Kompleks Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Gedung D Lantai 18, Jalan Jenderal Sudirman, Pintu Satu, Senayan, Jakarta, Indonesia 10270
University of Auckland
The University of Auckland (Waipapa Taumata Rau) is New Zealand’s largest and leading university and ranked within the top 100 universities in the world*, with a student population of 44,000. This includes 8,000 international students representing over 120 countries. The University is located in the harbour city of Auckland, New Zealand’s economic hub and most diverse city, with easy access to stunning beaches and rainforests. Ranked third out of 230 cities in the 2019 Mercer Quality of Living Survey, there are a myriad of recreational opportunities right on our doorstep, from theatres and cafes to sports and outdoor pursuits. We have formal agreements with over 300 universities and are the only New Zealand member of Universitas 21, the Worldwide Universities Network (WUN) and the Association of Pacific Rim Universities. Of particular note, the University of Auckland has also been developing a holistic partnership with Universitas Negeri Malang (UM) in Indonesia. These partnership discussions have centred around research, teaching and learning, study abroad, capacity building, support at international conferences and working towards a 2+2 dual degree with the Faculty of Education and Social Work. The University of Auckland has listed Indonesia as a priority student market in terms of recruitment and partnerships in 2022 and 2023 and this priority status is set to continue for the foreseeable future. As well as a highly performing Career Development & Employability Team and Academic Support Teams, we also have a highly experienced and dedicated International Student Support team to support our international student base with any issues they encounter whilst studying with us at the University of Auckland.
Introduces the study of education from sociological, historical and philosophical perspectives. Examines the forces that have shaped education in Aotearoa New Zealand with a view to understanding and theorising issues of equity, social justice, and diversity in education over time.
Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education.
How and what do we learn about sexualities in New Zealand? Learning about sexualities is viewed as occurring both formally (e.g., through sexuality education) and informally (e.g., through the media) in a diversity of social sites. Schools are examined as one significant site where students are offered sexual meanings. The historical derivation and current context of contemporary education about sexuality along with its social effects are investigated.
Through inquiry, develop an appreciation of the role of science and technology in education and society. Apply pedagogical, curriculum and content knowledge to select appropriate approaches and resources for science and technology learning experiences to achieve valued outcomes for diverse akonga.
Examines a wide range of sound and music cultures, from popular transnational mediations to locally produced, community-based traditions. Considers the ways that music takes on meaning, represents identities and places, and interacts with the world. Traces the historical/economic processes by which music cultures emerge and are sustained (or not). Explores the emotional and economic roles that music plays in lives of musicians, composers and listeners. Using theories from ethnomusicology, anthropology, musicology and cultural studies we show how music is affected by and reflects social change, colonisation and indigeneity, technology and local/global economic processes.
An introduction to MÄori analyses of topics that are often discussed and sometimes controversial, and that continue to shape contemporary life in New Zealand. Topics include aspects of world view, philosophy and social organisation; the Declaration of Independence, the Treaty of Waitangi and European immigration; and contemporary issues including Treaty claims, ownership of the foreshore and seabed and constitutional issues.
Follows on from MÄ€ORI 130, examining aspects of traditional MÄori society that continue to challenge and mould contemporary life in New Zealand. Topics are covered from a MÄori perspective and include the Treaty of Waitangi, the role of the churches in colonisation, language loss and revitalisation, the modern protest movements and the influence of the issues raised on MÄori-PÄkehÄ relations.
Explores the relationship between gender and other structures of inequality, like sexuality and ethno-race, and progressive social change. Develops and engages studentsâ€™ theoretically informed critical skills in order to interrogate how gender inequality is re-produced, contested and/or transformed through all or some of the following: literary texts, visual representations, media texts, everyday practices and interactions, and policy.
New opportunities are continually emerging in the field of design. This course introduces design as strategy, demonstrating how contemporary design practices have evolved, responded to, and influenced change. By developing a design project that responds to the United Nations Sustainable Development Goals, students will learn how design thinking complements current practice and expands career prospects.
An introduction to ecological processes, urban resilience and growth in an urban context. Explores how urban planning systems can work in sympathy with, or in contradiction to, such processes, and the implications of this for urban planning practice.