ASSESSMENT 1: Video Presentation
Date due: 11:55pm Sunday 1st October 2023
Weighting: 50%
Task: Make a 2 and a half-minute video in response to the question, ‘Why and how might
my curriculum be culturally bound’?
Purpose: The assignment is designed to have you reflect on what ontologies (ways of
thinking about the world) and epistemologies (ways of producing knowledge) underpin
curriculum design. It is a theoretical task, evaluating how knowledge and learning are
produced through school and university curriculums. Some call this the ‘hidden curriculum’
where students unconsciously learn and prioritise Western beliefs, values, and ways of
behaving and learning. Consider how the Australian curriculum might be culturally bound.
Instructions
1. Watch the videos (see links below) and list the key ideas raised
2. Read the core readings. The recommended readings are extremely helpful as
well.
3. Think about 2 or 3 key ideas that you can use to focus your video
4. Produce a video to communicate your ideas. Find creative and innovative ways of
communicating your message through your video.
5. Submit your video via iLearn.
Think about: key concepts in the syllabus such as knowledge/content; individual
assessment practices; teaching and learning practices including individual learning and
social learning.
Be creative: This assignment is an opportunity to work with another medium, and creatively
communicate your understanding. Do not feel constrained.
Watch
Main Video: Why is my curriculum white?: https://www.youtube.com/watch?v=Dscx4h2l-Pk
Core Readings
Peters, M.A. (2015) Why is My Curriculum White? Educational Philosophy and Theory,
47:7, 641-646.
Gillborn, D. (2006) Critical Race Theory and Education: Racism and antiracism in
educational theory and praxis, Discourse: Studies in the Cultural Politics of Education,
27, 11-32.
Additional Recommended Readings
Brayboy, B. M., Gough, H. R., Leonard, B., Roehl, R. F., & Solyom, J. A. (2012).
Reclaiming scholarship: Critical Indigenous research methodologies. Qualitative
research: An introduction to methods and designs, 423-450.
Do Micronesian Navigators Practice Science? in Harding, S. (2015). Objectivity and
diversity. University of Chicago Press.
Introduction in Said, E. W. (1978). In Orientalism. New York: Pantheon Books.
Connell, R. (2018). Decolonizing Sociology. Contemporary Sociology, 47(4), 399-407.
doi:10.1177/0094306118779811
Video Presentation Assessment Rubric
Assessment criteria Does not meet stated
assessment objectives
Satisfactory Sound Excellent Exceptional
1. Defined Ontologies
and Epistemologies
Define and understand
Ontologies and
Epistemologies.
No or limited understanding
of Ontologies and
Epistemologies. Did not
define Ontology and
Epistemology. Presentation
did not reflect any adequate
understanding of how beliefs
and ways of knowing impact
curriculum design.
Adequate understanding of
Ontologies and Epistemologies.
Defined Ontology and
Epistemology. Presentation
reflected a basic understanding
of how beliefs and ways of
knowing impact curriculum
design.
Sound understanding of
Ontologies and Epistemologies.
Defined Ontology and
Epistemology. Presentation
reflected a sound
understanding of how beliefs
and ways of knowing impact
curriculum design.
Excellent understanding of
Ontologies and Epistemologies.
Defined Ontology and
Epistemology. Presentation
reflected an excellent
understanding of how beliefs and
ways of knowing impact
curriculum design.
Outstanding understanding of
Ontologies and Epistemologies.
Defined Ontology and
Epistemology. Presentation
reflected an outstanding
understanding of how beliefs and
ways of knowing impact curriculum
design.
2. Impact – Evidence
Identified how western
ontology and
epistemology affect a
‘culturally bound’
curriculum and ways of
learning in schools and
universities.
No or limited commentary
and analysis. No or limited
examples given to show how
culturally bound western
ways of thinking and
knowledge impact curriculum
and learning. Frequent and
substantial misconceptions
are evident. Supporting
sources are not employed or
poorly selected and used.
Adequate commentary and
analysis. Some examples
provided as evidence of how
culturally bound western ways
of thinking and knowledge
impact curriculum and learning.
Misconceptions may be
evident. For the most part,
selection and use of supporting
sources is satisfactory.
Well considered commentary
and analysis. Convincing
examples of how culturally
bound western ways of
thinking and knowledge impact
curriculum and learning. Minor
misconceptions may be
evident. Satisfactory selection
and use of supporting sources.
Effective commentary and
analysis. Presentation reflected a
clear understanding of how
culturally bound western ways of
thinking and knowledge impact
curriculum and learning. Very
minor misconceptions may be
evident. Sound selection and
good use of quality supporting
sources.
Highly effective commentary and
analysis. Provided excellent and
explicit examples to show how
culturally bound western ways of
thinking and knowledge impact
curriculum and learning. No
misconceptions are evident. Sound
selection and excellent use of
quality supporting sources.
3. Creative
Communication
Creative
and innovative
communication
through the video
presentation.
No or limited creative and
innovative communication.
Presentation is not engaging.
Much of the supporting
information in the video is
irrelevant to the overall
message. Inappropriate
length.
Adequate creative and
innovative communication.
Presentation is somewhat
engaging. The supporting
information seems to
somewhat fit the main
argument presented by the
video. Max two and a half
minutes.
Well considered creative and
innovative communication.
Presentation is engaging.
Information is presented as a
connected theme with accurate
supporting information that
contributes to the main
argument presented by the
video. Max two and a half
minutes.
Effective creative and innovative
communication. Presentation is
quite articulate and engaging.
Information is well presented as
a connected theme with accurate
supporting information that
contributes to the main
argument presented by the
video. Max two and a half
minutes.
Highly creative and innovative
communication. Presentation is
highly articulate and engaging.
Information is very well presented
as a strongly connected theme with
accurate supporting information
that contributes to the main
argument presented by the video.
Max two and a half minutes.