Graduate School of Education

Unit Outline

Education for a Global Knowledge Society

EDUC1103
SEM-2, 2015
Campus: Crawley
Unit Coordinator: Ms Rachel Wicking

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Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposes
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the course material itself
The University of Western Australia 2001

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Unit details
Unit title
Unit code
Availability
Location

Education for a Global Knowledge Society

EDUC1103
SEM-2, 2015 (27/07/2015 - 21/11/2015)
Crawley

Credit points

Mode

Face to face

Contact details
Faculty
School
School website
Unit coordinator
Email
Consultation hours
Unit contact hours
Online handbook

Faculty of Education
Graduate School of Education
http://www.education.uwa.edu.au/
Ms Rachel Wicking
rachel.wicking@uwa.edu.au
Please contact unit coordinator by email.
Lectures: 1 hour per week (recorded); Workshop/Tutorials: 2 hours per week.
http://units.handbooks.uwa.edu.au/units/EDUC/EDUC1103

Unit description
This unit familiarises students with leading ideas and debates about education in a global knowledge era, and also how individuals in
different social circumstances are positioned differently in their learning journeys and why.

Help with LMS, CMO or OLCR

LMS
Resources for this unit will be available on the Learning Management System (LMS) which can be accessed atwww.lms.uwa.edu.au.
There is a student help site at http://www.lms.uwa.edu.au/course/view.php?id=1531. If you are unable to access LMS please email
reception-edu@uwa.edu.au.

CMO
Readings for this unit will be available through Course Materials Online (CMO) which can be accessed atwww.cmo.uwa.edu.au. Once
you have logged into CMO type EDUC1103 in the search bar to bring up the reading list. You can also consult the guide for navigating
CMO at http://guides.is.uwa.edu.au/studentcmo. If you need any further help please speak to the library staff or email receptionedu@uwa.edu.au.

OLCR
You will need to enrol in a combined workshop/tutorial session (total of 1.5 hours per week) for this unit via OLCR at
www.olcr.uwa.edu.au. A guide for first time users is available at http://www.olcr.uwa.edu.au/olcr/first_time_users. If you need any help
or have any questions regarding your tutorial allocation please email reception-edu@uwa.edu.au.
Please note: you will need to login to each system using your student number and Pheme password. You can activate and/or reset
your Pheme password at www.pheme.uwa.edu.au.

Introduction
The aim of this unit is for students to develop an understanding of the increasingly central role of Education in an emerging
Global Knowledge Society, and to be able to critically analyse complex and contested educational issues in communities
which extend from local to national to global levels. It also aims to encourage students to reflect on their own educational
journeys as lifelong learners.
This unit will familiarise students with many leading ideas and contemporary debates about education and society, and also how
individuals are positioned differently in their learning journeys - and why. Through a study of education, the unit can provide a window
into different countries and cultures as they engage with a global knowledge society. The study of education encompasses a diverse
range of disciplines including economics, sociology, psychology, philosophy, history, social geography, anthropology and politics, and
with this multi-disciplinary approach the study of education is of interest to a wide range of people. Furthermore, given the increasingly
central position of education in determining economic and social development in a knowledge era, a greater range of stakeholder
groups are trying to exert their influence on education. The need for a dual emphasis on both quality and equity in education in a global
knowledge society has recently been highlighted by the Organisation for Economic Cooperation and Development (OECD), and also by
national governments which seek to enhance their country's standing in international comparisons.
Whether you choose a career in teaching or not, it is important that as an 'educated person you are well-informed on educational
matters; this is an integral part of being an active participant in a global knowledge society. This unit will also provide critical analysis
and research skills which will be transferable and useful for life beyond university, as you graduate and continue along a lifelong learning
journey in both professional and social worlds.

