School of Education
TEAC7032 Diversity, Social Justice and Learning
Spring 2023
Edition: Spring 2023
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Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.
Subject Details
Subject Code: TEAC7032
Subject Name: Diversity, Social Justice and Learning
Credit Points: 10
Subject Level: 7
Assumed Knowledge: Not Applicable
Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.
Subject Coordinator
Name: Doctor Zainab Mourad
Email: z.mourad@westernsydney.edu.au
Consultation Arrangement:
Email - Subject Coordinator
Teaching Team
Name: Billy Pringle
Director of Academic Program
Name: Doctor Kay Carroll
Phone: 02 4736 0048
Location: Campus: Kingswood Building JG, Room 11
Email: k.carroll@westernsydney.edu.au
Administrative Support
Name: Secondary Enquiries
Phone: 02 02 9772 6561 | 47360439
Location: Building J, Room K.1.19 (reception)
Email: secondaryenquiries@westernsydney.edu.au

Note: The relevant Learning Guide Companion supplements this document
Contents
1 About Diversity, Social Justice and Learning 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 4
2 Assessment Information 5
2.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.2 Approach to Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.3 Contribution to Program Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.4 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2.5 Assessment Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.5.1 Essay: Impact of difference and intercultural understanding on teaching and learning . . . . . 9
2.5.2 2a. Presentation: Creation of a culturally-responsive teaching resource, and explanation in
relation to the subject’s content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
2.5.3 2b. Reflection: Critical personal reflection of the group process in 2a towards catering for
diversity, social justice and equity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.6 General Submission Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3 Teaching and Learning Activities 23
4 Learning Resources 28
4.1 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
1
1 About Diversity, Social Justice and Learning
1.1 An Introduction to this Subject
The subject explores diversity, social justice, equity and learning through the multi-layered operation of social power
and privilege. It advances students’ understanding of how social and cultural difference in Australia has shaped
contemporary education, schooling and cross-cultural relationships. In particular, the subject examines diversity as a
social construct that has promoted the differential treatment of particular social and cultural groups and served as
the basis for response to subsequent social and cultural inequities by these groups. The subject engages students in
critical analysis essential for professional pedagogical practice in education for diversity and social justice in Australia
and beyond.
1.2 What is Expected of You
Study Load
A student is expected to study an hour per credit point a week. For example a 10 credit point Subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.
Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.
Attendance
It is strongly recommended that students attend all scheduled learning activities to support their learning.
Online Learning Requirements
Subject materials will be made available on the Subject’s vUWS (E-Learning) site (https://vuws.westernsydney.
edu.au/). You are expected to consult vUWS at least twice a week, as all Subject announcements will be made via
vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.
Special Requirements
Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable
Policies Related to Teaching and Learning
The University has a number of policies that relate to teaching and learning. Important policies affecting students
include:
– Assessment Policy
– Bullying Prevention Policy and
– Guidelines
– Enrolment Policy
– Examinations Policy
– Review of Grade Policy
2
– Sexual Harassment Prevention Policy
– Disruption to Studies Policy
– Student Misconduct Rule
– Teaching and Learning - Fundamental Code
– Student Code of Conduct
Academic Integrity and Student Misconduct Rule
Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:
– be familiar with the policies listed above;
– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.
Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed. You will also declare that no part of your submission has been:
– copied from any other student’s work or from any other source except where appropriate acknowledgement is
made in the assignment;
– submitted by you in another (previous or current) assessment, except where appropriately acknowledged, and
with prior permission from the Subject Coordinator;
– made available to others in any form, where individual work is required;
– written/produced for you by any other person.
The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney Univer-
sity programs taught by other education providers. You must not engage in academic, research or general misconduct
as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified documentation
in support of requests to redo, resit or extend submissions, including sitting of deferred examinations, as instances of
general misconduct.
More information on studying with integrity is available on the Study with Integrity webpage. It is your responsibility
to apply these principles to all work you submit to the University.
Avoid using external ’support’ sites or other external help
To avoid the risk of your assignment being shared without your knowledge, do not upload your assignment to any
external sites for spelling, grammar or plagiarism checks. Your safest option is to use the free services provided by
Library Study Smart or Studiosity.
Avoid using any websites that:
– allow sharing of assignments or other material
– reward sharing of material with credits, tokens; or access to additional materials/features/services;
– provide answers to textbook or assignment/exam questions;
– provide free sample assignments; and/or include order buttons and prices; and/or
– invite you to submit your assignment for plagiarism or grammar or other checks.
Engagement with academic cheating sites will be regarded as misconduct. Academic cheating services often market
themselves as ’support’. Engagement with these sites includes:
– Sharing assignments or course material;
– Using online tools provided by these sites to check for plagiarism, grammar or spelling; and/or
– Purchasing writing services, or obtaining a copy of an assignment.
3
Uploading your work to these sites may lead to your work being shared with others with or without your knowledge
and consent.
The Australian Government monitors current and past students’ use of academic cheating services, and may report
student material found on these sites or other forms of engagement to universities.
Current students with items found on academic cheating sites face sanctions under the Student Misconduct Rule.
Outcomes for graduates may include revocation of award. For more information see https://www.westernsydney.
edu.au/currentstudents/current_students/student_misconduct_rule.
More advice can be found on the Study with Integrity webpage.
Need help?
If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:
– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.
Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.
1.3 Changes to Subject as a Result of Past Student Feedback
The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and Subjects of study. The survey results inform Subject content and
design, learning guides, teaching methods, assessment processes and teaching materials.
You are welcome to provide feedback that is related to the teaching of this Subject. At the end of the semester you
will be given the opportunity to complete a Student Feedback on Subject (SFU) questionnaire to assess the Subject.
You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide
feedback for individual teaching staff.
As a result of student feedback, the following changes and improvements to this subject have recently been made:
– To avoid the ambiguity of assessments, the essay question was changed and simplified to make it clearer and
easier to understand.
– Lectures and tutorial content will make stronger links to teaching. Sociological theories will be simplified
particularly for those students from non-humanities background
– More time provided between assessment due dates
4
2 Assessment Information
2.1 Subject Learning Outcomes
This subject explores teaching content and pedagogy to produce engaged pre-service teachers, committed to student
learning and Australian citizenship values and who are able to function as professionals in the school community.
Teaching in the twenty first century requires new thinking about what constitutes effective and engaging teaching
and learning.
This subject is one of many that provide opportunities for students as pre-service teachers to prepare for their future
employment as a teacher and to engage with the elements of a graduate teacher as described by the Board of Studies,
Teaching and Educational Standards, the accrediting organisation for the Master of Teaching (Secondary) Program.
Students will develop skills in pedagogy and practice within the area of diversity, social justice and learning. The
knowledge and skills developed in the other units of study in the program can be applied in this subject and the
knowledge and skills developed in this subject can be applied in other subjects in the program. Diversity, Social Justice
and Learning is a core subject for students in the Master of Teaching (Secondary) program. This subject is offered in
a blended learning mode with a two-day on-campus session at the beginning of the semester, an on-campus session
mid semester, and online activities during the semester.
This subject contributes most prominently to the following Western Sydney University graduate attributes:
1. Commands multiple skills and literacies to enable adaptable lifelong learning.
2. ”Indigenous Australian Knowledge” - Demonstrates knowledge of Indigenous Australia through cultural competency
and professional capacity.
