Four-part Harmony on 'Curriculum and the Social Context of Schooling'

Izabel Eniko Soliman; Peter Martin Ninnes; Neil Evans Harrison

Four-part Harmony on 'Curriculum and the Social Context of Schooling'

Izabel Eniko Soliman, Peter Martin Ninnes, Neil Evans Harrison

School of Education

Research output: Contribution to conference › Paper

Abstract

In this paper, each member of a team of academics reflects on a different aspect of teaching the core unit 'Curriculum and the Social Context of Schooling' in the Bachelor of Education and the Graduate Diploma of Education. The unit is concerned with key contextual factors such as poverty and isolation and social categories that can impact upon the achievement of socially just education for all students, including gender, cultural diversity, race and class. The unit has undergone many changes over the last decade and is about to undergo yet another with the implementation of the new Bachelor of Education (Primary) in 2004. This symposium provided the team members with an opportunity to reflect upon their collective and personal experiences of interactive teaching and learning in this unit.

Original language	English
Pages	35-41
Publication status	Published - 2004
Event	FEHPS 2003: Faculty of Education, Health and Professional Studies 2003 Symposium for Recognising Wonderful University Teaching and Learning - University of New England, Armidale, Australia Duration: 18 Sept 2003 → 19 Sept 2003

Conference

Conference	FEHPS 2003: Faculty of Education, Health and Professional Studies 2003 Symposium for Recognising Wonderful University Teaching and Learning
City	Armidale, Australia
Period	18/09/03 → 19/09/03

Keywords

Education Assessment and Evaluation

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https://hdl.handle.net/1959.11/4248

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title = "Four-part Harmony on 'Curriculum and the Social Context of Schooling'",

abstract = "In this paper, each member of a team of academics reflects on a different aspect of teaching the core unit 'Curriculum and the Social Context of Schooling' in the Bachelor of Education and the Graduate Diploma of Education. The unit is concerned with key contextual factors such as poverty and isolation and social categories that can impact upon the achievement of socially just education for all students, including gender, cultural diversity, race and class. The unit has undergone many changes over the last decade and is about to undergo yet another with the implementation of the new Bachelor of Education (Primary) in 2004. This symposium provided the team members with an opportunity to reflect upon their collective and personal experiences of interactive teaching and learning in this unit.",

keywords = "Education Assessment and Evaluation",

author = "Soliman, \{Izabel Eniko\} and Ninnes, \{Peter Martin\} and Harrison, \{Neil Evans\}",

year = "2004",

language = "English",

pages = "35--41",

note = "FEHPS 2003: Faculty of Education, Health and Professional Studies 2003 Symposium for Recognising Wonderful University Teaching and Learning ; Conference date: 18-09-2003 Through 19-09-2003",

}

Four-part Harmony on 'Curriculum and the Social Context of Schooling'. / Soliman, Izabel Eniko; Ninnes, Peter Martin; Harrison, Neil Evans.
2004. 35-41 Paper presented at FEHPS 2003: Faculty of Education, Health and Professional Studies 2003 Symposium for Recognising Wonderful University Teaching and Learning, Armidale, Australia.

Research output: Contribution to conference › Paper

TY - CONF

T1 - Four-part Harmony on 'Curriculum and the Social Context of Schooling'

AU - Soliman, Izabel Eniko

AU - Ninnes, Peter Martin

AU - Harrison, Neil Evans

PY - 2004

Y1 - 2004

N2 - In this paper, each member of a team of academics reflects on a different aspect of teaching the core unit 'Curriculum and the Social Context of Schooling' in the Bachelor of Education and the Graduate Diploma of Education. The unit is concerned with key contextual factors such as poverty and isolation and social categories that can impact upon the achievement of socially just education for all students, including gender, cultural diversity, race and class. The unit has undergone many changes over the last decade and is about to undergo yet another with the implementation of the new Bachelor of Education (Primary) in 2004. This symposium provided the team members with an opportunity to reflect upon their collective and personal experiences of interactive teaching and learning in this unit.

AB - In this paper, each member of a team of academics reflects on a different aspect of teaching the core unit 'Curriculum and the Social Context of Schooling' in the Bachelor of Education and the Graduate Diploma of Education. The unit is concerned with key contextual factors such as poverty and isolation and social categories that can impact upon the achievement of socially just education for all students, including gender, cultural diversity, race and class. The unit has undergone many changes over the last decade and is about to undergo yet another with the implementation of the new Bachelor of Education (Primary) in 2004. This symposium provided the team members with an opportunity to reflect upon their collective and personal experiences of interactive teaching and learning in this unit.

KW - Education Assessment and Evaluation

UR - http://trove.nla.gov.au/work/20074061?selectedversion=NBD40436614

M3 - Paper

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T2 - FEHPS 2003: Faculty of Education, Health and Professional Studies 2003 Symposium for Recognising Wonderful University Teaching and Learning

Y2 - 18 September 2003 through 19 September 2003

ER -

Four-part Harmony on 'Curriculum and the Social Context of Schooling'

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