Unit BAHIS3010 - Intersectional Histories of Education

Unit description

This unit examines the historical development of education through the lens of access, equity, and social change. Students investigate how educational opportunities and experiences have been shaped by historical structures of race, gender, class, and power across diverse social and cultural contexts. Employing intersectional history as a theoretical framework, the unit explores key moments and movements that have influenced educational participation, inclusion, and exclusion from the nineteenth century to the present. Students critically analyse historical case studies to examine how educational systems have both reinforced and challenged social inequalities. Through engagement with the foundational concepts of educere and universitas, students reflect on the purposes of education and their relevance to contemporary teaching and learning. Assessments encourage students to connect historical understandings of educational equity with current debates and to consider how historical perspectives can inform inclusive and socially responsive educational practice.

Unit content

This unit presents a comprehensive historical examination of the development of education and educational institutions through the analysis of equity, access, inclusion and social change across diverse social and cultural contexts. Drawing upon intersectional history as a theoretical framework, the unit critically examines how race, gender, class, disability and other dimensions of identity have shaped educational opportunities and experiences, and how these factors have contributed to both privilege and marginalisation within educational settings. Moreover, the unit considers diverse viewpoints, including those of First Nation and migrant communities to provide a nuanced understanding of the education experience. Topics explored encompass the impact of colonialism, industrialisation and urbanisation on education, the historical construction of social identities in educational contexts, and the influence of major historical events such as global conflicts and public health crises on educational systems and participation. Topics may include:<ol><li>Historical foundations of education and changing understandings of the purposes of education</li><li>The concepts of educere and universitas and their influence on educational philosophy and practice</li><li>Examining diverse educational experiences and perspectives, including those of First Nations peoples and migrant communities</li><li>Historical perspectives on Indigenous education, colonialism and educational access</li><li>The impacts of Covid-19 and lockdowns on educational experiences, access and outcomes</li><li>The impact of government polices and funding on educational access and experience</li><li>Urbanisation: examining how ever-increasing urbanisation places pressure on public schools</li><li>Exploring alternative education outside the scholastic system eg. Steiner, Montessori</li><li>The increase in popularity of homeschooling both pre and post- Covid-19.</li></ol>

Institute / school:

Institute of Education, Arts & Community

Discipline:

Humanities and Social Sciences

Study level:

Undergraduate

Credit points:

EFTSL:

0.125

Field of education:

Offering:

Grade scheme:

Graded (e.g. HD, D, C, etc)

Placement component:

Fee information:

Prerequisite

must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=BAHIS1001" target="_blank">BAHIS1001</a> OR must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=BAHIS1002" target="_blank">BAHIS1002</a> OR must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=BAHIS2009" target="_blank">BAHIS2009</a> OR must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=BASOC1001" target="_blank">BASOC1001</a> OR must have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=SOCIO2002" target="_blank">SOCIO2002</a>

Corequisite

Exclusion

Learning outcomes

Ref	Outcome
K1.
K2.
K3.
K4.
S1.
S2.
S3.
A1.
A2.
A3.

Ref	Learning task	Assessment type	Weighting	Learning outcomes assessed
2.	<p>Historiographical Debate Essay: Students critically examine competing historical interpretations relating to a significant issue in the history of education (e.g., Indigenous education policies, educational responses to migration, gender and schooling, inclusive education reforms, or the impact of colonialism on educational access). Drawing upon a range of scholarly literature, students synthesise diverse perspectives and construct a justified position regarding the influence of historical processes on educational equity and social change.</p>
3.	<p>Educational Policy and Practice Position Report: Students investigate a contemporary issue related to equity, diversity, and inclusion in education (e.g., Indigenous education, culturally responsive pedagogies, gender equity, disability inclusion, refugee education, or educational disadvantage). Drawing upon historical evidence, theoretical perspectives, and contemporary policy contexts, students critically evaluate how historical developments continue to shape the issue. Students formulate and justify evidence-informed recommendations for policy and/or professional practice aimed at fostering inclusive, ethical, and socially responsive educational environments.</p>
1.	<p>Historical Source Critique: Students select and critically analyse a historical source or set of related sources relevant to educational equity, access, inclusion, or exclusion (e.g., policy documents, curriculum materials, government reports, archival records, media representations, or oral histories). Students evaluate the historical context, purpose, perspective, and limitations of the source(s), drawing upon intersectional and historiographical perspectives to consider how educational narratives are constructed and contested.</p>

Supplementary assessment available:

Supplementary assessment information:

FedTASK	Description of FedTASK outcome	Level

FedTASK

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.

Institute / school:

Institute of Education, Arts & Community

Discipline:

Humanities and Social Sciences

Study level:

Undergraduate

Credit points:

EFTSL:

0.125

Field of education:

Offering:

Grade scheme:

Graded (e.g. HD, D, C, etc)

Placement component:

Fee information:

Add Info Static Text

Internal reference: BAHIS3010 - U1.0

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