3. Demonstrates comprehensive, coherent and connected knowledge.
4. Applies knowledge through intellectual inquiry in professional or applied contexts.
5. Brings knowledge to life through responsible engagement & appreciation of diversity in an evolving world.
This subject supports the following Master of Teaching (Secondary) program outcomes:
- Integrate subject discipline content, educational policy and educational theory with pedagogical knowledge to design
and assess student learning at the secondary school level.
- Demonstrate a critical insight of the processes and skills required to generate a research framework around 21st
century capabilities relevant at the secondary school level
- Demonstrate engagement in reflective professional practice derived from personal research, and scholarly inquiry,
into the teaching and learning of secondary school students.
- Develop a pedagogical repertoire arising from theoretical bases and creatively apply relevant and contemporary
strategies, resources, and technologies to meet the diverse needs of young people.
- Apply creative and critical problem solving independently or interdependently to generate robust and innovative
solutions to emerging teaching and learning issues in secondary schools.
- Communicate fluently and with imagination evidence-based outcomes to parents, colleagues and the professional
community.
- Apply a global perspective when critiquing cultural and social processes to support a personal construction of
innovative and sustainable, positive teaching and learning environments.
- Apply a deep and critical understanding of research processes and teaching and learning to design, complete and
appraise a teaching improvement research project.
5
Outcome
1
Explain the impact of differences (e.g. Gender, Sexuality, Socioeconomic background, Race, Language)
upon secondary students’ access to, participation in and learning outcomes at school.
2
Critically analyse the importance of productive relationships and the role theory and research play in
understanding the needs of marginalised groups in society to build and maintain community.
3
Explore how varying philosophies of teaching and learning among school communities, including cultural
and linguistically diverse communities, can impact teaching practice.
4
Investigate the relationships between power, privilege and disadvantage among marginalised (especially
Aboriginal and Torres Strait Islander, English as an Additional Language or Dialect (EALD), refugee and
low SES students) and non-marginalised groups.
5
Critically analyse their own professional practice as teachers by connecting knowledge of diverse groups
(visible and non-visible) to their pedagogical program.
6
Investigate how supportive learning environments might be developed where secondary students feel safe
to risk full participation and strong community values are engendered.
7
Critically analyse the impact of government legislation and educational policy on the education of
marginalised students.
8
Assess how policies, legislation and research impact on social justice principles to inform and guide
professional practice and judgements as teachers.
9
Evaluate the relationship between home literacy and school literacy with regard to cultural identity and
linguistic background for the improved learning outcomes of students.
10
Apply initial critical research skills of searching, synthesising and analysing literatures in relation to diver-
sity.
2.2 Approach to Learning
ATTENDANCE: tutorials are designed to scaffold your learning and assist you to complete your assessment tasks.
You should endeavour to attend all scheduled tutorials. Online class attendees should have cameras turned on and
contribute to discussions. If there is a legitimate reason for an absence then the subject coordinator should be emailed
as a courtesy to explain the absence. Attendance rolls will be taken to verify attendance. Participating in tutorials
enhances your learning and sessions are designed to assist you to complete assessment tasks. When you participate in
tutorials you can get better marks because you know what is required in assignments. You also have the opportunity
to ask questions and clarify your understanding of the topics and assessment details. Additionally, you get to know
your tutor, and they get to know you. One assessment in this subject requires group work, so tutorials are where
you get to know your fellow students, allowing you to form support and study groups (groups for Assessment 2B
are the responsibility of each student). BLENDED LEARNING This subject uses online learning to enable you, as
an independent learner, to engage with the key concepts and content in your own time and at your own pace. Your
engagement with the subject materials, and independent study, are essential to your successful completion of this
subject.
6
2.3 Contribution to Program Learning Outcomes
Key: (I)ntroduced (D)eveloped (A)ssured
1714: Master of Teaching (Secondary)
Program Learning Outcomes 1 2 3 4 5 6 7 8 9 10
1. Integrate subject discipline content, educational policy and educational theory with pedagogical knowledge to design
and assess student learning at the secondary school level.
A A A A A A A A A A
2. Demonstrate a critical insight of the processes and skills required to generate a research framework around 21st century
capabilities relevant at the secondary school level.
A A A A A A A A A A
3. Demonstrate engagement in reflective professional practice derived from personal research, and scholarly inquiry, into
the teaching and learning of secondary school students.
D D D D D D A A A A
4. Develop a pedagogical repertoire arising from theoretical bases and creatively apply relevant and contemporary
strategies, resources, and technologies to meet the diverse needs of young people.
D A D A A A A A A A
5. Apply creative and critical problem solving independently or interdependently to generate robust and innovative
solutions to emerging teaching and learning issues in secondary schools.
D A A A A A D D D A
6. Communicate fluently and with imagination evidence-based outcomes to parents, colleagues and the professional
community.
D D A A D D A A A A
7. Apply a global perspective when critiquing cultural and social processes to support a personal construction of
innovative and sustainable, positive teaching and learning environments.
I D A D A D D A A A
8. Apply a deep and critical understanding of research processes and teaching and learning to design, complete and
appraise a teaching improvement research project.
I I I I D D D D D D
7
2.4 Assessment Summary
The assessment items in this Subject are designed to enable you to demonstrate that you have achieved the Subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.
To pass this Subject you must:
All assessment items are mandatory. A combined overall mark of at least 50% is required to pass the subject.
Item Weight Due Date SLOs Assessed Manda-
tory
Threshold
Essay: Impact of
difference and
intercultural
understanding on
teaching and learning
50% 11:59pm Thursday 24th
August, 2022
1, 2, 3, 4, 10 Yes No
2a. Presentation:
Creation of a
culturally-responsive
teaching resource, and
explanation in relation
to the subject’s content
30% Video: 11:59pm Sunday 17th
September + Expo
Presentation: in class Monday
18th September - Wednesday
20th September
3, 5, 6, 8 Yes No
2b. Reflection: Critical
personal reflection of
the group process in 2a
towards catering for
diversity, social justice
and equity
20% 11:59pm Tuesday 26th
September
3, 4, 5, 6, 7, 9 Yes No
Feedback on Assessment
Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.
Your marks and feedback on your assignments will be available on the subject’s vUWS site as assignments in this
subject are marked online.
8
2.5 Assessment Details
2.5.1 Essay: Impact of difference and intercultural understanding on teaching and learning
Weight: 50%
Type of Collabora-
tion:
Individual
Due: 11:59pm Thursday 24th August, 2022
Submission: Submission via Turnitin in vUWS.
Format: Assessment (essay) must be a word doc of 2,000 words (+/- 10%) excluding the essay
question and reference list (APA 7th edition) with 1.5 or 2.0 spacing. Feedback cannot
be provided for less than 1.0-spaced assessments.
Assessments submitted after the due date and time without an approved extension will
be penalised 10% (5 marks) per day.
Assessments that are plagiarised, where AI has been used (no/inadequate referencing, col-
lusion, self-plagiarism) or where cheating is evident will automatically fail and be referred
to the Deputy Dean for student academic misconduct.
You must keep a copy of your assessment.
Length: 2,000 words
Curriculum Mode: Essay
The following essay questions focus on content from week 3-5 of this subject. For your assessment 1 essay, choose
one of the following questions:
1. The NSW Department of Education states that ’socio-economic status remains a significant determinant of
educational outcomes and a range of research highlights the effect of disadvantage in Australia’. How is low
SES a predictor of disadvantage when it comes to educational outcomes?
