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This course introduces students to methods of critical enquiry into the social, institutional, classroom and individual practices that can support and/ or hinder the inclusion of diverse learners.
How can education respond to the complexities of engaging with diversity in ways that can that equip everyone to survive and thrive in an increasingly diverse global world? This course will critically examine a range of approaches for engaging with diversity in a variety of formal and non formal educational sites. Students lived experiences will be drawn on to explore a range of conceptual approaches for engaging with diversity, and their implications for practice will be critically engaged with. Contemporary debates concerning issues of assimilation, affirmative action and access (among others) in relation to cultures, genders and sexualities, ability, race and class will be discussed. This course will critically examine some of the approaches used to develop equitable and inclusive opportunities in education for diverse learners. The notion of diversity reflects a wide spectrum of differences, including those that place students at risk and those that do not. Further this conceptualization of diversity embraces both individual characteristics and those that exist within and across social-cultural groups, so that students will gain an appreciation of the fact that learners who have a particular characteristic are not a homogenous group. Issues around assimilation, affirmative action and access (among others) in relation to cultures, genders and sexualities, ability and class will be discussed.
Students will:Describe, compare and contrast various means to framing diversityExamine and contextualize current debates in NZ in/about diversity Analyse research, policy and formal and non-formal educational sites which engage with diversity and their implicationsExamine and contextualize current debates in NZ in/about inclusive education.
This course will provide students with an opportunity to develop the Graduate Attributes specified below:
Critically competent in a core academic discipline of their award
Students know and can critically evaluate and, where applicable, apply this knowledge to topics/issues within their majoring subject.
EDUC206 or any 30 points at 200 level of EDUC or SOC, POLS, HIST, CULT, ANTH, orby permission of the Head of School.
EDUC215 completed before 2000
Kathleen Quinlivan
Trish McMenamin
British journal of sociology of education ; Carfax Pub. Co.
Disability & society ; Carfax International Publishers.
Gender and education ; Carfax.
International journal of inclusive education ; Taylor & Frances.
International journal of qualitative studies in education : QSE ; Taylor & Francis.
International studies in sociology of education ; Triangle.
Mind, culture, and activity ; L. Erlbaum Associates, 1997.
Feminist Teacher Editorial Collective; Feminist teacher ; Feminist Teacher Editorial Collective.
New Zealand; Many voices : a journal of new settlers and multicultural education issues ; Learning Media, Ministry of Education (This journal is available in hard copy only).
Library portalOn-line course content Special Consideration
Domestic fee $1,493.00
International fee $6,075.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Educational Studies and Leadership .