School Of Education

Culture, Subjectivities and SchoolingWestern Sydney University Unit Code: 102071.3


Student Contribution Band: 1

Level: 7

Credit Points: 10

Co ordinator
Mohamed Moustakim

Equivalent Units
101578 - Education, Knowledge, Society and Change


Students enrolled in 1651 Bachelor of Arts (Pathway to Teaching Primary), 1822 Bachelor of Arts (Pathway to Teaching Primary) Dean’s Scholars or 6019 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Primary, must have successfully completed 160 credit points.

101577 Classrooms Without Borders

Unit Enrolment Restrictions
Students must be enrolled in 1781 Master of Teaching (Primary), 1651 Bachelor of Arts (Pathway to Primary Teaching), 1822 Bachelor of Arts (Pathway to Teaching Primary) Dean’s Scholars or 6019 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Primary).

Teaching Periods

PeriodOffered  Campus  Contact
2020 Spring  Yes  Bankstown Campus - DAY  See Coordinator above   Timetable.   Print Unit Outline*

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About this Unit
From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit focuses on the socio-political, economic and cultural milieu that shapes teacher and student subjectivities. Teachers are required to understand the variety of, and changing nature of, discourses and ideologies that both constitute and are constituted in society, schooling, teaching, and learning, in an increasingly multifaceted, globalized and cosmopolitan environment. Within this framework it is also essential that teachers engage with and understand the diversity and fluidity of individuals and the broader Australian community in order to promote equitable practices in schooling and to facilitate educational and professional transformation. Aboriginal and Torres Strait Islander peoples and their relationship to schooling will also be explored in this unit, providing pre-service teachers with deeper understandings of Australia’s first nations people. Developing understandings of society, culture and the formation of subjectivities will promote an enhanced awareness of equity issues as well as crucial analytical and critical tools to address the needs of diverse students, their families, teachers, and the broader school community.

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