028226 Beyond Culture: Diversity in Context

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

Subject level:

Undergraduate

Description

This subject is designed to develop students' understanding of the complexities of classrooms and workplaces through an exploration of diversity in different educational settings and how these contexts engage in effective teaching practices that optimise student learning. Students explore a range of theoretical perspectives that they can use to negotiate cultural differences and create productive learning environments and opportunities for a diverse range of students. Students investigate how theory informs practice and vice versa. The subject interrogates comparative definitions of terms such as culture, multiple identities, hybridity, belonging, value systems, multiculturalism, indigeneity, gender and disability. Students explore the intersections of these concepts/constructs in local and international contexts and the importance of ethical engagement of digital technologies to connect with the world around them. The major focus is on becoming culturally competent and what it means to work productively in diversity.

Subject learning objectives (SLOs)

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

• Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
• Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
• Operate ethically with a commitment to social justice (GTS 4, 7) (5.1)
• Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
• Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.4 Act as a developer of learning with colleagues and possess collaborative skills (GTS 7)

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS 3)

5. Active Citizenship
5.1 Operate ethically with a commitment to social justice (GTS 4, 7)

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
6.2 Exhibit high level numeracy and literacies (GTS 2)

Content (topics)

• Definitions of culture and cultural identity, fluidity of identity, hybridity, multiple identities, belonging and becoming (PA 1.1, 6.3);
• What are the essential elements of culture – why are these often contested (religion, language, gender, whiteness, ethnocentrism, racism and prejudice, belonging (PA 1.11, 6.1, 6.3, 6.4);
• Theoretical/philosophical and ethical perspectives of culture (PA 6.1, 6.2, 6.11);
• Comparative analysis of different educational systems and how they approach culture and diversity (PA 1.10, 6.2);
• Discussion of Cultural tensions, current Australian context Global context (PA 1.1, 6.1, 6.2);
• Models of cultural competence – what are the types of diversity in different contexts- workplaces, schools /tertiary institutions; How cultural diversity impacts in the workplace (PA 1.5, 1.10, 6.5, 6.11);
• Applying the models of cultural competence in different contexts –locally and globally – comparative analysis (PA 1.5, 6.8, 6.9);
• Cultural competence training in operation – examples; building personal toolkit (PA 6.9, 6.10, 6.11);
• Culture and Digital literacy -digital citizenship – ethical and legal issues (PA 3.2);
• Culture and Human rights /Building resilience; Mediating conflicts – case studies (PA 1.2, 1.9, 6.7).

Assessment

Assessment task 1: Identities and social relationships

Assessment task 2: The Magic of Storytelling: Writing and illustrating a children's story

Assessment task 3: Reflection Essay

Minimum requirements

Attendance at the workshops and participation in these workshops and any online activities is essential in this subject as the learning, knowledge and development of skills is based on a collaborative approach, which involves the workshopping and interchange of ideas with other students and the tutor. A maximum of one (1) workshop can be missed and students should inform the tutor in a timely manner if they cannot attend. It is a requirement of this subject that students undertake the OPELA task and attend any additional workshops and/or arranged to improve literacy skills.

Required texts

There is NO set text for this subject as readings will be available online.

At the start of semester you will be instructed on how to access the subject readings via Reading List in Canvas

Recommended texts

Marshall, Lorraine and Rowland, Frances (2013). A Guide to Learning Independently (5th Edition). Sydney, NSW: Pearson Education Australia.

References

Alcoff, L.M., Hames-Garcia, M., Mohanty, S.P. and Moya, P. (2006). Identity Politics Reconsidered, Palgrave-Macmillan.

Ang, I. (2001). On Not Speaking Chinese: Living between the Asia and the West. Routledge.

Ashman, A. (Ed). (2019). Education for Inclusion and Diversity. Pearson Australia.

Austin, J. (Ed). (2005). Culture and Identity, Pearson Education Australia.

Barker, C. (2012). Cultural Studies: Theory and Practice (4th edition). SAGE Publications Limited.

Bucher, R.D. (2015). Diversity Consciousness: Opening Out Minds to People, Cultures and Opportunities. Pearson Education Inc.

Connell, R. (2007). Southern theory: the global dynamics of knowledge in social science. Allen & Unwin.

Cooper, J.E., (2011). Developing Critical Cultural Competency: A Guide for 21st Century Educators. Corwin Press.

Foreman, P. and Arthur-Kelly, M. (Eds). (2017). Inclusion in Action. Cengage Learning Australia.

Gargiulo, R.M. and Metcalf, D. (2017). Teaching in Today's Inclusive Classrooms. Cengage Learning.

Giles, J & Middleton, T (2008). Studying Culture: A practical introduction. Blackwell Publishing.

Hyde, M., Carpenter, L. & Dole, S. (Eds). (2017). Diversity, Inclusion and Engagement. Oxford University Press.

Higgs, J., Ajjawi, R., McAllister, L. Trede, F., & Loftus, S. (2012). Communicating in the Health Sciences, Oxford University Press.

Hodge, B & O’Carroll, J (2006). Borderwork in Multicultural Australia. Allen & Unwin.

Holliday, A., Hyde, M., & Kullman, J. (2010). Intercultural Communication: An advanced resource book for students. Routledge.

Pajalic, A. and Divaroren, D. (Eds). (2014). Coming of Age: Growing up Muslim in Australia. Allen & Unwin.

Perkins, M. (Ed). (2007). Visibly Different: Face, Place and Race in Australia. Peter Lang.

Pung, A. (Ed). (2008). Growing up Asian in Australia. Black Inc.

Quezada, R.L., Lindsey, D.B., & Lindsey, R.B. (2012). Culturally Proficient Practice: Supporting educators of English learning students. Corwin Press.

Vasta, E. and Castles, S. (Eds) (1996). The teeth are smiling: The persistence of racism in multicultural Australia. Allen & Unwin.

Other resources

Canvas will be a major source of learning resources for this subject (eg. videos, podcasts, YouTube clips, web-links, readings etc). Weekly modules provide the context for each tutorial as well as any pre-class or after class activities that are required.