2. Gender roles and stereotypes have a significant impact on individuals and societies. In schools ’gendering’ is
omnipresent. How do gender roles and/or stereotypes impact the educational outcomes of students in NSW
schools?
3. Australia has one of the rates of youth suicide and self-harm among LGBT+ people in the world, and secondary
schools are places where sexuality discrimination is rife. Why are sexuality diverse students disadvantaged in
comparison to heterosexual students, and how does this impact their educational achievement?
In order to complete this assessment, you must choose one of the essay questions (above) and reflect on the educational
disadvantage experienced by that group. The essay must also include:
1. thorough understanding of a sociological theory/ies (maximum of two theories) that assist in better under-
standing the educational disadvantage of your chosen group of students,
2. discussion of discourses that surround your chosen group of students and contribute to their educational
disadvantage,
3. consideration of how power operates in relation to your chosen group and contributes to their educational
disadvantage,
4. discussion of existing educational policy/ies might address educational disadvantage, or if policy does not exist,
propose how policy could assist in addressing disadvantage and poor academic outcomes for your group,
5. and what informed actions could you (as a teacher) take in the classroom, to counter the disadvantage expe-
rienced by students from your chosen group, and improve their academic outcomes.
The purpose of this assignment is to demonstrate your understanding of the issues facing Australian students in NSW
schools, sociological theory/ies, and power in relation to students from your chosen group/topic and the impact of
educational disadvantage to academic outcomes.
9
NOTE:
This assessment must be in essay format and requires a focus on research, analysis and links to theory, rather than
description and unsubstantiated opinions. The critical discussion in your essay should demonstrate your understand-
ings of the issues and research on the topic. At this level it is expected that you can integrate evidence from
reputable, academic sources to base your claims/statements upon. Note that lectures are not scholarly material, and
references to Wikipedia/social media/blogs should not be included in your essay. Assessments that are plagiarised
(no/inadequate referencing, collusion, self-plagiarism) or where integrity is questionable (cheating, ghost writing etc)
will automatically fail and be referred to the Deputy Dean for student academic misconduct.
ESSAY FORMAT/STYLE CHECKLIST:
– Clearly state what essay question you chose
– A fully referenced essay of 2,000 words (+/- 10%) excluding the bibliographical reference list
– 1.5 or 2.0 spacing (without adequate spacing direct feedback cannot be provided)
– Proofread essay for spelling, grammar and punctuation errors
– APA 7th Edition reference list of a minimum of 6 scholarly bibliographical references are required. Assessment
must make relevant reference to the prescribed subject textbook and at least 5 other relevant scholarly references
from any of the following sources: academic books/book chapters, peer reviewed journal articles, and readings
from the subject reading list. Credible media articles are permitted but not counted as a scholarly reference
(nb: no more than 25% of the reference list can come from media source/s).
AI:
Use of generative artificial intelligence (AI) is not permitted in this assessment task without appropriate acknowl-
edgement. See advice on acknowledging the use of generative AI on the Library web page.
Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining
answers from a third party including generative AI to questions in an examination or other form of assessment may
lead to sanctions under the Student Misconduct Rule. Use of generative AI tools may be detected. More information
is available on the Library web page.
Resources:
A minimum of 6 scholarly bibliographical references are required.
Your assessment must make relevant references to the prescribed subject textbook and at least 5 relevant scholarly
references from any of the following sources: academic books/book chapters, peer-reviewed journal articles, readings
from the subject reading list, and/or credible newspaper sources (NB: no more than 25% of the reference list can
come from media source/s).
10
Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
42.5 - 50 / 50 37.5 - 42 / 50 32.5 - 37 / 50 25 - 32 / 50 0-24.5 / 50
Discussion of the
main statement on
student educational
disadvantage and
impact on
achievement.
10/50
Provides an
exceptionally well-
structured, sustained
argument that is
supported by
empirical evidence.
Outstanding
identification and
analysis of the
disadvantage
experienced by the
chosen group and the
various impacts on
achievement.
Provides a
well-structured,
sustained argument
that is supported by
empirical evidence.
Excellent
identification and
analysis of the
disadvantage
experienced by the
chosen group and the
various impacts on
achievement
Provides a structured
argument that is
supported by
empirical evidence.
Sound identification
and analysis of the
disadvantage
experienced by the
chosen group and the
various impacts on
achievement
Provides a basic
argument that is
supported by clear
reasons for choices.
Satisfactory
identification and
analysis of the
disadvantage of the
chosen group and
impact on
achievement
Provides a basic
descriptive recount of
the issue. Limited
identification and
analysis of the
disadvantage of the
chosen group and
impact on
achievement. Turnitin
originality report
detects some
insignificant matches.
Applies sociological
theory to explain
research evidence.
12/50
Makes a sophisticated
judgement that
provides evidence of
thorough
understanding of
theoretical
frameworks in the
context of the
discussion.
Makes a supported
judgement that
provides evidence of
thorough
understanding of
theoretical
frameworks in the
context of the
discussion.
Provides a judgement
statement that
provides evidence of
understanding of
theoretical
frameworks in the
context of the
discussion.
Attempts a
judgement statement
that provides a basic
understanding of
theoretical
frameworks in the
context of the
discussion.
Makes a statement
that provides limited
or no understanding
of theoretical
frameworks in the
context of the
discussion. Turnitin
originality report
detects some
insignificant matches.
Reflect on discourses
which contribute to
student
disadvantage.
Explains how notions
of power impact
educational
disadvantage.
10/50
Provides an
outstanding
discussion of how
societal discourses
impact teaching and
learning, supported by
a strong set of
empirical sources.
Critically analyses
how power operates
and contributes to
educational
disadvantage for the
chosen group.
Provides an excellent
discussion of how
societal discourses
impact teaching and
learning supported by
a strong set of
empirical sources.
Critically outlines how
power operates and
contributes to
educational
disadvantage for the
chosen group.
Provides a sound
discussion of how
societal discourses
impact teaching and
learning supported by
empirical evidence.
Clarifies how power
operates and
contributes to
educational
disadvantage for the
chosen group.
Uses some empirical
evidence to support
discussion of how
societal discourses
impact teaching and
learning. Basic links
made on how power
operates and
contributes to
educational
disadvantage for the
chosen group.
Limited or no links
made to power and
associated discourses
impacting chosen
group. Turnitin
originality report
detects some
insignificant matches.
Provides references
to relevant education
policy/ies. Reflects
on pedagogical
strategies.
10/50
Outlines clear links to
an appropriate range
of departmental
policies/
documents/strategies
that strongly support
the argument.
Evaluates pedagogical
strategies for
educators that
attempt to address
the education
disadvantage of the
chosen group.
Outlines a range of
links to departmental
policies/documents &
strategies that
support the
argument.
Critically analyses
pedagogical strategies
for educators that
attempt to address
the education
disadvantage of the
chosen group.
Outlines links to
departmental policies
that connect to the
argument.
Analyses relevance of
pedagogical strategies
for the chosen group.
Outlines basic links to
departmental policies
that connect to the
argument.
Demonstrates limited
understanding of the
pedagogical strategies
for educators that
attempt to address
the education
disadvantage.
Provides no link to
departmental policies.
