EUB410 Education and Society
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB410 |
|---|---|
| Equivalent(s): | EUB102, LCB003 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUB410 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUB102, LCB003 |
| Coordinator: | Peter O'Brien | p.obrien@qut.edu.au |
Overview
This unit explores the complex relationship between our education system and the social and cultural contexts of which it is a part. The unit uses socio-cultural and sociological theory to better understand students and learners, as well as how students' and learners' diverse backgrounds, including the backgrounds Aboriginal and Torres Strait Islander students, shape their experiences with the modern school or early childhood site. The unit will develop reflective and critical understandings of the socially, culturally and historically constructed nature of education and care and of the social identities and socio-cultural practices influencing contemporary early childhood, primary and secondary schooling.
Learning Outcomes
On successful completion of this unit you will be able to:
- Argue for the development of culturally secure and inclusive learning environments that address sociocultural contexts of teaching, schooling and education.
- Discuss the histories, cultures and languages of Aboriginal and Torres Strait Islanders in relation to the sociocultural contexts of teaching, schooling and education.
- Critically research, appraise and enhance teaching, curriculum and assessment practices and resources in terms of their socio-cultural inclusivity, respect for learners and ethical approach.
- Design pedagogical initiatives in response to sociocultural pedagogical problems to support inclusive student participation and engagement in classroom activities.
Content
This unit develops a knowledge and understanding of the implications of socio-cultural factors such as socio-economic circumstances, social governance, contemporary culture and of social categories such as childhood, youth, gender, Indigeneity, and ethnicity for the children, families and communities with whom teachers work.
Content will include topics covering a range of theoretical and practical approaches/strategies underpinned by a socio-cultural perspective. Indicative topics include:
- Social Class and Education
- Gender, Sexualities and Education
- Race, Ethnicity, Indigeneity and Education
- Artificial Intelligence, Technology and Education
- Education and Governance across time
- Pre-adulthood and Schooling
- Subjectivity and Education
- Teachers' Work
- Education Policy
- Alternative Education
Learning Approaches
In this unit, learning approaches will include the following:
- Interactive workshops
- Focused research from professionals from the broader educational community
- Problem-based learning experiences
- Online interactive teaching site that links you to selected readings and reflective learning activities
These learning approaches are designed to support critical thinking and reflection; to link theory to practice; and to prepare participants as ethical and independently-minded professionals.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Generic comments via the Unit Learning Management System will be provided to the whole cohort. Formative activities such as in-class/or on-line tasks, reflections and discussions will support and develop participants' understanding of key concepts and scaffold their learning in preparation for summative assessment. Summative feedback is provided via written comments on marking rubrics/criteria sheets.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative assessment comprises online and in-class discussions and professional conversations with academic staff and peers, as well as written and verbal comments made in response to assessment.
Summative assessment comprises two items. Each is designed to measure particular aspects of learning.
- Assessment Item 1: Pedagogical Initiative in response to a socio-cultural pedagogical situation framed by unit concerns
- Assessment Item 2: Examination
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Pedagogical Initiative
The task requires you, in a small group of your peers, to develop a practical Pedagogical Initiative in response to a socio-cultural pedagogical situation that you are to develop from a specified unit topic/s.
Your situation should be authentic, centring on a matter in schooling or early years learning which can be verified. Your response is to include a theoretically informed rationale for the initiative and situation.
In your Presentation, you are to use Generative AI to assist in researching your response. In an exegesis or critical explanation within your Presentation, you are asked to critique the use of Gen AI, evaluating the extent of its usefulness for the task and as a tool for teachers in general.
The Presentation will be pre-recorded. A maximum of 15 presentation slides may be used.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Assessment: Examination
The item involves you critically reflecting on and discussing the sociocultural contexts of schooling and education as the basis for developing culturally secure and inclusive learning environments.
This task requires you to respond, in written form under examination conditions, to a series of questions reflecting topics covered in the unit. One aspect of the task will require you to address Aboriginal and Torres Strait Islander histories, cultures and languages.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be required throughout this unit:
Resource Materials
Prescribed text(s)
Spina, N., O'Brien, P., Cayas, A., Gillett-Swan, J., and Tait, G. (2026). Making Sense of Mass Education (5th ed.). Melbourne: Cambridge University Press.
Other
QUT Readings available on Unit Learning Management System.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Pedagogical Initiative, Examination
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Examination - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Pedagogical Initiative
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Examination - Evaluate and improve teaching programs
Relates to: Examination
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Examination
6 Professional Engagement: Engage in professional learning
- Apply professional learning and improve student learning
Relates to: Examination
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
Relates to: ULO2, ULO4, Pedagogical Initiative, Examination - Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
Relates to: ULO1, ULO3, ULO4, Pedagogical Initiative, Examination
ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, Pedagogical Initiative - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO1, ULO3, Pedagogical Initiative, Examination - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO4, Pedagogical Initiative, Examination - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Examination - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO3, Examination
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Pedagogical Initiative - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO1, ULO3, Pedagogical Initiative, Examination - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO4, Pedagogical Initiative, Examination - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Examination - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO3, Examination
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO2, Pedagogical Initiative - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO1, ULO3, Pedagogical Initiative, Examination - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO4, Pedagogical Initiative, Examination - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Examination - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Examination
Unit Outline: Semester 2 2026, Online
| Unit code: | EUB410 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUB102, LCB003 |
Overview
This unit explores the complex relationship between our education system and the social and cultural contexts of which it is a part. The unit uses socio-cultural and sociological theory to better understand students and learners, as well as how students' and learners' diverse backgrounds, including the backgrounds Aboriginal and Torres Strait Islander students, shape their experiences with the modern school or early childhood site. The unit will develop reflective and critical understandings of the socially, culturally and historically constructed nature of education and care and of the social identities and socio-cultural practices influencing contemporary early childhood, primary and secondary schooling.
Learning Outcomes
On successful completion of this unit you will be able to:
- Argue for the development of culturally secure and inclusive learning environments that address sociocultural contexts of teaching, schooling and education.
- Discuss the histories, cultures and languages of Aboriginal and Torres Strait Islanders in relation to the sociocultural contexts of teaching, schooling and education.
- Critically research, appraise and enhance teaching, curriculum and assessment practices and resources in terms of their socio-cultural inclusivity, respect for learners and ethical approach.
- Design pedagogical initiatives in response to sociocultural pedagogical problems to support inclusive student participation and engagement in classroom activities.
Content
This unit develops a knowledge and understanding of the implications of socio-cultural factors such as socio-economic circumstances, social governance, contemporary culture and of social categories such as childhood, youth, gender, Indigeneity, and ethnicity for the children, families and communities with whom teachers work.
Content will include topics covering a range of theoretical and practical approaches/strategies underpinned by a socio-cultural perspective. Indicative topics include:
- Social Class and Education
- Gender, Sexualities and Education
- Race, Ethnicity, Indigeneity and Education
- Artificial Intelligence, Technology and Education
- Education and Governance across time
- Pre-adulthood and Schooling
- Subjectivity and Education
- Teachers' Work
- Education Policy
- Alternative Education
Learning Approaches
In this unit, learning approaches will include the following:
- Interactive workshops
- Focused research from professionals from the broader educational community
- Problem-based learning experiences
- Online interactive teaching site that links you to selected readings and reflective learning activities
These learning approaches are designed to support critical thinking and reflection; to link theory to practice; and to prepare participants as ethical and independently-minded professionals.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Generic comments via the Unit Learning Management System will be provided to the whole cohort. Formative activities such as in-class/or on-line tasks, reflections and discussions will support and develop participants' understanding of key concepts and scaffold their learning in preparation for summative assessment. Summative feedback is provided via written comments on marking rubrics/criteria sheets.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative assessment comprises online and in-class discussions and professional conversations with academic staff and peers, as well as written and verbal comments made in response to assessment.
Summative assessment comprises two items. Each is designed to measure particular aspects of learning.
- Assessment Item 1: Pedagogical Initiative in response to a socio-cultural pedagogical situation framed by unit concerns
- Assessment Item 2: Examination
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Pedagogical Initiative
The task requires you, in a small group of your peers, to develop a practical Pedagogical Initiative in response to a socio-cultural pedagogical situation that you are to develop from a specified unit topic/s.
Your situation should be authentic, centring on a matter in schooling or early years learning which can be verified. Your response is to include a theoretically informed rationale for the initiative and situation.
In your Presentation, you are to use Generative AI to assist in researching your response. In an exegesis or critical explanation within your Presentation, you are asked to critique the use of Gen AI, evaluating the extent of its usefulness for the task and as a tool for teachers in general.
The Presentation will be pre-recorded. A maximum of 15 presentation slides may be used.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Assessment: Examination
The item involves you critically reflecting on and discussing the sociocultural contexts of schooling and education as the basis for developing culturally secure and inclusive learning environments.
This task requires you to respond, in written form under examination conditions, to a series of questions reflecting topics covered in the unit. One aspect of the task will require you to address Aboriginal and Torres Strait Islander histories, cultures and languages.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be required throughout this unit:
Resource Materials
Prescribed text(s)
Spina, N., O'Brien, P., Cayas, A., Gillett-Swan, J., and Tait, G. (2026). Making Sense of Mass Education (5th ed.). Melbourne: Cambridge University Press.
Other
QUT Readings available on Unit Learning Management System.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Pedagogical Initiative, Examination
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Examination - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Pedagogical Initiative
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Examination - Evaluate and improve teaching programs
Relates to: Examination
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Examination
6 Professional Engagement: Engage in professional learning
- Apply professional learning and improve student learning
Relates to: Examination
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED34 Bachelor of Early Childhood Education (Birth to Five)
- Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
Relates to: ULO2, ULO4, Pedagogical Initiative, Examination - Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
Relates to: ULO1, ULO3, ULO4, Pedagogical Initiative, Examination
ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
Relates to: ULO1, ULO2, Pedagogical Initiative - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO1, ULO3, Pedagogical Initiative, Examination - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO4, Pedagogical Initiative, Examination - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Examination - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO3, Examination
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO2, Pedagogical Initiative - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO1, ULO3, Pedagogical Initiative, Examination - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO4, Pedagogical Initiative, Examination - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Examination - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO3, Examination
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, ULO2, Pedagogical Initiative - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO1, ULO3, Pedagogical Initiative, Examination - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO1, ULO4, Pedagogical Initiative, Examination - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Examination - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Examination