Enrolments for 2020 have closed.
Teaching, Learning and Working in Culturally Diverse Environments
Postgraduate | MUR-EDU616 | 2020
Course information for 2020 intake View information for 2024 course intake
- Study method
- 100% online
- Assessments
- 100% online
- Entry requirements
- Part of a degree
- Duration
- -
FEE-HELP available
Teaching, Learning and Working in Culturally Diverse Environments
About this subject
On successful completion of the subject students should:
1. have a sound conceptual understanding of:
- the nature and significance of culture, social identity/ies and group categorisation in multicultural environments, as well as a range of culture-related processes affecting communication and social interactions in culturally diverse environments
- critical issues related to cultural diversity in education, at work and the community at large.
2. On the basis of their understanding of culture, social identity/ies, group categorisation and other culture-related processes, students should also be able to:
- understand the source of problems and challenges emerging in culturally diverse environments, and propose ways to address them;
- identify and analyse educational activities or workplace initiatives, which promote the positive aspects of cultural diversity – and develop original initiatives;
- understand the underlying principles and claimed value of global citizenship, cosmopolitan learning and a shared sense of ‘we’.
- Culture, identity and cultural identity
- About culture, acculturation and intercultural interactions
- About social identity and the negotiation of multiple identities
- Impact of social categorisation processes on intercultural communication and interactions
- Cosmopolitan learning and a shared sense of 'we'
This subject examines challenges and potential of cultural diversity in teaching and learning from school to university, including international, transnational education, study of languages, vocational and professional workplace learning. A multidisciplinary approach is adopted with concepts drawn from social, cross-cultural and cultural psychology; sociology; cultural studies; intercultural relations and communication; and intercultural learning. Participants gain solid, research-based understanding of key culture-related concepts and ideas, and will be well prepared to promote productive cultural diversity and positive intercultural transformation.
Please Note: All students studying at Murdoch University will need to complete the compulsory unit, Murdoch Academic Passport (MAP100), which only takes 2-3 hours to complete online. Find out more: http://goto.murdoch.edu.au/MurdochAcademicPassport.
Presentation:
The aim of this assignment is to give students an opportunity to reflect critically and in - depth on one of two approaches outlined in Ward et all (2001). Either: Culture-learning Approach (ch 3) or Stress & Coping Approach (ch 4)
The interactive nature of the presentation is intended at stimulating the reflection of all students in the class on the selected issue, so everyone benefits. Pairs/partnerships will be asked to prepare a suitable, mentally stimulating activity for their peers, alongside sharing their own reflections. The individual written summary and reflection, submitted the following week, is intended to further enhance each student’s critical reflection on the issue.
Project:
The overall aim of this assignment is to give you an opportunity to explore more in depth a few salient concepts or issues related to cultural diversity in a context of special interest to you, and to demonstrate your capacity to engage in a critical conceptual examination of practical issues, in other words to demonstrate your capacity to link theory and practice. About 3000 words. For this assignment, you have the choice of format: (a) a critical analysis of an existing initiative or program related to cultural diversity issues in light of relevant literature, or (b) the development of a practical initiative or program related to cultural diversity issues with full conceptual rationale.
Participation:
Workshop discussions will be conducted each week. students are expected to contribute to the discussion on a regular basis and this will be assessed in relation to:
- Willingness to participate in class activities
- Constructive contributions to class and small group discussion
- Demonstration of thoughtful reading of materials and reflection on personal experiences
- Listening attentively to and responding thoughtfully to other student’s contributions.
Journal:
The aim of this assignment is to give students the opportunity to keep a journal with their reading notes, thinking notes and ideas. Students involved in a significant personal cross-cultural experience such as working in a multicultural environment, teaching a culturally diverse student population or studying in a different cultural educational environment are encouraged to reflect and collate observations of daily events.- Interactive Presentation (40%)
- Critical Analysis (40%)
- Online Discussion Forum (10%)
- Reflective Journal (10%)
For textbook details check your university's handbook, website or learning management system (LMS).
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Entry requirements
To enrol in this subject, you must be admitted into a degree.
Equivalent subjects
You should not enrol in this subject if you have successfully completed any of the following subject(s) because they are considered academically equivalent:
Others
Enrolment in a graduate-level qualification or permission of the Unit Coordinator.
Additional requirements
No additional requirements
Study load
- 0.125 EFTSL
- This is in the range of 10 to 12 hours of study each week.
Equivalent full time study load (EFTSL) is one way to calculate your study load. One (1.0) EFTSL is equivalent to a full-time study load for one year.
Find out more information on Commonwealth Loans to understand what this means to your eligibility for financial support.