This unit provides an opportunity for pre-service teachers to critically engage as activist reflective practitioners and extend their view of the child as capable in terms of disability, inclusion, and diversity, offering the perspective of children with special rights. This builds on the understanding and acknowledgement that all children have rights (for example, right to be heard, right to contribute, right to learn). This unit examines the rights of children in terms of diversity, equity, and social justice and engages with responsive teaching practices that support inclusion, equity, and diversity. Reviewing related early childhood policy will also be part of the unit, further contributing to curriculum decision-making and foundational understanding of social justice in terms of teacher identity. 

Unit details

Location:
Online
Study level:
Postgraduate
Credit points:
12
Unit code:
ECE6008

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Extrapolate the perspective that all children have rights in terms of diversity, equity, and social justice.  
  2. Critically review early childhood policy regarding inclusion and diversity and its implication for curriculum across early childhood settings.  
  3. Design curriculum based in responsive teaching practices that support inclusion, equity, and diversity.  
  4. Articulate and implement standpoints and perspectives that are inclusive of the broad principles in education of justice, inclusion and difference.  

Assessment

Assessment type Description Grade
Assignment Create a podcast discussing the rights of the child 30%
Essay Articulate through writing an understanding of social justice connecting to early childhood policy and teacher as activist reflective practitioner 35%
Project Design curriculum based in responsive teaching practices that support inclusion, equity, and diversity 35%
5000 words or equivalent

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