And/or No supporting
evidence of
pedagogical
strategies. Turnitin
originality report
detects some
insignificant matches.
Presents work
professionally, with
clear academic
writing and within
the word limit.
Content 10%+ over
the word limit will
not be marked.
4/50
Well-structured paper
or innovative
presentation within
the word/time limit;
explicitly identifies the
key issues; cohesive,
grammatically correct
structure; very few
typographic or
spelling errors. With
competent integration
of evidence,
submitted to Turnitin;
original work with
insignificant matches.
Clear and concise
structure;
strengthened by
relevant research;
grammar and syntax
mostly correct;
cohesive text within
word/time limit;
discriminating use of
appropriate
vocabulary; few
typographic or
spelling errors.
Well-structured and
coherent text;
effective grammatical
expression; adheres to
word/time limit; uses
appropriate
terminology; minor
typographic and /or
spelling errors.
Analysis well
developed with
student’s voice and
supported by
literature and
research.
Generally clear;
paper/presentation
has introduction,
body and conclusion;
developed with
student’s voice;
sentences coherent
and grammatically
correct; within
word/time limit; some
typographic and /or
spelling errors.
Some appropriate use
of evidence but needs
to be better
integrated; submitted
to Turnitin; originality
report detects some
insignificant matches.
Work lacks structure;
little evidence paper
has been edited;
terminology
inappropriate;
frequent spelling/
typographic errors.
Poor paraphrasing or
overreliance on
quotes. Submitted to
Turnitin; originality
report detects some
insignificant matches.
Significantly below or
above the word/time
limit.
11
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Uses the APA
7th edition
referencing style
correctly for both in-
text citations and
reference list.
4/50
The reference list and
in-text citations are
correctly formatted
and punctuated
throughout. See the
Library APA Guide
7th edition and APA
style guide to
electronic references.
As for pass, and more
than half of the
reference list is
correct formatted
and/or punctuated,
including complex
citations or unusual
source materials.
See the Library APA
7th edition guide.
As for pass, and at
least half of the
reference list and
in-text citations are
correctly formatted
(Italics, capitalisation,
regular text and
spacing) and/or
punctuated
(alphabetically
ordered, double
spaced hanging
indents, full stops and
commas correctly
positioned). In-text
citations for direct
quotes include page
numbers.
See the Library
APA7th edition guide.
The 4 elements of the
APA referencing style
are present in most
reference list,
(creator, copyright
date, title of work
and source).
Some attempt at
appropriate in-text
citation, formatting
and punctuation has
been demonstrated.
All cited sources are
included in the
reference list. See the
7th edition Library
APA guide.
Reference list is
missing or mostly
incorrect. In-text
citations omitted or
used incorrectly.
Turnitin originality
report detects some
insignificant matches.
12
2.5.2 2a. Presentation: Creation of a culturally-responsive teaching resource, and explanation in relation
to the subject’s content
Weight: 30%
Type of Collabora-
tion:
Group
Due: Video: 11:59pm Sunday 17th September + Expo Presentation: in class Monday 18th
September - Wednesday 20th September
Submission: Submit an electronic copy of your final assessment (MS Word only) to Turnitin by the
due date (include your reference list). Submissions after the due date and time, without
an approved extension, will be penalised 10% per day
Format: Video submission through Turnitin by 11:59pm Sunday, 17th September
Expo Presentation (no more than 15min) in class Monday 18th September - Wednesday
20th September.
All students must be present and speak on the presentation assessment day (in their
allocated tutorial).
Length: 5 minute YouTube video and
Group presentation of 15 minutes
Curriculum Mode: Presentation
There are two parts to Assessment 2A: 1) an expo presentation and 2) a video of the group’s resource.
PART 1 - EXPO PRESENTATION: DUE IN CLASS - Monday 18th September - Wednesday 20th Septem-
ber.
Groups will base their resource on a topic studied in Wk 6 (race and ethnicity) or Wk 7 (language and culture) for
the (fictitious) ’2023 Teaching Expo’.
The purpose of the resource is to addresses a social justice issue impacting students in Australian schools. Groups
will design a resource (e.g. in-class activity, posters, board game, awareness-raising activity, card game, phone app,
online resource) that will assist teachers in challenging negative/deficit discourses, motivate their students to support
social justice issues, and raise secondary school students’ awareness of inequality and power imbalances in society.
The ’2023 Teaching Expo’ is an event designed to host hundreds of exhibitors showcasing the latest in teaching
resources for C21st classrooms. Each group will present their culturally responsive resource to the expo audience who
comprise of fellow teachers and other industry professionals.
You and your group will present your group’s resource to the expo audience (your tutorial). The group presentation
must:
– be engaging and interesting (you can use slides, props, engage with the audience)
– explain how the resource has been based on one KLA, but demonstrate how it can be modified and used in 2
other KLAs (choose dissimilar KLAs to demonstrate greater adaptability)
– integrate a sociological theory/ies (max 2) and how it informed the design and purpose of the resource
– explain how the resource is relevant and challenging but not too complex for students
– reflect on the resource as motivational and inspires students to learn and understand diversity, inequality and
power imbalances
– be clearly spoken and demonstrate good group communication and teamwork
– be no more than 15 minutes in duration
– you are not permitted to play videos during your presentation
PART 2 - VIDEO SUBMISSION: DUE BY 11:59PM, SUNDAY, 17th September, 2023.
One member for each group must submit the a word doc through Turnitin that includes:
– video link to the resource (and password if required),
– name and student number of each group member,
– summary of what each group member contributed to the development of the resource and presentation, and
13
– reference list (minimum 6 academic references including the textbook) for your presentation (APA 7th Edition)
– optional: supplementary documents that the group wishes to attached (eg. the rules if submitting a game).
Note that the video is strictly to show the resource. If a game-based resource was created then an explanation as
to how the game is played/works is required (as you will not have enough time in the presentation to do this). The
video has no minimum time, but must not exceed 5 minutes (the time will vary depending on the type of resource
created). Not all group members are required to be in the video. Consenting family and/or friends can be included,
but the video must not include images of schools and their students.
——–
NOTE:
– Groups will consist of 4 students from the same allocated tutorial.
– Students must organise themselves into groups in the Wk 5 tutorial. It is your responsibility to be present
during tutorials and find a group.
– As pre-service teachers you should respect your fellow students and behave professionally as you will be expected
to in your future teaching careers. WSU has a strict anti-bullying policy. Please be respectful of each other.
Any reports of bullying will be reported to the Deputy Dean for student misconduct.
You are responsible for collaborating with your group members, this includes attending meetings. This
is a GROUP assessment, students who do not attend group meetings, collaborate or contribute will be
penalised. On the day of presentations please respect your fellow students by giving them your attention
during the presentations.
Preparation for this assessment requires that you and your group:
– Attend meetings (in-person or zoom)
– Plan and allocate tasks to each group member
– Brainstorm social justice issues
– Create and justify a specific classroom resource
– Determine and document the relevance of your resource to a specific KLA/area
– Double check each other’s work
– Check timing and rehearse your presentation
AI:
Use of generative artificial intelligence (AI) is not permitted in this assessment task without appropriate acknowl-
edgement. See advice on acknowledging the use of generative AI on the Library web page.
Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining
answers from a third party including generative AI to questions in an examination or other form of assessment may
lead to sanctions under the Student Misconduct Rule. Use of generative AI tools may be detected. More information
is available on the Library web page.
YOU MUST KEEP A COPY OF YOUR ASSIGNMENT.
Exemplar:
Past exemplars/excerpts of assignments identified as a distinction/credit/pass can be found in the assessment folder
on the subject’s vUWS site. Note that these exemplar videos were submitted when videos were only of the game
being played and presentations were assessed on campus, this assessment has been modified to online teaching.
14
Resources:
A minimum of 6 scholarly bibliographical references are required. Assessment must make relevant references to the
prescribed subject textbook and at least 5 relevant references from any of the following sources: academic books/book
chapters, peer-reviewed journal articles, readings from the subject reading list, and/or credible newspaper sources
(nb: no more than 25% of the reference list can come from media source/s).
15
Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Group development of
resource:
Group communicates
and works well
together.
Engaging
presentation. APA
7th Edition for
referencing. Does not
exceed time limit.
6/30
Outstanding evidence
of resource
development.
Outstanding group
work and highly
adaptable resource
demonstrating
adaptive ability
development for both
teachers and
students.
Presentation was very
clear, rehearsed and
did not exceed the
time limit.
Comprehensive
evidence of resource
development.
Detailed design
process scaffold.
Very good group
communication.
Excellent group work
and highly
adaptable resource
presented in an
engaging way.
Presentation was very
good, with few errors
and did not exceed
the time limit.
Well documented
evidence of resource
development.
Design process
scaffold complete.
Well organised
Expo and group
summary.
Good group
communication.
Presentation was
good, with few errors
and did not exceed
the time limit.
Adequate evidence of
resource development
throughout the
subject.
Design process
scaffold mostly
complete.
Satisfactory group
communication.
Adequately organised
presentation.
Minimal evidence of
resource development
throughout the
subject.
Group work fractured.
Poor group
communication.
Presentation lacking
clarity or
disorganised, and/or
over the time limit.
Application of theory:
Group work has been
consistent and well-
designed
demonstrating
application of
appropriate
sociological
theoretical
perspectives. The
resource addresses
the identified social
justice issue.
6/30
Students offer
outstanding and
well-developed critical
analysis of a specific
social justice issue,
applying most
relevant sociological
concepts. Informed by
highly relevant texts.
Specific social justice
issue identified and
critically analysed
with relevant
sociological
perspectives.
Exceptional
application of theory
in resource. Informed
by highly relevant
texts.
Social Justice issue
clearly addressed and
supported by relevant
perspectives/theory.
Informed by relevant
texts.
Social Justice issue
addressed and
supported by
appropriate
sociological
perspectives/theory.
Resource and/or
group summary does
not address specified
social justice issue.
Students fail to apply
relevant sociological
perspectives.
Group engagement
(creativity): Extent of
creativity, imagination
and innovation of the
resource to
understand
sociological issues and
justify pedagogical
strategies
6/30
Resource show high
degree of creativity
and usability by
teachers and
students.
Social justice issue is
critiqued and
discusses the
intersection of the
effect of multiple
social justice issues on
learning communities.
Offers integrated
pedagogical strategies
to address social
justice issues.
Innovative resource
which expertly
documents how to
use the resource and
how it assists
students’
understanding of the
identified social
justice issue,
inequality and power.
Critically analyses the
pedagogical strategies
chosen;
integrated use of
theoretical
perspectives.
Justifies the
pedagogical strategies
you have
chosen.
Clearly articulated
resource which
carefully documents
its use and how it
assists student’s
understandings of
your identified social
justice issue and
power.
Basic creative
application.
Resource provides
adequate description.
Some pedagogical
strategies are
identified.
Poor use of creativity.
No video
documentary evidence
or poorly made.
Lacks clarity and fails
to explain the
sociological relevance
of the resource.
Fails to mention
pedagogical
strategies.
Group Engagement
(adaptability):
The resource is
applicable to an
identified KLA area,
easy to use and
understand. 6/30
Resource is highly
transferable.
Offers a synthesised
critical analysis of
resource applications
in various KLA areas.
Transferable resource
across several KLA
areas;
specifically links the
resource to more than
one KLA areas.
Specifies and critically
analyses possible
applications of the
resource.
Resource able to be
used in more than
one KLA and clearly
specifies application.
Specifically links the
resource to your KLA
area.
Resource easy to use.
Attempts are made to
link sociological issues
to KLA.
Some applications of
resource are explained
and specified.
Fails to link to KLA.
Resource requires
excessive planation or
is too basic.
Applications of the
resource are unclear
or not specified.
Group analysis
(reflection):
Reflection on resource
as a pedagogical
approach that
motivates and inspires
students to learn, and
assists students’
understanding of
diversity, inequality
and power
imbalances.
Evaluation of resource
to improve learning
and teaching.
6/30
Synthesised critical
analysis of benefits
and limitations of the
resource, discussing
pedagogical
approaches based on
current and highly
relevant research.
Analyses learnings
with reference to
broader discourses in
educational contexts.
Critically analyses
benefits and
limitations of the
resource, discussing
pedagogical
approaches based on
current research.
Critically analyses
how the resource
could be improved;
analyses how the
resource would help
students and learning
communities
understand the social
justice issue.
Clearly specifies
benefits and
limitations of the
resource, based on
sound pedagogical
approaches.
Explains in detail how
the resource could be
improved;
analyses how the
resource would help
students understand
the social justice
issue.
Specifies benefits and
limitations of the
resource, based on
sound pedagogical
approaches.
Outlines how the
resource could be
improved; also
describes how the
resource would help
students understand
the social justice
issue.
Students fail to
reflect on benefits
and limitations of the
resource or this is
unclear or not
specified.
Unsupported by
appropriate
pedagogical approach.
No discussion of
relevance to students
or social justice issue.
16
2.5.3 2b. Reflection: Critical personal reflection of the group process in 2a towards catering for diversity,
social justice and equity
Weight: 20%
Type of Collabora-
tion:
Individual
Due: 11:59pm Tuesday 26th September
Submission: Submission via Turnitin in vUWS. Assessments received by email will not be accepted.
Format: 1,000 words (10% +/-) excluding each question and reference list (APA7th edition).
Students are required to write each question and respond.
Must be 1.5-2.0 spaced.
Assessment must make relevant references to the prescribed subject textbook and other
course readings.
Length: 1,000 words
Curriculum Mode: Reflection
Part B: Critical Personal Reflection (20 Marks)
In order to complete this assignment you need respond to the following questions, drawing on the group resource
(Assessment 2A) and your learnings from this subject:
1) How does your group’s resource implement social justice perspectives and why is this important?
2) What sociological theory/ies (maximum of two) have contributed to your understandings of education in Australia
and will benefit your future classrooms?
3) How does your group resource address equity and diversity in classrooms?
NB:
– Each question is worth equal marks
– The responses should be formal and include supportive references from this subject
– You are required to use personal pronouns
– Cut and paste the three questions into a Word doc and respond accordingly (the questions are not included in
the word count)
– Do not reference content or material from other subjects - this assessment is strictly about your learnings from
this subject
– Assessments that are plagiarised (eg. no/inadequate referencing, collusion, self-plagiarism) will automatically
fail and be referred to the Deputy Dean for student academic misconduct
SUBMISSION NOTES:
– Assignments submitted after the due date and time, without an approved extension, will be penalised 10% (5
marks) per day for late submission.
