EDU5703 Engaging Curriculum and Pedagogy
|Semester 3, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||23 April 2014|
Examiner: Andrew Hickey
Moderator: Amanda Heffernan
As with all social processes, ideas of what constitutes curriculum and pedagogy are constantly changing. In the contemporary era, both the scope and the function of these core aspects of the educative process have undergone significant revisions, and educators need to be aware of the changing landscape. Engaging with current ideas of the nature and potentialities of curriculum and pedagogy will enable professionals in the field to more adequately locate and develop their own practices such as to be better positioned to respond to challenges and imperatives thrown up in the conduct of their daily work. This course sets the basis for more in-depth explorations of specific aspects of the curriculum and pedagogy area.
The assumption regarding students enrolling in this specialisation is that they will have an understanding of curriculum and pedagogy from undergraduate programs and workplace experience. This course looks, then, to open up contemporary views of these topics for engagement by students. The course includes such ideas as public pedagogies, the politics of curriculum and pedagogy, sites and forms of curriculum performance, resistance and compliance, global and transformative practice and education, hope and social betterment. Key illustrative theorists whose work is surveyed include Paulo Freire, Henry Giroux, Peter McLaren and George Counts.
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:
- name, describe and discuss the impact of contemporary trends in curriculum and pedagogy (Project: Curriculum & Pedagogy)
- explain aspects of the politics of educational activity and link these to specific points of tension in professional practice (Project: Curriculum & Pedagogy)
- describe and analyse curricular and pedagogical initiatives ( Project: Transformative practice)
- discuss hope as a key curriculum component of transformative educational practice (Project: Transformative practice)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Contemporary views of curriculum & pedagogy||30.00|
|2.||The politics of curriculum & pedagogy||20.00|
|3.||Performing curriculum & pedagogy||20.00|
|4.||Hope & transformative practice||30.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=03&subject1=EDU5703)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Darder, A., Baltodano, M., & Torres, R. (Eds) 2008, The critical pedagogy reader, 2nd edn, Routledge Farmer, New York.
Kincheloe, J. L 2008, Critical pedagogy primer, 2nd edn, Peter Lang, New York.
Freire, P 1992, Pedagogy of Hope: Reliving Pedagogy of the Oppressed. London: Continuum. (2000) Pedagogy of the Oppressed (30th anniversary ed), Continuum, New York:.
Kincheloe, J. L 2004, Critical Pedagogy Primer, Peter Lang, New York.
McLaren, P. & Kincheloe, J. (eds) 2007, Critical Pedagogy: Where are we now?, Peter Lang, New York.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|CURRICULUM & PEDAGOGY||40||40||18 Dec 2013|
|TRANSFORMATIVE PRACTICE||60||60||29 Jan 2014|
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion fora 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.
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 policies can be found at http://policy.usq.edu.au.
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/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.