues in communitieswhich extend from local to national to global levels. It also aims to encourage students to reflect on their own educationaljourneys as lifelong learners.This unit will familiarise students with many leading ideas and contemporary debates about education and society, and also howindividuals are positioned differently in their learning journeys - and why. Through a study of education, the unit can provide a windowinto different countries and cultures as they engage with a global knowledge society. The study of education encompasses a diverserange of disciplines including economics, sociology, psychology, philosophy, history, social geography, anthropology and politics, andwith this multi-disciplinary approach the study of education is of interest to a wide range of people. Furthermore, given the increasinglycentral position of education in determining economic and social development in a knowledge era, a greater range of stakeholdergroups are trying to exert their influence on education. The need for a dual emphasis on both quality and equity in education in a globalknowledge society has recently been highlighted by the Organisation for Economic Cooperation and Development (OECD), and also bynational governments which seek to enhance their country's standing in international comparisons.Whether you choose a career in teaching or not, it is important that as an 'educated person you are well-informed on educationalmatters; this is an integral part of being an active participant in a global knowledge society. This unit will also provide critical analysisand research skills which will be transferable and useful for life beyond university, as you graduate and continue along a lifelong learningjourney in both professional and social worlds.

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Learning outcomesStudents are able to (1) understand and discuss the complex and contested roles of education in society, and how these roles changein different times and places across the globe; (2) identify and analyse bigger picture global trends in education, with a focus on goalsto achieve quality and equity in educational outcomes, as well as barriers to attaining these goals; and (3) analyse contemporary global,national and local debates over leading ideas and ideologies in education, evaluate the different arguments and synthesise their ownresponses.

PLEASE REFER TO THE ASSIGNMENT DESCRIPTION AND RUBRICS AVAILABLE ON LMS

Unit structureWeekly structure: Lecture 1hr; Workshop/Tutorial 2 hrs.Tutorial readings will be available in Course Materials Online (CMO)

Topic Weekcommencing

Topic Workshop/Tutorial Readings (in CMO)

1 27 July Introduction: What is 'Education'? No tutorial week 1.2 3 Aug Repositioning education for a 'Global

Knowledge Society'?Brock, C. (2011). Education as a Global Concern (ch1). London: Continuum.

3 10 Aug Goals of 'quality' & 'equity' in education:Global & national agendas?

Blanden, J. & Machin, S. (2010). Education andinequality. In P. Peterson, E. Baker & B. McGaw.International Encyclopedia of Education. Elsevier.

4 17 Aug Changing ideologies: Education markets? Figlio, D. & Ladd, H. (2010). The economics of schoolaccountability. In P. Peterson, E. Baker & B. McGaw.International Encyclopedia of Education. Elsevier.

5 24 Aug (a) Curriculum dilemmas?(b) Preparation for research essay

Yates, L. (2011). Rethinking knowledge, rethinkingwork. In L. Yates, C. Collins & K. OConnor AustraliasCurriculum Dilemmas. (ch 2) Melbourne: MelbourneUniversity Press

6 31 Aug Social class & educational funding? Sriprakash, A. & Proctor, H. (2013). Social class andinequality. In Connell et al., Education, Change andSociety (Third Edition). (ch 5) Oxford: Oxford UniversityPress.

7 7 Sept Gender and rural/urban divides in education? Dalley-Trim, L. (2012). Young women's dismissal of theinfluence of gender upon their future life trajectory asplayed out in 'New Times'. The Australian EducationalResearcher, 39 (2), 193-205.

8 14 Sept Cultural diversity & educating for interculturalcompetence?

Race, R. (2011). Multiculturalism and Education. (ch 5)London: Continuum.

9 21 Sept Internationalising education? Bunnell, T. (2011). The International Baccalaureate: Itsgrowth and complexity of challenges. In R. BatesSchooling Internationally. (ch 9) London: Routledge.

28 Sept Study Break NON-TEACHING WEEK10 5 Oct ICT and globally networked learning? Pegrum, M. (2010). 'I link, therefore I am': Network

literacy as a core digital literacy. E-Learning and DigitalMedia, 7 (4), 346.

11 12 Oct Educating for what? Teaching, learning &research in a Global Knowledge Society?