– PLEASE NOTE: For Assessment 2 to be considered submitted BOTH Parts A & B MUST BE Completed and
submitted by their due dates.
AI:
Use of generative artificial intelligence (AI) is not permitted in this assessment task without appropriate acknowl-
edgement. See advice on acknowledging the use of generative AI on the Library web page.
Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining
answers from a third party including generative AI to questions in an examination or other form of assessment may
17
lead to sanctions under the Student Misconduct Rule. Use of generative AI tools may be detected. More information
is available on the Library web page.
YOU MUST KEEP A COPY OF YOUR ASSIGNMENT.
Exemplar:
Past exemplars/excerpts of assignments identified as a distinction/credit/pass can be found in the assessment folder
on the subject’s vUWS site.
Resources:
A minimum of 4 scholarly references are required for your presentation. You are encouraged to cite relevant readings
from throughout the semester as you refer to theoretical frameworks/concepts which have influenced your perspectives.
Reflection must make relevant reference to the prescribed subject textbook and at least 3 relevant references from
any of the following sources: academic books/book chapters, peer-reviewed journal articles, readings from the subject
reading list, and/or credible newspaper sources (nb: no more than 25% of the reference list can come from media
source/s).
18
Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Reflects on group
resource and
importance of
implementing social
justice perspectives
in own teaching
practice.
5/20
Reflects personally,
analytically, and in a
detailed way on the
relevance of social
justice perspectives in
teaching practices,
with a sophisticated
argument around the
impact of power upon
learning communities.
Response is supported
by highly relevant
unit texts.
Reflects personally
and clearly on why
social justice
perspectives are
relevant to learning
communities, with
critical discussion of
power. Response is
supported by relevant
unit texts.
Reflects personally on
the relevance of social
justice perspectives to
learning communities,
with clear reasoning.
Response is supported
by at least one
relevant unit
reference.
Describes relevance of
social justice
perspectives to
learning communities
but with general,
irrelevant or non-unit
specific examples.
Does not reflect on
importance of
implementing social
justice perspectives.
Turnitin originality
report detects some
insignificant matches.
Identifies sociological
theories that would
influence and
enhance learning and
teaching and/or the
student experience.
5/20
Critically analyses a
range of highly
relevant sociological
theories that would
influence and enhance
learning and teaching
and/or the student
experience, with
sound reasoning for
recommended
approach. Integrates
and synthesises
theoretical evidence
throughout response.
Response is supported
by highly relevant
unit texts.
Critically analyses a
range of highly
relevant sociological
theories that would
influence and enhance
learning and teaching
and/or the student
experience. Integrates
theoretical evidence
throughout response.
Response is supported
by relevant unit texts.
Clearly identifies
relevant sociological
theories and offers a
critical discussion.
Supports ideas with
theoretical evidence.
Response is supported
by at least one
relevant unit
reference.
Describes some
relevant sociological
theories that would
influence and enhance
learning and teaching
and/or the student
experience. Supports
ideas with general,
irrelevant or non-unit
specific examples.
Does not identify or
offer sound
sociological theories
that would influence
and enhance learning
and teaching and/or
the student
experience. Does not
provide theoretical
support/evidence.
Turnitin originality
report detects some
insignificant matches.
Discusses how the
group resource
addresses equity and
diversity.
5/20
Critically analyses the
ways in which the
group resource
addresses equity and
diversity, with high
attention to detail.
Response is supported
by highly relevant
unit texts.
Critically analyses the
ways in which the
group resource
addresses equity and
diversity. Response is
supported by relevant
unit texts.
Clearly identifies and
discusses the ways in
which the group
resource addresses
issues of equity and
diversity. Response is
supported by at least
one relevant unit
reference.
Explains the group
resource in relation to
equity and diversity,
with general,
irrelevant or non-unit
specific examples.
Does not discuss the
group resource in
relation to equity and
diversity. Does not
provide clear
examples to unit
texts. Turnitin
originality report
detects some
insignificant matches.
Presents work
professionally, with
clear academic
writing and within
the word limit
2.5/20
Well structured paper
or innovative
presentation within
the word/time limit;
explicitly identifies the
key issues; cohesive,
grammatically correct
structure; very few
typographic or
spelling errors. With
competent integration
of evidence,
submitted to Turnitin;
original work with
insignificant matches.
Clear and concise
structure;
strengthened by
relevant research;
grammar and syntax
mostly correct;
cohesive text within
word/time limit;
discriminating use of
appropriate
vocabulary; few
typographic or
spelling errors.
Well structured and
coherent text;
effective grammatical
expression; adheres to
word/time limit; uses
appropriate
terminology; minor
typographic and /or
spelling errors.
Analysis well
developed with
student’s voice and
supported by
literature and
research.
Generally clear;
paper/presentation
has introduction,
body and conclusion;
developed with
student’s voice;
sentences coherent
and grammatically
correct; within
word/time limit; some
typographic and /or
spelling errors.
Some appropriate use
of evidence but needs
to be better
integrated; submitted
to Turnitin; originality
report detects some
insignificant matches.
Work lacks structure;
little evidence paper
has been edited;
terminology
inappropriate;
frequent spelling/
typographic errors.
Poor paraphrasing or
overreliance on
quotes. Submitted to
Turnitin; originality
report detects some
insignificant matches.
Significantly below or
above the word/time
limit.
19
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Uses the APA 7th
edition referencing
style correctly for
both in- text
citations and
reference list
2.5/20
The reference list and
in-text citations are
correctly formatted
and punctuated
throughout. See the
Library APA Guide
7th edition and APA
style guide to
electronic references.
As for pass, and more
than half of the
reference list is
correct formatted
and/or punctuated,
including complex
citations or unusual
source materials.
See the Library APA
guide.
As for pass, and at
least half of the
reference list and
in-text citations are
correctly formatted
(Italics, capitalisation,
regular text and
spacing) and/or
punctuated
(alphabetically
ordered, double
spaced hanging
indents, full stops and
commas correctly
positioned). In-text
citations for direct
quotes include page
numbers.
See the Library APA
guide.
The 4 elements of the
APA referencing style
are present in most
reference list,
(creator, copyright
date, title of work
and source).
Some attempt at
appropriate in-text
citation, formatting
and punctuation has
been demonstrated.
All cited sources are
included in the
reference list.
See the Library APA
guide.
Reference list is
missing or mostly
incorrect. In-text
citations omitted or
used incorrectly.
Turnitin originality
report detects some
insignificant matches.
20
2.6 General Submission Requirements
Submission
– All assignments must be submitted by the specified due date and time.
– Complete your assignment and follow the individual assessment item instructions on how to submit. You must
keep a copy of all assignments submitted for marking.
Turnitin
– The Turnitin plagiarism prevention system may be used within this Subject. Turnitin is accessed via logging
into vUWS for the Subject. If Turnitin is being used with this Subject, this means that your assignments have
to be submitted through the Turnitin system. Turnitin is a web-based text-matching software that identifies
and reports on similarities between documents. It is also widely utilised as a tool to improve academic writing
skills. Turnitin compares electronically submitted papers against the following:
– Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages
– Student papers: including Western Sydney University student submissions since 2007
– Scholarly literature: Turnitin has partnered with leading content publishers, including library databases,
text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Proquest,
Emerald and Sage)
– Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is
an important tool to assist students with their academic writing by promoting awareness of plagiarism. By
submitting your work using this link you are certifying that:
– You hold a copy of this submission if the original is lost or damaged.
