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.
2000wd professional development journal (30%), 2000wd essay (35%), 2000wd equivalent group work presentation (35%)
1x1hr lecture/wk and 1 x2hr tutorial/wk for 12 weeks
42 credit points including EDEC1005 and EDEC1007 and EDUF1019Prohibitions