EDF5869 · Sustainable childhoods

Overview

This unit will enable you to critically reflect on, analyse, and challenge your own philosophy, ethics, and practice, recognising children as moral and ethical, global beings connected to diverse communities. Key understandings of morality, ethics, care, sustainability, and earth-caring, along with other complex current issues impacting children's lives, will be examined, including Aboriginal and Torres Strait Islander perspectives. You will have opportunities to plan pedagogical practices that encourage educators and children to challenge their own moral and ethical underpinnings and decision-making, and to take affirmative action as global citizens.

Offerings

The Handbook publishes no offerings for this unit.

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

Learning outcomes

1. critically reflect on questions of philosophy, ethics, and practice to gain insights that support, inform, and enrich decision-making about children’s learning, health, wellbeing, and safety
2. gain knowledge about how children are moral and ethical global beings who belong to diverse communities, incorporating Aboriginal and Torres Strait Islander perspectives
3. critically engage with theory and research examining the rapidly changing nature of childhoods in relation to complex ideas relevant to children’s moral and ethical lives
4. analyse, critique, and select pedagogical approaches that uphold children’s rights as global citizens to engage with sustainability and other ethical issues directly impacting their lives
5. identify and plan for pedagogical practices that 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.