– No part of this submission has been copied from any other student’s work or from any other source except
where due acknowledgement is made in the submission.
– No part of this submission has been submitted by you in another (previous or current) assessment, ex-
cept where appropriately referenced, and with prior permission from the teacher/tutor/supervisor/Subject
Coordinator for this subject.
– No part of this submission has been written/produced for you by any other person except where collabo-
ration has been authorised by the teacher/tutor/supervisor/Subject Coordinator concerned.
– You are aware that this submission will be reproduced and submitted to plagiarism detection software
programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for
future plagiarism checking).
– You are aware that this submission may be de-identified and reproduced in part or in full as an example
for future students.
– You will not make this submission available to any other person unless required by the University.
Self-Plagiarising
– You are to ensure that no part of any submitted assignment for this Subject or product has been submitted by
yourself in another (previous or current) assessment from any Subject, except where appropriately referenced,
and with prior permission from the Lecturer/Tutor/Subject Coordinator of this Subject.
Late Submission
– If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will
be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment’s weight
will be deducted from the mark awarded.
– For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late
day.
– Saturday and Sunday are counted as one calendar day each.
– Assessments will not be accepted after the marked assessment task has been returned to students.
– This is consistent with Western Sydney University’s Assessment Policy
21
Extension of Due Date for Submission
A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their
control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively.
To apply for an extension of assessment, please go to https://www.westernsydney.edu.au/currentstudents/current_
students/forms for guidance on how to lodge a request for consideration by the Subject Coordinator/Convenor.
Extension requests can be lodged before, on or no later than 5.00pm two working days after the due date of the
assessment task.
Application forms must be submitted to the Subject Coordinator/Convenor. Requests for extension should be made
as early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted
with the application. An application for an extension does not automatically mean that an extension will be granted.
Assessments will not be accepted after the marked assessment task has been returned to students.
Resubmission
Resubmission of assessment items will not normally be granted if requested.
Disruption to Studies
It is strongly recommended that you attend all scheduled learning activities to support your learning. The University
will provide students who have experienced a serious and unavoidable disruption to their studies a Disruption to
Studies provision, which is an opportunity to demonstrate that you have met the learning outcomes for the subject.
To be eligible for a Disruption to Studies Provision, the disruption must impact your studies for at least three
consecutive days. More information, including how to apply for a Disruption to Studies, can be found on the
University website https://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/
special_consideration
Supplementary Assessments
A student may be eligible to apply for a supplementary assessment after the official notification of final Subject
results. Please see the Procedures Section of the WSU Assessment Policyfor details of eligibility and the application
process.
22
3 Teaching and Learning Activities
Weeks Lecture Tutorial Readings Assessments Due
Week 1
24-07-2023
Introduction to Sociology and Schooling:
significance of diversity, equity and
social justice for teaching and learning
Introduction to the subject, topics (race
and ethnicity, gender, sexuality,
language, culture, low SES),
assessments and the relevance of the
subject to secondary teaching.
1. Ragoonaden, K. O., Sivia, A., &
Baxan, V. (2015). Teaching for
Diversity in Teacher Education:
Transformative Frameworks. The
Canadian Journal for the Scholarship of
Teaching and Learning, 6 (3).
2. Gannon, S. & Naidoo, L. (2020).
Thinking- feeling- imagining futures
through creative arts-based participatory
research. Australian Educational
Researcher, 47, 113-128.
Week 2
31-07-2023
Socio ‐ cultural Theories and Power An examination of the various
sociological theories related to the social
justice issues to be studied
1. Prescribed textbook - Chapter 1, The
Unseen Half
2. Sever , M. (2012)A critical look at
the theories of sociology of education,
International Journal of Human
Sciences, 9(1), 640-671
Week 3
07-08-2023
Social Class and Education Key terms: diversity, difference, equity,
social justice, power, governmentality
1. What challenges do teachers face
teaching disaffected and, often
marginalised, students?
2. What is the role of teacher
dispositions and whole school
approaches for working with cultural,
language and literacy differences?
Prescribed textbook - Chapter 5:
Destabilising Privilege
23
Weeks Lecture Tutorial Readings Assessments Due
Lampert, J., Ball, A., Garcia-Carrion,
R., & Burnett, B. (2020) Poverty and
schooling: three cases from Australia,
the United States, and Spain,
Asia-Pacific Journal of of Teacher
Education, 48:1, 60-78. DOI:
10.1080/1359866X.2019.1602863
Comber, B. (2016). Poverty, place and
pedagogy in education: Research stories
from front-line workers. Australian
Educational Researcher, 43, 393-417.
Week 4
14-08-2023
Gender, Social Power and Privilege Key terms: social construction;
hegemonic masculinity;
femininity
1. How is gender shaped by social
environments?
2. How do gender stereotypes find their
way into the schooling system and in
what ways can they manifest?
Prescribed Textbook - Ullman, J.
’Regulating ”Gender Climate”:
Exploring the social construction of
gender and sexuality in regional and
rural Australian schools.
Stahl, G. (2021) ’They make time for
you’: upwardly mobile working-class
boys and understanding the dimensions
of nurturing and supportive
student-teacher relationships, Research
Papers in Education, DOI:
10.1080/02671522.2021.1905705
24
Weeks Lecture Tutorial Readings Assessments Due
Week 5
21-08-2023
Diverse Sexualities and Gender
Expression
Key terms: subjectivity, embodiment,
performativity
1. How do multiple identities provide
opportunities to operate across gender
boundaries?
2. How does subjective experience and
embodiment influence student identity/
engagement/resistance?
3. How do school environments affect
the performance of sexual diversities?
Prescribed textbook- Ferfolja, T. ’Sexual
diversities, policy approaches and the
construction of the subject’.
- Essay: Impact of difference and
intercultural understanding on teaching
and learning
Ullman, J. (2015). Free2Be?: Exploring
the schooling experiences of Australia’s
sexuality and gender diverse secondary
students. Penrith, Australia: University
of Western Sydney.
Ferfolja, T. and Ullman, J. (2020),
’Schooling and a Culture of Limitation:
Implications for Gender and Sexuality
Diverse Students and their Classmates’,
in Gender and sexuality diversity in a
culture of limitation : student and
teacher experiences in schools,
Routledge, pp 62-88
Week 6
28-08-2023
INTER-SEMESTER BREAK - NO
LECTURE OR CLASS
INTER-SEMESTER BREAK - NO
LECTURE OR CLASS
INTER-SEMESTER BREAK - NO
LECTURE OR CLASS
Week 7
04-09-2023
Intersections of Race and Ethnicity Key terms: white privilege, white
Australia, governance, critical race
theory, whiteness theory, post-colonial
theory, discrimination
Prescribed textbook Chapter 8:
’Disaffected’ youth: Intersections of
class and ethnicity
25
Weeks Lecture Tutorial Readings Assessments Due
1. Is the Australian education system,
having grown from colonial values,
grounded in Anglo-centric aspirations
and intentions?
Forrest, J., Lean, G. & Dunn, K. (2016).