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Learning outcomes
Students are able to (1) understand and discuss the complex and contested roles of education in society, and how these roles change
in different times and places across the globe; (2) identify and analyse bigger picture global trends in education, with a focus on goals
to achieve quality and equity in educational outcomes, as well as barriers to attaining these goals; and (3) analyse contemporary global,
national and local debates over leading ideas and ideologies in education, evaluate the different arguments and synthesise their own
responses.

PLEASE REFER TO THE ASSIGNMENT DESCRIPTION AND RUBRICS AVAILABLE ON LMS

Unit structure
Weekly structure: Lecture 1hr; Workshop/Tutorial 2 hrs.
Tutorial readings will be available in Course Materials Online (CMO)

Topic
Topic Week
commencing
Introduction: What is 'Education'?
1
27 July
Repositioning education for a 'Global
2
3 Aug
Knowledge Society'?
Goals of 'quality' & 'equity' in education:
3
10 Aug
Global & national agendas?

Workshop/Tutorial Readings (in CMO)

No tutorial week 1.
Brock, C. (2011). Education as a Global Concern (ch
1). London: Continuum.
Blanden, J. & Machin, S. (2010). Education and
inequality. In P. Peterson, E. Baker & B. McGaw.
International Encyclopedia of Education. Elsevier.
Changing ideologies: Education markets?
Figlio, D. & Ladd, H. (2010). The economics of school
accountability. In P. Peterson, E. Baker & B. McGaw.
International Encyclopedia of Education. Elsevier.
(a) Curriculum dilemmas?
Yates, L. (2011). Rethinking knowledge, rethinking
(b) Preparation for research essay
work. In L. Yates, C. Collins & K. OConnor Australias
Curriculum Dilemmas. (ch 2) Melbourne: Melbourne
University Press
Social class & educational funding?
Sriprakash, A. & Proctor, H. (2013). Social class and
inequality. In Connell et al., Education, Change and
Society (Third Edition). (ch 5) Oxford: Oxford University
Press.
Gender and rural/urban divides in education? Dalley-Trim, L. (2012). Young women's dismissal of the
influence of gender upon their future life trajectory as
played out in 'New Times'. The Australian Educational
Researcher, 39 (2), 193-205.
Cultural diversity & educating for intercultural Race, R. (2011). Multiculturalism and Education. (ch 5)
competence?
London: Continuum.

17 Aug

24 Aug

31 Aug

7 Sept

14 Sept

21 Sept

Internationalising education?

28 Sept
5 Oct

Study Break NON-TEACHING WEEK

10

11

12 Oct

Educating for what? Teaching, learning &

research in a Global Knowledge Society?

12
13

19 Oct
26 Oct

Revising learning outcomes.

In-class test (40mins)

Bunnell, T. (2011). The International Baccalaureate: Its

growth and complexity of challenges. In R. Bates
Schooling Internationally. (ch 9) London: Routledge.

ICT and globally networked learning?

Pegrum, M. (2010). 'I link, therefore I am': Network

literacy as a core digital literacy. E-Learning and Digital
Media, 7 (4), 346.
Yates, L. (2012). My School, My University, My Country,
My World, My Google, My Self: What is education for
now? Australia Educational Researcher online 2011
Revision

Supplementary documentaries:
Topic 6 (social class)
The 7 Up Series DVD (following a group of English children in their education, careers and lives every 7 years to 56 Up).
Topics 8 & 10 (cultural diversity)
Once Upon A time In Cabramatta.
Episode 1 (4509) view at:
http://www.sbs.com.au/shows/onceuponatimeincabramatta/episodes/detail/episode/4509/season/1.
Episodes 2 and 3: 4511, 4513.
Topic 7 (gender)
Gareth Malones Extraordinary School for Boys
View at: http://www.youtube.com/watch?v=pI9d9jW1ouc

Teaching and learning responsibilities

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Charter of student rights and responsibilities

This Charter of Student Rights and Responsibilities upholds the fundamental rights of students who undertake their education at the
University of Western Australia.
It recognises that excellence in teaching and learning requires students to be active participants in their educational experience. It
upholds the ethos that in addition to the University's role of awarding formal academic qualifications to students, the University must
strive to instil in all students independent scholarly learning, critical judgement, academic integrity and ethical sensitivity.
The Charter also refers to the responsibilities of students. In particular, it is important to understand that despite all efforts to
promote successful teaching and learning outcomes, a student may still not reach the required standard to pass a unit.
Please refer to the full Charter of Student Rights and Responsibilities here.

