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EDUC101 Education and Society

An examination of the political, social and cultural dimensions of contemporary educational practice.

Course overview:
This paper introduces students to the ways in which educationalists study and understand the social, cultural and political contexts of education in New Zealand. It is designed for students studying education and/or planning to become teachers.
The paper is organised around three key questions:

  1. How do we think about children and their learning?
  2. How should New Zealand's education system be organised?
  3. How do we make sure everyone is included?
Each of these questions is explored in a range of contexts through lectures, readings and workshops.

Paper title Education and Society
Paper code EDUC101
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Second Semester, Second Semester
Domestic Tuition Fees (NZD) $851.85
International Tuition Fees (NZD) $3,585.00

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Restriction
EDUT 131, EDTX 131
Schedule C
Arts and Music
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Critical thinking, Cultural understanding, Ethics, Information literacy, Research.
View more information about Otago's graduate attributes.
Learning Outcomes
Students completing the course will be expected to be able to:
  1. Understand and critically evaluate the changing nature of education systems from earlier times to the present;
  2. Explain the significance of education using a variety of competing ideas and models;
  3. Appreciate the importance of educational developments in the past and their application to the present;
  4. Examine the problematic and taken-for-granted aspects of schools and the educative process; and
  5. Develop a critical awareness of the relationship between education, culture and society.
Teaching staff
Paper Co-ordinator: to be confirmed
Other staff:to be confirmed
Contact
Undergraduate Co-ordinator (Education Studies): Dr Ruth Gasson, ruth.gasson@otago.ac.nz
Paper Structure
  1. How do we think about children and their learning?
    Cultures differ in the kind of human beings they value. Those who hold power in a society decide which human beings matter, which in turn determines how children and young people are regarded, treated and educated. This section of the course shows how assumptions about children and young people have changed over time and affected decisions about how they are educated.
    Big idea: understandings of childhood and children shape approaches to education.
    Topics: Changing understandings of childhood and how these have shaped changes in education during the Age of Enlightenment in Europe and in early New Zealand.
  2. How should New Zealand's education system be organised?
    The present education system has been affected significantly by two major education reforms: the 1877 Education Act and the 1989 Education Act. These reforms are discussed from both sides of the political spectrum in terms of welfare-liberal and neo-liberal and perspectives.
    Big idea: ideology influences decisions made about the organisation of an education system.
    Topics: The 1877 Education Act compared with the reforms under Tomorrow's Schools; welfare-liberal and neo-liberal and perspectives.
  3. How do we make sure everyone is included?
    This section continues our earlier focus on how assumptions about children and young people affect decisions about their education, especially, who is included and excluded. Specifically, we consider the connections between education policy and provision and assumptions about children and young people's cultural identities, ability/disability, sexualities, gender and social class. We discuss the risks of deficit thinking in education, consider alternative ways of thinking about children and young people, and imagine what it might look like if we taught for social justice.
    Big idea: thinking critically about presence, participation and achievement for all.
    Topics: the influence of poverty; cultural capital and deficit thinking; education for Māori; ways of thinking about ability/disability within education; boys in education; and inclusion of gay and lesbian students and parents.
You will be encouraged to develop your own informed arguments about these and related debates. We may or may not arrive at ultimate conclusions about such complex issues but hopefully you can understand what is at stake. A critical approach towards understanding educational problems, challenges and debates is encouraged.
Textbooks
The EDUC 101 Course Readings are available via E-reserve, which refers to online reserve material available for download via the library catalogue. This includes journal articles and chapters/sections of books.

You can access the readings either through the live links on Blackboard (click on 'Course Documents' and then on 'Course Outline'), or via the library home page (click on 'Lending' and then on 'Reserve').

Some additional readings that may be useful for your assignments are also available via E-Reserve and Course Reserve. You can access the additional readings on E-Reserve via the library homepage (see above). The Course Reserve material is available in the Robertson Library on Union St (next to the College of Education) and at the Southland Campus Library. If you are unsure about how to access any of these materials you can ask the librarians - they are more than willing to help you!

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Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Tuesday 16:00-16:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend one stream from
T1 Wednesday 09:00-10:50 28-34, 36-41
T2 Wednesday 15:00-16:50 28-34, 36-41
T3 Thursday 11:00-12:50 28-34, 36-41
T4 Thursday 15:00-16:50 28-34, 36-41
T5 Friday 11:00-12:50 28-34, 36-41

Second Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

An examination of the political, social and cultural dimensions of contemporary educational practice.

Education serves a vital role in society and is often at the heart of public debate. Throughout history, educational institutions have helped transmit societal knowledge, values, and culture, while also challenging the status quo.
This paper introduces students to key political, social, and cultural debates related to contemporary education practice. It provides provocations and tools to help inform, enrich, and extend students' understanding of the complex and multiple roles of education in society, especially in the context of Aotearoa New Zealand. More specifically, students will critically examine:

  1. how assumptions about children and young people have changed over time and how this has shaped approaches to education;
  2. the historical and ongoing impact of key education reforms in Aotearoa New Zealand (especially the 1877 and 1989 Education Acts); and
  3. how schools have the potential to both include and exclude children and young people based on culture, gender, sexuality, disability, and class.
Such critical and empirically-informed understandings are a huge asset for all students, especially those hoping to work and teach within contemporary educational contexts.

Paper title Education and Society
Paper code EDUC101
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) Second Semester, Second Semester
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

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Restriction
EDUT 131, EDTX 131
Schedule C
Arts and Music
Contact
Dr Catherine Hartung (Lecturer in Education Studies): catherine.hartung@otago.ac.nz
Teaching staff
Paper Co-ordinator and Lecturers: (Dunedin) Dr Catherine Hartung
(Invercargill) Jill Paris & Adair Polson-Genge
Other staff: to be confirmed
Paper Structure
The paper is structured around the following questions:
  1. How have changing understandings of children and young people shaped education?
  2. How is education organised, developed, and debated in Aotearoa New Zealand?
  3. How does education respond to societal issues and work to include/exclude children and young people?
Students will explore answers to these questions and develop informed positions in relation to key debates by:
  • attending and actively engaging in the lectures (1 hour/week) and workshops (2 hours/week);
  • collaborating with peers in workshops to explore, formulate, debate, and evaluate course material from different points of view;
  • completing the weekly readings and making connections with lectures and workshops; and
  • demonstrating depth of understanding of the course material via two written assignments and a final exam.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Textbooks
There is no textbook for this course, instead the weekly readings (journal articles and book chapters) will be available online via eReserve and/or the Robertson Library course reserve.
Learning Outcomes
By the end of the paper, students will be able to recognise and critically examine:
  1. the significant, multiple, and complex functions of schooling in contemporary society;
  2. the changing and debated nature of education systems from earlier times to present;
  3. the problematic and taken-for-granted discourses that impact schooling and the educative process;
  4. how relationship between education, culture, and society.
In addition to these key objectives, the paper will also assist in the development of important academic and professional skills, particularly in relation to academic writing conventions (e.g., clarity, grammar, punctuation, referencing, etc.) and team work.

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Timetable

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Tuesday 16:00-16:50 28-34, 36-41

Tutorial

Stream Days Times Weeks
Attend one stream from
T1 Wednesday 09:00-10:50 28-34, 36-41
T2 Wednesday 15:00-16:50 28-34, 36-41
T3 Thursday 11:00-12:50 28-34, 36-41
T4 Thursday 15:00-16:50 28-34, 36-41
T5 Friday 11:00-12:50 28-34, 36-41
T6 Friday 13:00-14:50 28-34, 36-41

Second Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard