EDF5628 · Educational leadership for social justice

Overview

In this unit you will explore ‘wicked problems’ in leading for social justice. You will deepen your understanding of social justice theories, frameworks, and practices and will reflect upon your own experiences, leadership identity, and how you relate to issues of social justice. You will explore the ways educational settings acknowledge or confront issues of diversity and difference, and how leading with a social justice lens can shape the work of leaders in educational settings. In this unit, you will be supported and challenged as you analyse and address issues of social justice with a view to bringing about positive change in educational settings.

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. articulate a comprehensive and critical understanding of historical, contextual and political influences on leadership for social justice in educational settings
2. analyse and communicate skills and capabilities associated with leading for social justice in local, national, and global contexts
3. lead and promote innovative practices which engender change and address complex issues of social justice
4. synthesise and communicate knowledge and understanding of complex issues at an advanced academic level

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.