Student Guild contact details

Student Guild contact details
The University of Western Australia Student Guild
35 Stirling Highway
Crawley WA 6009
Phone: (+61 8) 6488 2295
Facsimile: (+61 8) 6488 1041
E-mail: enquiries@guild.uwa.edu.au
Website: http://www.guild.uwa.edu.au

ACE/AISE/CARS
All students new to UWA must complete Academic Conduct Essentials (ACE). More information is available here.

Information for students with disabilities

The University has a range of support services, equipment and facilities for students with a disability. If you would like to receive
advice
on
these
services
please
email u n i l i n e @ u w a . e d u . a u or
visit
http://www.studentservices.uwa.edu.au/information_about/disability_programme.

Information for students with disabilities

The University has a range of support services, equipment and facilities for students with a disability. If you would like to receive advice
on
these
services
please
email u n i l i n e @ u w a . e d u . a u or
visit
http://www.studentservices.uwa.edu.au/information_about/disability_programme.

Assessment
Assessment overview
Typically this unit is assessed in the following way(s): (1) tutorial presentations; (2) tutorial/workshops participation; (3) research essay;
and (4) an in-class test. Further information is available in the unit outline.
This includes tutorial presentations; tutorial/workshop participation including a brief family educational biography - no references
required; a research essay; and a final in-class test (40mins).
STUDENTS MUST COMPLETE ALL ASSESSMENT COMPONENTS TO PASS.

ASSESSMENT DETAILS ARE INCLUDED SEPARATELY ON LMS FOR THIS UNIT.

PLEASE REFER TO THE ASSESSMENT OVERVIEW BELOW:

Assessment mechanism
# Component

Weight Due Date

1 Tutorial Presentation

20%

2 Workshop & Tutorial Participation (Including

brief Family Educational Biography)
3 Research Essay (2,500 words)

25%

4 In-class test
(40 mins)

20%

35%

Delivered in
class
Assessed in
class
21
September
2015

Learning Outcomes

All 3 Learning Outcomes will be covered in tutorials

over the course of the semester.
All 3 Learning Outcomes will be covered in
workshop/tutorials over the course of the semester.
You should use this paper to demonstrate your
understanding of key unit concepts and critical analysis
skills. The primary focus is on Learning Outcome 3
(although Learning Outcomes 1 and 2 are also
relevant).
26 October All Learning Outcomes and all weekly topics will be
2015 in class covered in the test.

Assessment items
Academic literacy and academic misconduct
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Ethical Scholarship, Academic Literacy and Academic Misconduct

Ethical scholarship is the pursuit of scholarly enquiry marked by honesty and integrity.
Academic Literacy is the capacity to undertake study and research, and to communicate findings and knowledge, in a manner
appropriate to the particular disciplinary conventions and scholarly standards expected at university level.
Academic misconduct is any activity or practice engaged in by a student that breaches explicit guidelines relating to the production
of work for assessment, in a manner that compromises or defeats the purpose of that assessment. Students must not engage
in academic misconduct. Any such activity undermines an ethos of ethical scholarship. Academic misconduct includes, but is not
limited to cheating, or attempting to cheat, through:
Collusion
Inappropriate collaboration
Plagiarism [see more detailed statement below]
Misrepresenting or fabricating data or results or other assessable work
Inappropriate electronic data sourcing/collection
Breaching rules specified for the conduct of examinations in a way that may compromise or defeat the purposes of assessment.
Penalties for academic misconduct vary according to seriousness of the case, and may include the requirement to do further work
or repeat work; deduction of marks; the award of zero marks for the assessment; failure of one or more units; suspension from a
course of study; exclusion from the University, non-conferral of a degree, diploma or other award to which the student would
otherwise have been entitled.
For further information, please refer to the guidelines on Academic Conduct here.

