Outline

Overview

Early childhood education (ECE) has long been heralded as an entry point for social justice goals such as equality, inclusion, innovation, sustainability, citizenship,democracy and socio-political cohesion. For ECE to support any of these goals it must also be valued as an ethical and political (as opposed to simply a technical) praxis. Using critical pedagogy theory this unit invites students as pre-service teachers to recognise, value and engage with social justice education, particularly in the early years where young children learn to either internalise and/or naturalise the status quo, or conversely, learn to think critically and/or to challenge dominant discourses and inequitable relations of power. The unit provides students with conceptual and practical tools to work with young children, their families and colleagues to foster socially just, inclusive and ethically engaged early childhood environments.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	42 credit points including EDEC1005 and EDEC1006 and EDUF1020
Corequisites ?	None
Prohibitions ?	EDEC3001
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Amanda Niland, amanda.niland@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Portfolio or journal	Reflection journal entry 1 Reflective journal entry	10%	Week 02 Due date: 06 Mar 2026 at 23:59	500 words	AI allowed
Outcomes assessed:
Portfolio or journal	Professional development and reflection journal part 2 Reflective journal entry	15%	Week 04 Due date: 20 Mar 2026 at 23:59	700 words	AI allowed
Outcomes assessed:
Portfolio or journal	Professional development and reflection journal part 3 Reflective journal entry	15%	Week 06 Due date: 03 Apr 2026 at 23:59	700 words	AI allowed
Outcomes assessed:
Presentation	Picture Book Presentation In-class presentation	15%	Week 10 Due date: 05 May 2026 at 09:00	5-8 minutes (500 words)	AI allowed
Outcomes assessed:
Written work	Picture Book Experience Plan A play-based learning experience plan, based on picturebook from presentations	15%	Week 10 Due date: 09 May 2025 at 23:59	700 words	AI allowed
Outcomes assessed:
In-person written or creative task	Scenario-based assignment Applying unit knowledge to examples of early childhood setting scenarios	30%	Week 12 Due date: 19 May 2026 at 09:00	1 hour & 15 minutes (1400 words)	AI prohibited
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Professional development and reflection journal: This assessment task requires students to complete 3 journal entries over the first 6 weeks of semester. Each reflection question asks students to reflect on aspects of the lectures and readings. Each critical reflection is to draw on unit content and readings so that reflections are informed by theory and research. Entry 1 is an Early Feedback Task.
Early learning resource analysis and review task: There are two parts to this assignment - part A is a presentation, and part B is a curriculum plan which needs to be submitted online via Turnitin through Canvas.
Scenario-based assignment: This task requires students to use critical thinking to apply their unit knowledge to real-life examples of teaching scenarios.

Detailed information for each assessment can be found on Canvas. Students must submit all assignments to be eligible for a passing grade in this unit

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per university and FASS policies

