Outline

Overview

This course will provide opportunities for participants to critically analyse and reflect on research on anti-racial and anti-oppressive practices in schooling and education. This will include a critical examination of diverse theoretical frameworks including the cultural interface, Critical Race Theory and Critical Whiteness Studies.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Catherine Burgess, cathie.burgess@sydney.edu.au
Tutor(s)	Tarunna Sebastian, tarunna.sebastian@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Critical Review of Literature Submitted work - Assignment	40%	Week 08 Due date: 30 Apr 2021 at 23:59	2400 words
Outcomes assessed:
Assignment	'Courageous Conversations' Toolkit (Part 1) Develop a theoretical framework on racism in the workplace	30%	Week 10 Due date: 14 May 2021 at 23:59	1800 words
Outcomes assessed:
Assignment	'Courageous Conversations' Toolkit (Part 2) Submitted work - Assignment	30%	Week 13 Due date: 04 Jun 2021 at 23:59	1800 words
Outcomes assessed:

Assessment summary

Critical review of literature: Critically review literature that examines the link between racism, health, well-being and educational outcomes for Aboriginal students. Include in the review, strategies for teachers and/or whole school strategies designed to overcome the impact of these issues in the classroom and/or the school community.
'Courageous conversations’ toolkit (part 1): Design a ‘courageous conversations’ toolkit that would lead and guide dialogues about racism in your workplace for teachers and/or students.
‘Courageous conversations’ toolkit (part 2): For part 2 of this task, using your theoretical framework, you will develop a pedagogical toolkit including implementation plan and key strategies. This toolkit will enable your target audience to identify, articulate and address racialised narratives in order to support equitable and socially just practices in your workplace.
Detailed information for each assessment can be found on Canvas.

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	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical, original and lucid as well as professionally prepared. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Solves or argues possible solutions to complex problems & addresses challenging tasks/situations. Uses innovative methods and higher order cognitive skills to solve complex problems and present original alternatives. Scholarly critique of a diverse array of literature. Generates, develops, uses and justifies own ideas or original concepts based on a wide range of relevant sources. Critical assessment and analysis of the relationship between theory, research and practice. Possible insightful and/or original deployments of theory or theoretical concepts. Implications for personal and professional practice are carefully considered and explored. Work potentially worth dissemination and/or postgraduate study
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent, logical and lucid as well as professionally prepared. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications. Solves or argues possible solutions to complex problems and addresses challenging tasks/situations using imagination/creative and from a variety of perspectives. Scholarly critique of the literature using a variety of relevant sources to develop own ideas. Insightful critique or consideration of relationship between theory, research and practice. Personal / professional implications for practice considered.
Credit	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent and professionally prepared. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Solves complex problems and addresses challenging tasks/situations using creative techniques and skills. Substantial critical appraisal of the relevant literature to develop own ideas. Critical or evaluative discussion/thinking about links between theory, research and practice.
Pass	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical, coherent and flowing. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Solves problems using imagination and a limited range of creative techniques. Evidence of critical appraisal of literature, with a recognition of different perspectives. Beginning to develop critical reflection and analysis of practice through theory and research. Relevant concepts etc applied in a generally appropriate and thoughtful way.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard. Attempts are made to demonstrate a logical & coherent understanding of the assessment task, but some aspects may be confused or undeveloped. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Very little evidence of basic skills for problem solving and addressing key assessment tasks. Literature is presented uncritically and in a purely descriptive way. Very little or no consideration of the relationships between theory, research and practice.

For more information see guide to grades.

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.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction	Online class (2 hr)
Week 02	Connections: racism, health, well-being and educational outcomes	Online class (2 hr)
Week 03	Racism: teachers, schools & education	Online class (2 hr)
Week 04	Racism: theoretical perspectives	Online class (2 hr)
Week 05	Racism: critical whiteness studies	Online class (2 hr)
Week 06	Health: current health status	Online class (2 hr)
Week 07	Health: social determinants of health	Online class (2 hr)
Week 08	Health: social and emotional well-being	Online class (2 hr)
Week 09	Health: theoretical perspectives	Online class (2 hr)
Week 10	Racism: knowledge, biopolitics and race	Online class (2 hr)
Week 11	Racism: intersectionality - class, race and gender	Online class (2 hr)
Week 12	Health: Indigenous health and self-determination	Online class (2 hr)
Week 13	Health: Indigenous health and social justice	Online class (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.

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. critically analyse key research in racism and well-being in education contexts and the hidden narratives embedded in schooling and education to initiate and lead professional dialogue directed at improving professional knowledge and practice, and the educational outcomes of Aboriginal students
LO2. lead colleagues in critical discourse about representations of Aboriginal people, culture and communities, the impact these have in educational settings and the health and well-being of Aboriginal students
LO3. apply ethical practices to initiate collaborative and courageous conversations with staff and community about embedded racism within schooling and the impact it has on Aboriginal education outcomes and student well-being
LO4. critically analyse key research on the link between racism, health and well-being to engage in professional dialogue with colleagues directed at improving professional knowledge and practice, and the educational outcomes of Aboriginal students
LO5. apply current research to engage staff, Aboriginal family and community members, professional networks and significant stakeholders in collaborative and courageous actions to disrupt racialised practices, policies, procedures, curriculum and pedagogy in Aboriginal contexts
LO6. support and lead colleagues in developing personal and professional praxis in order to implement authentic and ethical professional learning to implement culturally responsive whole school change.

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 Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 7.2.4. (Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.1.4. (Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 6.4.4. (Lead) Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.2.4. (Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.3. (Highly Accomplished) Expand understanding of how students learn using research and workplace knowledge. 2.4.4. (Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 4.4.4. (Lead) Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.2.4. (Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 6.1.4. (Lead) Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.2.4. (Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 6.3.4. (Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students. 6.4.4. (Lead) Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community. 7.3.4. (Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school. 7.4.4. (Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.4		(Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
1.3.4		(Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4.4		(Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
2.1.4		(Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.4.4		(Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
3.3.4		(Lead) Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem-solving, and critical and creative thinking.
3.5.4		(Lead) Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
3.7.4		(Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
4.4.4		(Lead) Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices.
6.2.4		(Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
6.3.4		(Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
7.1.4		(Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
7.2.4		(Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
7.3.3		(Highly Accomplished) Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing.
7.3.4		(Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school.
7.4.4		(Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.

Responding to student feedback

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

No changes have been made since this unit was last offered.

Additional information

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

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

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

EDPL6007: Racism and Well-being

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

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