Literacy Requirement
The University has a responsibility to the community at large to set high standards in all fields, including literacy. It is imperative that
we ensure our graduates possess the skills of tertiary literacy and can communicate well in their chosen disciplines. Literacy in this
context can be conceived of in two ways:
generally, the competence to express oneself using a standard variety of English appropriate to a tertiary level;
specifically, the ability to think, read, listen, and write well within particular contexts, according to the traditions and usages of
particular disciplines.
Throughout the University Policy Statement the use of the term literacy embraces both of these concepts.

Student Support for Academic Learning

The Students Services Academic Learning website provides a range of valuable resources to assist student learning. Access the
website here.

Referencing
The major citation styles at UWA can be found here.
The most commonly used style in the Graduate School of Education is theAPA citation style adopted by the American Psychological
Association (see: http://guides.is.uwa.edu.au/apa?hs=a).

Gradings
The following gradings are standard at UWA:
Higher Distinction
Distinction
Credit Pass
Pass
Fail
Fail

HD
D
CR
P
N+
N

80-100%
70-79%
60-69%
50-59%
45-49%
0-44%

Plagiarism
Introduction
All forms of cheating, plagiarism and copying are condemned by the University as unacceptable behaviour. The Facultys policy is to
ensure that no student profits from such behaviour.

What is Plagiarism?
Plagiarism is the presentation of the work of other people as ones own work, without referencing its source or attributing it to its
intellectual proprietor. Such misuse of the work of others constitutes plagiarism, whether that work is in published or unpublished
physical form, or in the form of thoughts or ideas. Plagiarism is the most serious of academic offences because it is a form of cheating.

Principles to be Applied
All work submitted by any student in the Faculty of Education is to be the work of that student alone, unless otherwise indicated, such
as in group assignments. Students may, and indeed are encouraged to, draw upon the work of others, but it must be duly
acknowledged and referenced in accordance with standard academic conventions. Work that, in whole or in part, is not that of the
student or students submitting it will be regarded as plagiarised, and will be dealt with in the manner outlined below.
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Dealing with Plagiarism

For a brief introduction to academic misconduct and how it is dealt with at UWA, students are advised to complete the Academic
Conduct Essentials (ACE).
More detailed information on plagiarism and its consequences can be found in the Academic Conduct Guidelines of the University,
which may be viewed in full here. Please also consult the Universitys documentation on student discipline, accessible here.

Appeals against academic assessment

UNIVERSITY POLICY ON REVIEW AND APPEAL OF ACADEMIC DECISIONS
In accordance with the University Policy on Review and Appeal of Academic Decisions Relating to Students, a student may request a
review of an academic decision relating to them, and to appeal if they are dissatisfied with the outcome of that review. An academic
decision may include, but is not limited to:
assessment outcomes
final grade or final mark for a unit
progress status
advanced standing
changes to enrolment
requests for approved leave
special consideration (including deferred examinations)

The University manages review and appeals of academic decisions relating to students as follows:

Review
Stage 1: Where academic decisions relating to students are reviewed by the original decision-maker or decision-making body.
Stage 2: Where academic decisions relating to students are reviewed by a higher authority appointed by the Registrar.
It is anticipated that the bulk of matters will be resolved satisfactorily at either Stage 1 or Stage 2.

Appeal
A review at Stage 1 or Stage 2 must have occurred before a student can appeal against an academic decision.
Students can access the Review and Appeal forms at this link:
www.governance.uwa.edu.au/committees/appeals-committee/review-and-appeal-of-academic-decisions-relating-to-students
It is recommended that students informally discuss their concerns with the relevant unit co-ordinator or academic staff member
PRIOR to lodging a formal request for review, but should note that formal requests for review must be lodged within 5 working days of
receipt of the academic decision.