Yates, L. (2012). My School, My University, My Country,My World, My Google, My Self: What is education fornow? Australia Educational Researcher online 2011

12 19 Oct Revising learning outcomes. Revision13 26 Oct In-class test (40mins)

Supplementary documentaries:Topic 6 (social class)The 7 Up Series DVD (following a group of English children in their education, careers and lives every 7 years to 56 Up).Topics 8 & 10 (cultural diversity)Once Upon A time In Cabramatta.Episode 1 (4509) view at:http://www.sbs.com.au/shows/onceuponatimeincabramatta/episodes/detail/episode/4509/season/1.Episodes 2 and 3: 4511, 4513.Topic 7 (gender)Gareth Malones Extraordinary School for BoysView at: http://www.youtube.com/watch?v=pI9d9jW1ouc

Teaching and learning responsibilitiesPage 3

Charter of student rights and responsibilities

This Charter of Student Rights and Responsibilities upholds the fundamental rights of students who undertake their education at theUniversity of Western Australia.It recognises that excellence in teaching and learning requires students to be active participants in their educational experience. Itupholds the ethos that in addition to the University's role of awarding formal academic qualifications to students, the University muststrive to instil in all students independent scholarly learning, critical judgement, academic integrity and ethical sensitivity.The Charter also refers to the responsibilities of students. In particular, it is important to understand that despite all efforts topromote successful teaching and learning outcomes, a student may still not reach the required standard to pass a unit.Please refer to the full Charter of Student Rights and Responsibilities here.

Student Guild contact details

Student Guild contact detailsThe University of Western Australia Student Guild35 Stirling HighwayCrawley WA 6009Phone: (+61 8) 6488 2295Facsimile: (+61 8) 6488 1041E-mail: enquiries@guild.uwa.edu.auWebsite: http://www.guild.uwa.edu.au

ACE/AISE/CARSAll students new to UWA must complete Academic Conduct Essentials (ACE). More information is available here.

Information for students with disabilitiesThe University has a range of support services, equipment and facilities for students with a disability. If you would like to receiveadvice on these services please email u n i l i n e @ u w a . e d u . a u or visithttp://www.studentservices.uwa.edu.au/information_about/disability_programme.

Information for students with disabilitiesThe University has a range of support services, equipment and facilities for students with a disability. If you would like to receive adviceon these services please email u n i l i n e @ u w a . e d u . a u or visithttp://www.studentservices.uwa.edu.au/information_about/disability_programme.

AssessmentAssessment overviewTypically this unit is assessed in the following way(s): (1) tutorial presentations; (2) tutorial/workshops participation; (3) research essay;and (4) an in-class test. Further information is available in the unit outline.This includes tutorial presentations; tutorial/workshop participation including a brief family educational biography - no referencesrequired; a research essay; and a final in-class test (40mins). STUDENTS MUST COMPLETE ALL ASSESSMENT COMPONENTS TO PASS.ASSESSMENT DETAILS ARE INCLUDED SEPARATELY ON LMS FOR THIS UNIT.

PLEASE REFER TO THE ASSESSMENT OVERVIEW BELOW:

Assessment mechanism

# Component Weight Due Date Learning Outcomes1 Tutorial Presentation 20% Delivered in

classAll 3 Learning Outcomes will be covered in tutorialsover the course of the semester.

2 Workshop & Tutorial Participation (Includingbrief Family Educational Biography)

25% Assessed inclass

All 3 Learning Outcomes will be covered inworkshop/tutorials over the course of the semester.

3 Research Essay (2,500 words) 35% 21September2015

You should use this paper to demonstrate yourunderstanding of key unit concepts and critical analysisskills. The primary focus is on Learning Outcome 3(although Learning Outcomes 1 and 2 are alsorelevant).

4 In-class test (40 mins)

20% 26 October2015 in class

All Learning Outcomes and all weekly topics will becovered in the test.

Assessment items

Academic literacy and academic misconduct

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Ethical Scholarship, Academic Literacy and Academic MisconductEthical scholarship is the pursuit of scholarly enquiry marked by honesty and integrity.Academic Literacy is the capacity to undertake study and research, and to communicate findings and knowledge, in a mannerappropriate to the particular disciplinary conventions and scholarly standards expected at university level.Academic misconduct is any activity or practice engaged in by a student that breaches explicit guidelines relating to the productionof work for assessment, in a manner that compromises or defeats the purpose of that assessment. Students must not engagein academic misconduct. Any such activity undermines an ethos of ethical scholarship. Academic misconduct includes, but is notlimited to cheating, or attempting to cheat, through:

CollusionInappropriate collaborationPlagiarism [see more detailed statement below]Misrepresenting or fabricating data or results or other assessable workInappropriate electronic data sourcing/collectionBreaching rules specified for the conduct of examinations in a way that may compromise or defeat the purposes of assessment.

