EDF5628 · Educational leadership for social justice

Overview

In this unit, you will deepen your understanding of social justice theories, frameworks and leadership practices, and examine how relational, ethical and wellbeing-focused considerations form the foundation of socially just and sustainable educational leadership. You will reflect on your own leadership identity and professional experiences, exploring how values, relationships, and organisational settings influence a leader’s capacity to respond to diversity, difference and inequity. Through research, discussion and applied inquiry, you will examine how leading with a social justice lens involves building trust, fostering inclusion and creating sustainable conditions for all members of an educational community to thrive.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. critically analyse social justice theories, frameworks, and practices and evaluate their implications for relational, ethical and wellbeing-oriented leadership in diverse educational contexts
2. examine and reflect on personal and professional leadership identity, considering how your values, relationships and lived-experiences shape your engagement with issues of diversity, equity, and social justice
3. apply research-informed and evidence-based approaches to interpret and respond to social justice issues in educational settings, including those related to relational trust, belonging and wellbeing
4. design, justify and communicate contextually responsive leadership strategies or initiatives that advance equity, inclusion and social just practice in educational settings
5. synthesize and articulate critical, research-informed insights into how educational leaders can advocate for and lead transformative initiatives for social justice.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 288 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study OR • 36 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.