EDF5845 · Globally sustainable childhoods

Overview

This unit introduces you to theoretical concepts and research that is addressing the reconfiguration of childhoods in the Anthropocene. You will engage with key concepts and pedagogical approaches that recognise and acknowledge what it means for children to be earth dwellers in an era of rapid change and increasing vulnerability. Key concepts and understandings of sustainability and earth-caring practices will be examined, including Aboriginal and Torres Strait Islander practices and perspectives. Opportunity for you to examine and challenge your own current understandings of sustainability will be central for the purpose of facilitating development of deep philosophical, pedagogical and ethical understandings that can embrace and support children as rights holders to be active citizens in a rapidly changing and vulnerable world.

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 engage with key theoretical concepts and research examining the rapidly changing nature of childhoods in relation to issues of sustainability on a global scale
2. identify and discuss how early childhood pedagogies must adapt and change in response to the changing nature of childhood in the Anthropocene
3. analyse, critique and select pedagogical approaches that are upholding children’s rights as global citizens to engage with sustainability issues directly impacting on their lives
4. research and analyse a range of sustainability issues and identify and plan for pedagogical practices that can uphold children’s rights to take affirmative action on these issues.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

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