Penalties for academic misconduct vary according to seriousness of the case, and may include the requirement to do further workor repeat work; deduction of marks; the award of zero marks for the assessment; failure of one or more units; suspension from acourse of study; exclusion from the University, non-conferral of a degree, diploma or other award to which the student wouldotherwise have been entitled.For further information, please refer to the guidelines on Academic Conduct here.

Literacy RequirementThe University has a responsibility to the community at large to set high standards in all fields, including literacy. It is imperative thatwe ensure our graduates possess the skills of tertiary literacy and can communicate well in their chosen disciplines. Literacy in thiscontext can be conceived of in two ways:

generally, the competence to express oneself using a standard variety of English appropriate to a tertiary level;specifically, the ability to think, read, listen, and write well within particular contexts, according to the traditions and usages ofparticular disciplines.

Throughout the University Policy Statement the use of the term literacy embraces both of these concepts.

Student Support for Academic LearningThe Students Services Academic Learning website provides a range of valuable resources to assist student learning. Access thewebsite here.

ReferencingThe major citation styles at UWA can be found here.The most commonly used style in the Graduate School of Education is the APA citation style adopted by the American PsychologicalAssociation (see: http://guides.is.uwa.edu.au/apa?hs=a).

GradingsThe following gradings are standard at UWA:

Higher Distinction HD 80-100%Distinction D 70-79%Credit Pass CR 60-69%Pass P 50-59%Fail N+ 45-49%Fail N 0-44%

PlagiarismIntroductionAll forms of cheating, plagiarism and copying are condemned by the University as unacceptable behaviour. The Facultys policy is toensure that no student profits from such behaviour.What is Plagiarism?Plagiarism is the presentation of the work of other people as ones own work, without referencing its source or attributing it to itsintellectual proprietor. Such misuse of the work of others constitutes plagiarism, whether that work is in published or unpublishedphysical form, or in the form of thoughts or ideas. Plagiarism is the most serious of academic offences because it is a form of cheating.Principles to be AppliedAll work submitted by any student in the Faculty of Education is to be the work of that student alone, unless otherwise indicated, suchas in group assignments. Students may, and indeed are encouraged to, draw upon the work of others, but it must be dulyacknowledged and referenced in accordance with standard academic conventions. Work that, in whole or in part, is not that of thestudent or students submitting it will be regarded as plagiarised, and will be dealt with in the manner outlined below.

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Dealing with PlagiarismFor a brief introduction to academic misconduct and how it is dealt with at UWA, students are advised to complete the AcademicConduct Essentials (ACE). More detailed information on plagiarism and its consequences can be found in the Academic Conduct Guidelines of the University,which may be viewed in full here. Please also consult the Universitys documentation on student discipline, accessible here.

Appeals against academic assessmentUNIVERSITY POLICY ON REVIEW AND APPEAL OF ACADEMIC DECISIONS In accordance with the University Policy on Review and Appeal of Academic Decisions Relating to Students, a student may request areview of an academic decision relating to them, and to appeal if they are dissatisfied with the outcome of that review. An academicdecision may include, but is not limited to:

assessment outcomesfinal grade or final mark for a unitprogress statusadvanced standingchanges to enrolmentrequests for approved leavespecial consideration (including deferred examinations)

The University manages review and appeals of academic decisions relating to students as follows: Review Stage 1: Where academic decisions relating to students are reviewed by the original decision-maker or decision-making body. Stage 2: Where academic decisions relating to students are reviewed by a higher authority appointed by the Registrar.It is anticipated that the bulk of matters will be resolved satisfactorily at either Stage 1 or Stage 2. AppealA review at Stage 1 or Stage 2 must have occurred before a student can appeal against an academic decision. Students can access the Review and Appeal forms at this link:www.governance.uwa.edu.au/committees/appeals-committee/review-and-appeal-of-academic-decisions-relating-to-students It is recommended that students informally discuss their concerns with the relevant unit co-ordinator or academic staff memberPRIOR to lodging a formal request for review, but should note that formal requests for review must be lodged within 5 working days ofreceipt of the academic decision.

