EUB005 The Global Teacher, Learner and Citizen
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: | EUB005 |
|---|---|
| Equivalent(s): | LCB327 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Flexible Period - 10A 2024, Kelvin Grove, Internal (Start Date: 09 Sep 2024)
| Unit code: | EUB005 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB327 |
| Coordinator: | Vinesh Chandra | v.chandra@qut.edu.au |
Overview
This unit will provide you with opportunities to develop your capacity to teach in an interconnected, diverse and rapidly changing world. Building on your knowledge and expertise gained from your core units, the unit considers how learners can critically examine global developments that are significant to both the world at large and their own lives. Practitioner examples together with a variety of subject matter drawn from frameworks for global education including; global competence, intercultural education, global citizenship education, values education and education for sustainable development, will be considered through which key principles and practices of contemporary pedagogy will be explored. This unit will enhance your understanding of how a global and intercultural outlook can be embedded within your education setting.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret and apply theoretical/practical knowledge and understanding of the concepts, values, substance and structure for the effective teaching of global education perspectives, including an intercultural outlook, in your education setting.
- Apply knowledge and understanding about quality differentiated teaching practices that can be used in culturally diverse classrooms to meet the full range of student abilities.
- Develop solutions in response to local, global and intercultural significance.
- Engage and communicate effectively both verbally and non-verbally on matters pertaining to global issues in educational settings.
Content
In this unit you will learn:
- What are some of the attributes of a global teacher, learner, and citizen;
- What characteristics underpin global citizenship, global competence and global education;
- How to embed pedagogies aligned with educational policies, guidelines and frameworks on global education;
- How to reflect on practitioner examples focused on global perspectives and intercultural understanding;
- How to design solutions in response to global issues and challenges, and
- How to communicate and enact your learnt knowledge in your educational settings in the future.
Learning Approaches
In this unit you will learn by engaging in the following:
- Weekly workshops;
- Readings;
- Live and recorded presentations; and
- Authentic assessment tasks.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly workshops with academics and peers. You will be given the opportunity to receive feedback on both assessments.
Assessment
Overview
There are two pieces of assessment for this unit:
- Written reflections - this draws on your understanding of issues of local, global and intercultural significance in reflecting on practitioner examples.
- Resource - this assessment connects contemporary issues of local, global and intercultural significance with classroom practice and the development of educational resources.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Written reflections
This task is a workbook of reflections that is based on the work done in the first component of the unit. It consists of reflections of practitioner presentations that focus on issues of local, global and intercultural significance. The practitioner examples showcase elements of what it takes to be a global teacher, learner and citizen when dealing with these issues.
Assessment: Resource
There are two parts to this task. Part A involves an exploration of a contemporary issue of local, global, and intercultural significance. Part B is a sample of a resource that can be created by a global teacher, learner or citizen to proactively deal with the issue.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Curriculum Corporation (2008). Global Perspectives: A framework for global education in Australian schools.Melbourne, Curriculum Corporation.
Hicks, D., & Holden, C. (eds.). (2007). Teaching the global dimension. Key principles and effective practice. London: Routledge.
OECD, (2018). Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework.
UNESCO , (2001). Universal Declaration of Cultural Diversity, UNESCO, Paris.
United Nations, (2016). 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development
Chandra, V. (2019). Share Engage Educate: SEEdinf Change for a Better World. Leiden, The Netherlands: Brill.
Culver, S. H., & Kerr, P. (Eds.), (2014). MILID Yearbook 2014: Global Citizenship in a Digital World. The International Clearinghouse on Children, Youth and Media - Nordicom University of Gothenburg, Göteborg.
Hall, T. Gray, G. Downey & M. Singh (Eds.), (2018). The Globalisation of Higher Education - Developing Internationalised Education in Research and Practice. Palgrave McMillan: Sydney.
T. Misco & J. De Groof (Eds.), (2014). Cross-Cultural Case Studies of Teaching Controversial Issues: Pathways and Challenges to Democratic Citizenship Education (pp. 1-16). Legal Wolf Publishers (Tilburg), in cooperation with UNESCO/Paris.
Noddings, N. (2006). Critical lessons. What our schools should teach. Cambridge: Cambridge University Press.
Noddings, N. (Ed.). (2005). Educating citizens for global awareness. New York: Teachers' College Press.
Osler, A., & Vincent, K. (2002). Citizenship and the challenge of global education. Stoke-on-Trent and Sterling: Trentham Books.
Peterson, A., & Tudball, L. (Eds.), (2017). Civics and Citizenship Education in Australia Challenges, Practices and International Perspectives. London: Bloomsbury Academic.
UNICEF (2010). Core commitment for children in Humanitarian Action. New York: UNICEF.
