EDU8704 New Pedagogies
|EDU||8704||2, 2010||WEB||New Pedagogies||1||Toowoomba|
|Student contribution band:||National Priority Teaching|
- Reference materials
- Student workload
- Assessment details
- Important assessment information
- Assessment notes
- Other requirements
- Production date
- PDF version
STAFFINGExaminer: Jon Austin
Moderator: Andrew Hickey
In the wake of the Decade of the World's Indigenous Peoples (1994-2004), the significance of enacting diverse and inclusive pedagogies has gained increasing intensity. One prominent aspect of this has revolved around the need to (re)consider epistemologies - ways of knowing - alternative to those underpinning the WWW (White Western Ways). The intention of this course is to provide students with an opportunity to explore the philosophies and practices of critical and indigenous approaches to pedagogy (and curriculum - it is impossible to divorce the two here) with a view to both understanding and developing their own orientation to a deep or engaged pedagogy. The critical pedagogy "tradition" forms the base for this course, but its limitations are acknowledged, particularly its epistemological rootedness in white Western ways.
The course will explore the impetus for and the effects of a move to the decolonization of education generally, and will focus specifically on "new" (to Western eyes) pedagogies such as Red pedagogy (Sandy Grande), Kaupapa Maori pedagogy (Linda Tuiwhai Smith, Graham Smith, Russell Bishop), Native Hawai'an pedagogy (Manulani Meyer) and Islamic perspectives on knowing (Christopher Stonebanks). A major intention here is to then connect the Western critical tradition to these emerging decolonialist pedagogies. Major theorists in the critical pedagogical field and the intellectual and activist traditions in which they have worked will be presented, as will specific examples of new critical pedagogy in practice.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- articulate the essential features of and rationale for a move to decolonizing educative practice (Project: Indigenous pedagogies)
- explain the epistemological underpinnings and practical features of a number of (world) indigenous approaches to pedagogy (Project: Indigenous pedagogies)
- demonstrate an awareness of the historical development of the critical pedagogical "tradition" (Project: critical pedagogical practice)
- expose potential points for critical educative activity in specific pedagogical performances (Project: critical pedagogical practice)
- demonstrate an understanding of the social justice imperatives embedded in decolonizing pedagogies (Project: Indigenous pedagogies and Project: critical pedagogical practice)
|2.||Indigenous pedagogies: Hawaii'an, Kaupapa Maori, Red pedagogy
|3.||Contemporary developments in critical pedagogy
TEXT and MATERIALS required to be PURCHASED or accessed
ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).
Denzin, N., Lincoln, Y. & Smith, L (eds) 2008, Handbook of Critical and Indigenous Methodologies, Sage, Thousand Oaks CA:.
Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
(Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library. The gateway to education resources is here ... http://www.usq.edu.au/library/help/facultyguides/education/default.htm)
Freire, P. 2001, Pedagogy of the Oppressed (30th anniversary edition), Continuum. New York.
Grande, S. 2004, Red Pedagogy, Routledge. New York.
McLKaren, P. & Kincheloe J. (eds) 2007, Critical pedagogy: Where are we now?, 2007 edn, Peter Lang. New York.
Meyer, M. A. 2003, Ho'oulu: Our time of becoming: Hawaiian epistemology and early writings., 'Ai Pohaku Press Native Books, Honolulu,HI.
Smith, l. 1999, Decolonizing Methodologies: Research and indigenous people, University of Otago Press, Dunedin, NZ:.
Wilson, W.A. & Yellow Bird, M. (eds) 2005, For indigenous eyes only: A decolonization handbook., School of American Research Press, Santa Fe NM:.
STUDENT WORKLOAD REQUIREMENTS
|Description||Marks out of||Wtg(%)||Due date|
|INDIGENOUS PEDAGOGIES||40||40||10 Sep 2010|
|CRITICAL PEDAGOGIES PRACTICE||60||60||29 Oct 2010|
IMPORTANT ASSESSMENT INFORMATION
- Attendance requirements:
There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion forums scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
- Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
- Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
- Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
- Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
- Examination information:
There is no examination in this course.
- Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
- University Student Policies:
Students should read the USQ policies Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These polices can be found at the URL http://policy.usq.edu.au/portal/custom/search/category/usq_document_policy_type/Student.1.html.
|1.||APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/help/referencing/default.htm|
- Students will require access to e-mail and have Internet access to UConnect for this course.
This version produced 17 May 2011.