Textbooks and resourcesRecommended textsTextsThe following text is recommended as it is useful for most of the topics:Connell. R. et al (2013). Education, Change & Society (Third edition) Oxford: Oxford Universty Press Essential tutorial readings are provided through Course Materials Online (CMO).Other useful readings available on CMOBottrell, D. & Goodwin, S. (2011). School-community engagement: Beyond neoliberalism? In D. Bottrell & S. Goodwin, Schools,Community and Social Inclusion. (ch 20) South Yarra: Palgrave MacMillan.Chesters, J. & Watson, L. (2013). Understanding the persistence of inequality in higher education: evidence from Australia. Journal ofEducation Policy, 28 (2), 198-215.Giraldo E. & Colyar, J. (2012). Dealing with gender in the classroom. International Journal of Inclusive Education, 16 (1), 25-38.Ingvarson, L. (2010). Recognising accomplished teachers in Australia. Australian Journal of Education, 54 (1), 46-71.

A selection of useful books

Ashman, A. & Elkins J. (Eds) (2012). Education for Inclusion and Diversity (4th edition). Frenchs Forest NSW: Pearson.Attewell, P. & Newman, K. (2010). Growing Gaps: Educational Inequality Around the World. New York: Oxford University Press. (online)

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Baker, E. & Peterson, P. & McGaw, B (Eds) (2010). International Encyclopedia of Education. Elsevier.Banks, J. (2009). The Routledge International Companion to Multicultural Education. London: Routledge.Bates, R. (Ed) (2011). Schooling Internationally. London: Routledge.Bottrell, D. & Goodwin, S. (2011). Schools, Communities and Social Inclusion. South Yarra: Palgrave Macmillan.Brock, C. (2011). Education as a Global Concern. London: Continuum International Publishing Group. (online)Carrington, S. et al (2012). Teaching in Inclusive School Communities. John Wiley.Connell et al (2010). Education, Change and Society (Second Edition). Oxford: Oxford University Press.Dronkers, J. (2010). Quality and Inequality of Education. Dordrecht: Springer. (online)Franklin, B. (2010). Curriculum, Community, and Urban School Reform. Basingstoke: Palgrave Macmillan.Gorard, S. (2010). Equity in Education: An International Comparison of Pupil Perspectives. Basingstoke: Palgrave Macmillan. (online)Green, V. & Cherrington, S. (2010). Delving into Diversity: An International Exploration of Issues of Diversity in Education. NY: NovaScience Publishers.Hayden. M., Levy, J. & Thompson, J. (Eds) (2007). Research in International Education. London: Sage. Hyde, M., Carpenter, L., Conway, R. (2010). Diversity and Inclusion in Australian Schools. South Melbourne, Vic.: Oxford UniversityPress.King, R., Marginson, S & Naidoo R. (Eds) (2011). Handbook on Globalisation and Higher Education. Edward Elgar (UK and US).MacPherson, S. (2011). Education and Sustainability Learning Across the Diaspora, Indigenous, and Minority Divide. Hoboken: Taylor& Francis. (online)Marginson, S., Murphy, P. & Peters, M. (Eds) (2010). Global Creation: space, mobility and synchrony in the age of the knowledgeeconomy. New York: Peter Lang.Martin, J. (2011). Education Reconfigured Culture, Encounter, and Change. Hoboken: Taylor & Francis.Mayo, P. (2010). Education in Small States: Global Imperatives, Regional Initiatives and Local Dilemmas. London: Routledge.Meyer, E. (2010). Gender and Sexual Diversity in Schools. Dordrecht : Springer. (online)OECD (2009). Education Today: The OECD Perspective. Paris: OECD. (regular publication after initial in 2009)OECD (2010). PISA 2009 Results. Paris: OECD.Peterson, P., Baker, E. & McGaw, B. (2010). International Encyclopedia of Education. Elsevier. (online)Race, R. (2011). Multiculturalism and Education. London: Continuum.Thomas, D. (2011). A new culture of learning : cultivating the imagination for a world of constant change. Lexington, Ky.: CreateSpace.Tudball, L. & Stirling, L. (2011). Bright Sparks Leading Lights: Snapshots of Global Education in Australia. Melbourne, Australia: SocialEducators' Association of Australia: World Vision Australia.Veisson, M. et al (2011). Global perspectives in early childhood education: diversity, challenges and possibilities. Frankfurt: Peter Lang.Whelan, J. (2011). Boys and their Schooling: The Experience of Becoming Someone Else. New York: Routledge.Yates, L., Collins C. & OConnor, K. (Eds) (2011). Australias Curriculum Dilemmas: State Cultures and the Big Issues. Melbourne:Melbourne University Press. (online)Yates, L. & Grumet, M. (Eds) (2011). Curriculum in Todays World. Configuring Knowledge, Identities, Work and Politics. London:Routledge. (online)Zajda, J. (2010). Global Pedagogies. Dordrecht : Springer. (online)AND THERE ARE MANY MORE....