Textbooks and resources

Recommended texts
Texts
The following text is recommended as it is useful for most of the topics:
Connell. R. et al (2013). Education, Change & Society (Third edition) Oxford: Oxford Universty Press
Essential tutorial readings are provided through Course Materials Online (CMO).

Other useful readings available on CMO

Bottrell, D. & Goodwin, S. (2011). School-community engagement: Beyond neoliberalism? In D. Bottrell & S. Goodwin,Schools,
Community and Social Inclusion. (ch 20) South Yarra: Palgrave MacMillan.
Chesters, J. & Watson, L. (2013). Understanding the persistence of inequality in higher education: evidence from Australia.Journal of
Education Policy, 28 (2), 198-215.
Giraldo E. & Colyar, J. (2012). Dealing with gender in the classroom. International Journal of Inclusive Education, 16 (1), 25-38.
Ingvarson, L. (2010). Recognising accomplished teachers in Australia. Australian Journal of Education, 54 (1), 46-71.

A selection of useful books

Ashman, A. & Elkins J. (Eds) (2012). Education for Inclusion and Diversity (4th edition). Frenchs Forest NSW: Pearson.
Attewell, P. & Newman, K. (2010). Growing Gaps: Educational Inequality Around the World. New York: Oxford University Press. (online)
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Baker, E. & Peterson, P. & McGaw, B (Eds) (2010). International Encyclopedia of Education. Elsevier.
Banks, J. (2009). The Routledge International Companion to Multicultural Education. London: Routledge.
Bates, R. (Ed) (2011). Schooling Internationally. London: Routledge.
Bottrell, D. & Goodwin, S. (2011). Schools, Communities and Social Inclusion. South Yarra: Palgrave Macmillan.
Brock, C. (2011). Education as a Global Concern. London: Continuum International Publishing Group. (online)
Carrington, S. et al (2012). Teaching in Inclusive School Communities. John Wiley.
Connell et al (2010). Education, Change and Society (Second Edition). Oxford: Oxford University Press.
Dronkers, J. (2010). Quality and Inequality of Education. Dordrecht: Springer. (online)
Franklin, B. (2010). Curriculum, Community, and Urban School Reform. Basingstoke: Palgrave Macmillan.
Gorard, S. (2010). Equity in Education: An International Comparison of Pupil Perspectives. Basingstoke: Palgrave Macmillan. (online)
Green, V. & Cherrington, S. (2010). Delving into Diversity: An International Exploration of Issues of Diversity in Education. NY: Nova
Science Publishers.
Hayden. M., Levy, J. & Thompson, J. (Eds) (2007). Research in International Education. London: Sage.
Hyde, M., Carpenter, L., Conway, R. (2010).Diversity and Inclusion in Australian Schools. South Melbourne, Vic.: Oxford University
Press.
King, R., Marginson, S & Naidoo R. (Eds) (2011). Handbook on Globalisation and Higher Education. Edward Elgar (UK and US).
MacPherson, S. (2011). Education and Sustainability Learning Across the Diaspora, Indigenous, and Minority Divide. Hoboken: Taylor
& Francis. (online)
Marginson, S., Murphy, P. & Peters, M. (Eds) (2010).Global Creation: space, mobility and synchrony in the age of the knowledge
economy. New York: Peter Lang.
Martin, J. (2011). Education Reconfigured Culture, Encounter, and Change. Hoboken: Taylor & Francis.
Mayo, P. (2010). Education in Small States: Global Imperatives, Regional Initiatives and Local Dilemmas. London: Routledge.
Meyer, E. (2010). Gender and Sexual Diversity in Schools. Dordrecht : Springer. (online)
OECD (2009). Education Today: The OECD Perspective. Paris: OECD. (regular publication after initial in 2009)
OECD (2010). PISA 2009 Results. Paris: OECD.
Peterson, P., Baker, E. & McGaw, B. (2010). International Encyclopedia of Education. Elsevier. (online)
Race, R. (2011). Multiculturalism and Education. London: Continuum.
Thomas, D. (2011). A new culture of learning : cultivating the imagination for a world of constant change. Lexington, Ky.: CreateSpace.
Tudball, L. & Stirling, L. (2011). Bright Sparks Leading Lights: Snapshots of Global Education in Australia. Melbourne, Australia: Social
Educators' Association of Australia: World Vision Australia.
Veisson, M. et al (2011). Global perspectives in early childhood education: diversity, challenges and possibilities. Frankfurt: Peter Lang.
Whelan, J. (2011). Boys and their Schooling: The Experience of Becoming Someone Else. New York: Routledge.
Yates, L., Collins C. & OConnor, K. (Eds) (2011).Australias Curriculum Dilemmas: State Cultures and the Big Issues. Melbourne:
Melbourne University Press. (online)
Yates, L. & Grumet, M. (Eds) (2011). Curriculum in Todays World. Configuring Knowledge, Identities, Work and Politics. London:
Routledge. (online)
Zajda, J. (2010). Global Pedagogies. Dordrecht : Springer. (online)
AND THERE ARE MANY MORE....