Challenging racism through schools:
teacher attitudes to cultural diversity
and multicultural education in Sydney,
Australia, Race Ethnicity and Education,
19, 618-638
Rahman, K (2012). Belonging and
learning to belong in school: the
implications of the hidden curriculum for
indigenous students. Discourse, 34(5),
p.1-13
2. Is educational success influenced by
the capacity to exhibit certain ways of
knowing and learning that are
considered the ’norm’?
Week 8
11-09-2023
INDEPENDENT ONLINE WEEK
(NO CLASS)
INDEPENDENT ONLINE WEEK
(NO CLASS)
INDEPENDENT ONLINE WEEK
(NO CLASS)
Social justice for linguistically and
culturally diverse minority students.
Key terms: culture, multiculturalism,
cultural assumptions, EALD teaching
programs, assessment
Prescribed textbook - Jones Diaz, C.
Chapter 7 ’Silences in growing up
bi/multilingual...’
1. How do multiple identities provide
opportunities to operate across cultural
boundaries?
Naidu, K. (2020). Attending to ’culture’
in intercultural language learning: a
study of Indonesian language teachers in
Australia, Discourse: Studies in the
cultural politics of education, 41(4), pp.
653-665.
2. Is there a gap between the school
policies relating to diversity and
difference and lived experience of
students?
Prescribed textbook - Dwarte, J.
Chapter 12 ’Reflections on language and
literacy...’
26
Weeks Lecture Tutorial Readings Assessments Due
3. What are the implications for
teaching established by research?
Cruickshank, K. (2014). Exploring
the-lingual between Bi and mono:
Young people and their languages in an
Australian context. The multilingual
turn in languages education:
Opportunities and challenges, 41-63.
4. How can the needs of diverse
language learners be supported by best
practice research?
Week 9
18-09-2023
Twenty-first Century Teaching and
Learning
1. What are the key issues facing
teachers and learners in the C21st?
Prescribed Textbook - Chapter 13: Final
Ruminations on the ’Unseen Half’
- 2a. Presentation: Creation of a
culturally-responsive teaching resource,
and explanation in relation to the
subject’s content
What are the complexities facing
educators in a 21st century context
Week 10
25-09-2023
NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS - 2b. Reflection: Critical personal
reflection of the group process in 2a
towards catering for diversity, social
justice and equity
Week 11
02-10-2023
NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS
Week 12
09-10-2023
NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS
Week 13
16-10-2023
NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS
Week 14
23-10-2023
NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS
Week 15
30-10-2023
NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS
Week 16
06-11-2023
NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS
Week 17
13-11-2023
NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS NO LECTURES OR TUTORIALS
The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
27
4 Learning Resources
4.1 Recommended Readings
Prescribed Textbook
Ferfolja, T., Jones-Diaz, C., & Ullman, J. (2018). Understanding Sociological Theory for Educational Practices (2nd
ed.). Port Melbourne, Vic.: Cambridge
Essential Reading
Apple, M.W. (2017) What is Present and Absent in Critical Analyses of Neoliberalism in Education, Peabody
Journal of Education, 92 :1, 148-153, DOI: 10.1080/0161956X.2016.1265344
Comber, B. (2016). Poverty, place and pedagogy in education: Research stories from front-line workers. Australian
Educational Researcher, 43, 393-417.
Cruickshank, K. (2014). Exploring the-lingual between Bi and mono: Young people and their languages in an
Australian context. The multilingual turn in languages education: Opportunities and challenges, 41-63.
Davis, Bronwyn & Peter Bansel (2007), ’Neoliberalism and education’, International Journal of Qualitative Studies
in Education, 20(3): 247-259.
Ferfolja, T. and Ullman, J. (2020), ’Schooling and a Culture of Limitation: Implications for Gender and Sexuality
Diverse Students and their Classmates’, in Gender and sexuality diversity in a culture of limitation : student
and teacher experiences in schools, Routledge, pp 62-88
Forrest, J., Lean, G. & Dunn, K. (2016). Challenging racism through schools: teacher attitudes to cul-
tural diversity and multicultural education in Sydney, Australia. Race Ethnicity and Education, 19, 618-638.
https://doi.org/10.1080/13613324.2015.1095170
Gannon, S. & Naidoo, L. (2020). Thinking- feeling- imagining futures through creative arts-based participatory
research. Australian Educational Researcher, 47, 113-128. https://doi.org/10.1007/s13384-019-00330-6
Hardy, I. and Grootenboer, P. (2013). ’Schools, teachers and community: cultivating the conditions for engaged
student learning’. Journal of Curriculum Studies, 45(5) 697-719.
Lambert, K., Wright, P.R., Currie, J. & Pascoe, R. (2015) Data-Driven Performativity: Neoliberalism’s Impact on
Drama Education in Western Australian Secondary Schools, Review of Education, Pedagogy, and Cultural
Studies, 37 :5, 460-475, DOI: 10.1080/10714413.2015.1091260
Lampert, J., Ball, A., Garcia-Carrion, R., & Burnett, B. (2020) Poverty and schooling: three cases from Aus-
tralia, the United States, and Spain, Asia-Pacific Journal of Teacher Education, 48 :1, 60-78. DOI:
10.1080/1359866X.2019.1602863
Lewis-Spector, J. (2016) Building strong futures: Literacy practices for developing engaged citizenship in the 21st
century. Australian Journal of Language & Literacy, [s. l.], v. 39, n. 1, p. 86-95,
28
McGregor, G., Mills, M., Te Riele, K., Baroutsis, A. & Hayes, D. (2017) Re-imagining Schooling for Education.
London: Palgrave MacMillan. (Chapter 1, pp. 1-9 AND Chapter 3, pp. 39-69). Ebook in library. https://ebookcen-
tral.proquest.com/lib/uwsau/detail.action?docID=4820189
Ragoonaden, K. O., Sivia, A., & Baxan, V. (2015). Teaching for Diversity in Teacher Education:
Transformative Frameworks. The Canadian Journal for the Scholarship of Teaching and Learning, 6(3).
http://dx.doi.org/10.5206/cjsotl-rcacea.2015.3.6
Rahman, K (2012). Belonging and learning to belong in school: the implications of the hidden curriculum for
indigenous students. Discourse, ol.34(5), p.1-13
Saltmarsh, S. (2007). Cultural complicities: Elitism, heteronormativity and violence in the education marketplace.
International Journal of Qualitative Studies in Education, 20(3), 335-354.
Stahl, G. (2021) ’They make time for you’: upwardly mobile working-class boys and understanding the di-
mensions of nurturing and supportive student-teacher relationships, Research Papers in Education, DOI:
10.1080/02671522.2021.1905705
Ullman, J. (2015). Free2Be?: Exploring the schooling experiences of Australia’s sexuality and gender diverse secondary
students. Penrith, Australia: University of Western Sydney.
Additional Reading
Lingard, Bob, Sue Creagh & Greg Vass (2012) ’Education policy as numbers: data categories and two Australian
cases of misrecognition’, Journal of Education Policy, 27(3), 315-333.
Mourad, Z. (2023). ”Her scarf is a garbage bag wrapped around her head”: Muslim youth experiences of Islamophobia
in Sydney primary schools. Ethnicities, 23(1), 46-63.
Ninnes, P. (2000) ’Representations of indigenous knowledges in secondary school science textbooks in Australia and
Canada’. International Journal of Science Education, 22(6) 603-617.