A selection of useful journals (alphabetical):Asia-Pacific Journal of EducationAustralian Educational ResearcherAustralian Journal of EducationBritish Journal of Education StudiesBritish Journal of the Sociology of EducationComparative EducationCompareCurriculum InquiryCurriculum PerspectivesDiscourse: Studies in the Cultural Politics of EducationEducation Policy Analysis ArchivesEducation ResearcherEducational StudiesEducational ReviewGlobalisation, Societies and EducationInternational Education JournalInternational Journal of Education Reform

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International Journal of Educational DevelopmentInternational Journal of Inclusive EducationInternational Journal of Lifelong LearningInternational Review of EducationJournal of Curriculum and SupervisionJournal of Curriculum StudiesJournal of Educational Administration and HistoryJournal of Education PolicyOxford Review of EducationAND THERE ARE MANY MORE....You certainly do not need to use all of these sources, but some may be useful to research topics which particularly interestyou and/or which you choose for assessment. It is the quality of your engagement with the literature, and not the number of

sources cited, which is most important. ENJOY THE RESEARCH...

Other important information

Submission of assignmentsAssignments must be submitted at the reception counter on the 2nd floor of the Education building by 4:30pm on the due date,unless otherwise specified. A cover page must be attached. Cover pages are available at the reception counter or can be printedfrom here.

Policy on Late Work and ExtensionsThe ability to meet deadlines and manage your time is an important skill as a proficient learner. Assignment submission datesindicated in the unit outline are final. Extensions will only be given in extenuating circumstances. If the request is based on difficultieswith managing your time you will be directed to simply submit the work that is done at the time.In accordance with Faculty policy, any request for an extension must be made on a GSE Application for Extension Form, availablefrom the General Office or online. Students must lodge the form with the unit coordinator or tutor, prior to the due date, and thencollect the confirmation slip from the General Office. No extension can be considered granted until the form has been signed by theunit coordinator. In cases where an extension is granted, the Confirmation of Approval slip must be attached to the assignmentwhen submitted. No late assignments will be accepted without the confirmation slip attached.

Educational PrinciplesThe University's Educational Principles can be viewed here: http://www.teachingandlearning.uwa.edu.au/staff/principles

Postgraduate AttributesThe Faculty of Education's Postgraduate Attributes can be viewed here:http://www.education.uwa.edu.au/courses/postgraduate/attributes

Student EmailPlease ensure you check your student email regularly. This is essential as the University will use this email address to contact youwith important information. Ignorance of an instruction because you failed to check your student email is not accepted as an excuseby the University.

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Unit detailsContact detailsUnit descriptionHelp with LMS, CMO or OLCRIntroductionLearning outcomesPLEASE REFER TO THE ASSIGNMENT DESCRIPTION AND RUBRICS AVAILABLE ON LMSUnit structure

Teaching and learning responsibilitiesCharter of student rights and responsibilitiesStudent Guild contact detailsStudent Guild contact detailsACE/AISE/CARSInformation for students with disabilitiesInformation for students with disabilities

AssessmentAssessment overviewPLEASE REFER TO THE ASSESSMENT OVERVIEW BELOW:Assessment mechanismAssessment itemsAcademic literacy and academic misconductEthical Scholarship, Academic Literacy and Academic MisconductLiteracy RequirementStudent Support for Academic LearningReferencingGradingsPlagiarismAppeals against academic assessment

Textbooks and resourcesRecommended textsA selection of useful booksA selection of useful journals (alphabetical):

Other important informationSubmission of assignmentsPolicy on Late Work and ExtensionsEducational PrinciplesPostgraduate AttributesStudent Email