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit: Why are you here? The purpose of education/educators and social justice education.	Lecture (1 hr)
Week 01	Introduction to the unit: Why are you here? The purpose of education/educators and social justice education.	Tutorial (2 hr)
Week 02	Who do you think you are? Critical pedagogy, the politics of education and teachers as cultural workers	Lecture (1 hr)
Week 02	Who do you think you are? Critical pedagogy, the politics of education and teachers as cultural workers	Tutorial (2 hr)
Week 03	Who are you teaching? Inclusive education and children who experience disability	Lecture (1 hr)
Week 03	Who are you teaching? Inclusive education and children who experience disability	Tutorial (2 hr)
Week 04	Just because you can't do everything, doesn't mean you can't do anything: dealing with how to choose/use books, toys, dress-ups, other materials and resources for social justice education	Lecture (1 hr)
Week 04	Just because you can't do everything, doesn't mean you can't do anything: dealing with how to choose/use books, toys, dress-ups, other materials and resources for social justice education	Tutorial (2 hr)
Week 05	Who are you teaching? Labels, challenging behaviours and the context of relationships - social justice education and resistance	Lecture (1 hr)
Week 05	Who are you teaching? Labels, challenging behaviours and the context of relationships - social justice education and resistance	Tutorial (2 hr)
Week 06	Silenced and "othered" voices: re-meeting history - listening to Indigenous understandings and perspectives as an investigation into social justice	Lecture (1 hr)
Week 06	Silenced and "othered" voices: re-meeting history - listening to Indigenous understandings and perspectives as an investigation into social justice	Tutorial (2 hr)
Week 07	Diversity as a resource: engaging minorities and those from different racial, cultural, linguistic and religious backgrounds	Lecture (1 hr)
Week 07	Diversity as a resource: engaging minorities and those from different racial, cultural, linguistic and religious backgrounds	Tutorial (2 hr)
Week 08	Class and inequity: teaching social justice to children in underprivileged and privileged contexts	Lecture (1 hr)
Week 08	Class and inequity: teaching social justice to children in underprivileged and privileged contexts	Tutorial (2 hr)
Week 09	Gender-typing: recognising and reflecting on hidden and visible inequities in gender relations in the early years	Lecture (1 hr)
Week 09	Gender-typing: recognising and reflecting on hidden and visible inequities in gender relations in the early years	Tutorial (2 hr)
Week 10	Valuing LGBTIA+ diversity with young children, families and communities - projects, programs and participatory approaches	Lecture (1 hr)
Week 10	Valuing LGBTIA+ diversity with young children, families and communities - projects, programs and participatory approaches	Tutorial (2 hr)
Week 11	Social, emotional, mental health and wellbeing	Lecture (1 hr)
Week 11	Social, emotional, mental health and wellbeing	Tutorial (2 hr)
Week 12	Children as active agents of change	Lecture (1 hr)
Week 12	Children as active agents of change	Tutorial (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

See Reading List in Canvas

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of the concepts of power, social justice, and ethics
LO2. articulate the relationship between personal and professional ethical practices
LO3. demonstrate your knowledge and understanding of the importance of legislation, professional codes and guidelines for early childhood teachers
LO4. understand the ethical and legal requirements for social justice and equitable partnerships with families and communities
LO5. understand how ethics can be generated in curriculum and pedagogical practices in ways that support children's participation in their social and cultural worlds
LO6. engage with and understand the nexus between practice, theory and research in relation to ethics and social justice.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 2.7. Contemporary society and pedagogy 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 4.5. Culture, diversity and inclusion 5.3. Ethics and professional practice 6.3. Professional identity and development
	Australian Children's Education & Care Quality Authority - 3.1. Early Years Learning Framework 5.3. Ethics and professional practice
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 2.5. Children with diverse needs and backgrounds 2.7. Contemporary society and pedagogy 3.1. Early Years Learning Framework 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 1.6. Diversity, difference and inclusivity. 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion 6.4. Advocacy 6.5. Research

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
1.3		Social and emotional development
1.4		Child health, well-being and safety
1.5		Early intervention
1.6		Diversity, difference and inclusivity.
1.7		Learners with special needs
2.1		Alternative pedagogies and curriculum approaches.
2.2		Play based pedagogies
2.3		Guiding behaviour / engaging young learners
2.4		Teaching methods and strategies
2.5		Children with diverse needs and backgrounds
2.6		Working with children who speak languages other than, or in addition to, English.
2.7		Contemporary society and pedagogy
3.1		Early Years Learning Framework
3.9		Curriculum planning, programming and evaluation
4.1		Developing family and community partnerships
4.2		Multicultural education
4.3		Aboriginal and Torres Strait Islander perspectives
4.4		Socially inclusive practice
4.5		Culture, diversity and inclusion
5.2		Contemporary theories and practice
5.3		Ethics and professional practice
6.3		Professional identity and development
6.4		Advocacy

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Revisions have been made to the assignments to differentiate focus from a previously similar assignment to one in another core unit in the B.Ed EC.

Additional information

Students must submit all assignments to be eligible to receive a passing grade in the unit

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDEC2005: Ethics and Social Justice in ECE

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links