A selection of useful journals (alphabetical):

Asia-Pacific Journal of Education
Australian Educational Researcher
Australian Journal of Education
British Journal of Education Studies
British Journal of the Sociology of Education
Comparative Education
Compare
Curriculum Inquiry
Curriculum Perspectives
Discourse: Studies in the Cultural Politics of Education
Education Policy Analysis Archives
Education Researcher
Educational Studies
Educational Review
Globalisation, Societies and Education
International Education Journal
International Journal of Education Reform
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International Journal of Educational Development

International Journal of Inclusive Education
International Journal of Lifelong Learning
International Review of Education
Journal of Curriculum and Supervision
Journal of Curriculum Studies
Journal of Educational Administration and History
Journal of Education Policy
Oxford Review of Education
AND THERE ARE MANY MORE....

You certainly do not need to use all of these sources, but some may be useful to research topics which particularly interest
you and/or which you choose for assessment. It is the quality of your engagement with the literature, and not the number of
sources cited, which is most important.
ENJOY THE RESEARCH...

Other important information

Submission of assignments
Assignments must be submitted at the reception counter on the 2nd floor of the Education building by 4:30pm on the due date,
unless otherwise specified. A cover page must be attached. Cover pages are available at the reception counter or can be printed
from here.

Policy on Late Work and Extensions

The ability to meet deadlines and manage your time is an important skill as a proficient learner. Assignment submission dates
indicated in the unit outline are final. Extensions will only be given in extenuating circumstances. If the request is based on difficulties
with managing your time you will be directed to simply submit the work that is done at the time.
In accordance with Faculty policy, any request for an extension must be made on a GSE Application for Extension Form, available
from the General Office or online. Students must lodge the form with the unit coordinator or tutor, prior to the due date, and then
collect the confirmation slip from the General Office. No extension can be considered granted until the form has been signed by the
unit coordinator. In cases where an extension is granted, the Confirmation of Approval slip must be attached to the assignment
when submitted. No late assignments will be accepted without the confirmation slip attached.

Educational Principles
The University's Educational Principles can be viewed here: http://www.teachingandlearning.uwa.edu.au/staff/principles

Postgraduate Attributes
The
Faculty
of
Education's
Postgraduate
http://www.education.uwa.edu.au/courses/postgraduate/attributes

Attributes

can

be

viewed

here:

Student Email
Please ensure you check your student email regularly. This is essential as the University will use this email address to contact you
with important information. Ignorance of an instruction because you failed to check your student email is not accepted as an excuse
by the University.

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