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.
Unit Outline: Flexible Period - 10A 2024, Online (Start Date: 09 Sep 2024)
| Unit code: | EUB005 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCB327 |
Overview
This unit will provide you with opportunities to develop your capacity to teach in an interconnected, diverse and rapidly changing world. Building on your knowledge and expertise gained from your core units, the unit considers how learners can critically examine global developments that are significant to both the world at large and their own lives. Practitioner examples together with a variety of subject matter drawn from frameworks for global education including; global competence, intercultural education, global citizenship education, values education and education for sustainable development, will be considered through which key principles and practices of contemporary pedagogy will be explored. This unit will enhance your understanding of how a global and intercultural outlook can be embedded within your education setting.
Learning Outcomes
On successful completion of this unit you will be able to:
- Interpret and apply theoretical/practical knowledge and understanding of the concepts, values, substance and structure for the effective teaching of global education perspectives, including an intercultural outlook, in your education setting.
- Apply knowledge and understanding about quality differentiated teaching practices that can be used in culturally diverse classrooms to meet the full range of student abilities.
- Develop solutions in response to local, global and intercultural significance.
- Engage and communicate effectively both verbally and non-verbally on matters pertaining to global issues in educational settings.
Content
In this unit you will learn:
- What are some of the attributes of a global teacher, learner, and citizen;
- What characteristics underpin global citizenship, global competence and global education;
- How to embed pedagogies aligned with educational policies, guidelines and frameworks on global education;
- How to reflect on practitioner examples focused on global perspectives and intercultural understanding;
- How to design solutions in response to global issues and challenges, and
- How to communicate and enact your learnt knowledge in your educational settings in the future.
Learning Approaches
In this unit you will learn by engaging in the following:
- Weekly workshops;
- Readings;
- Live and recorded presentations; and
- Authentic assessment tasks.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in weekly workshops with academics and peers. You will be given the opportunity to receive feedback on both assessments.
Assessment
Overview
There are two pieces of assessment for this unit:
- Written reflections - this draws on your understanding of issues of local, global and intercultural significance in reflecting on practitioner examples.
- Resource - this assessment connects contemporary issues of local, global and intercultural significance with classroom practice and the development of educational resources.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Written reflections
This task is a workbook of reflections that is based on the work done in the first component of the unit. It consists of reflections of practitioner presentations that focus on issues of local, global and intercultural significance. The practitioner examples showcase elements of what it takes to be a global teacher, learner and citizen when dealing with these issues.
Assessment: Resource
There are two parts to this task. Part A involves an exploration of a contemporary issue of local, global, and intercultural significance. Part B is a sample of a resource that can be created by a global teacher, learner or citizen to proactively deal with the issue.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
Curriculum Corporation (2008). Global Perspectives: A framework for global education in Australian schools.Melbourne, Curriculum Corporation.
Hicks, D., & Holden, C. (eds.). (2007). Teaching the global dimension. Key principles and effective practice. London: Routledge.
OECD, (2018). Preparing our youth for an inclusive and sustainable world. The OECD PISA global competence framework.
UNESCO , (2001). Universal Declaration of Cultural Diversity, UNESCO, Paris.
United Nations, (2016). 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development
Chandra, V. (2019). Share Engage Educate: SEEdinf Change for a Better World. Leiden, The Netherlands: Brill.
Culver, S. H., & Kerr, P. (Eds.), (2014). MILID Yearbook 2014: Global Citizenship in a Digital World. The International Clearinghouse on Children, Youth and Media - Nordicom University of Gothenburg, Göteborg.
Hall, T. Gray, G. Downey & M. Singh (Eds.), (2018). The Globalisation of Higher Education - Developing Internationalised Education in Research and Practice. Palgrave McMillan: Sydney.
T. Misco & J. De Groof (Eds.), (2014). Cross-Cultural Case Studies of Teaching Controversial Issues: Pathways and Challenges to Democratic Citizenship Education (pp. 1-16). Legal Wolf Publishers (Tilburg), in cooperation with UNESCO/Paris.
Noddings, N. (2006). Critical lessons. What our schools should teach. Cambridge: Cambridge University Press.
Noddings, N. (Ed.). (2005). Educating citizens for global awareness. New York: Teachers' College Press.
Osler, A., & Vincent, K. (2002). Citizenship and the challenge of global education. Stoke-on-Trent and Sterling: Trentham Books.
Peterson, A., & Tudball, L. (Eds.), (2017). Civics and Citizenship Education in Australia Challenges, Practices and International Perspectives. London: Bloomsbury Academic.
UNICEF (2010). Core commitment for children in Humanitarian Action. New York: UNICEF.
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.