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Unit of study_

EDUF1021: Sociological Perspectives in Education

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

This unit critically examines the social, political, and economic contexts of education. Using a sociological lens it explores key issues concerning difference and inequality in education-including 'race', social class, religion, gender, sexuality, cultural diversity, and indigeneity. It provides a critical analysis of the teaching profession and how issues of power, privilege, social justice and globalization impact education and educational policy. At the end of the unit students should have the capacity to discuss the impact of a range of educational practices and policies on students, schools, families, and communities.

Unit details and rules

Unit code EDUF1021
Academic unit Education
Credit points 6
Prohibitions
? 
EDUF2007
Prerequisites
? 
EDUF1020
Corequisites
? 
None
Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Valerie Harwood, valerie.harwood@sydney.edu.au
Type Description Weight Due Length
Final exam (Record+) Type B final exam Assessment Task 3: Final Exam
1.5-hour multiple choice & short response exam; See Canvas page for details
30% Formal exam period 1.5 hours
Outcomes assessed: LO1 LO2 LO4 LO6
Creative assessment / demonstration Assessment Task 1: Journal article presentation and activity
In-class presentation on an assigned topic. See Canvas page for details
30% Multiple weeks 15-minute individual presentation
Outcomes assessed: LO1 LO6 LO5 LO4 LO3 LO2
Assignment Assessment Task 2: Critical reflections on key sociological concepts
Critical reflections on lectures and readings. See Canvas page for details
40% Multiple weeks 3 x 550 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Type B final exam = Type B final exam ?

Assessment summary

Assessment Task 1 – Journal Article & Activity:

Journal articles provide an important source of learning for and about education and the teaching profession. This learning includes a consideration of how different social and cultural factors may impact education (e.g. class, gender, sexuality, religion, race, First Nations histories, globalisation, education policy, etc.).

In this assessment task, you will engage with a scholarly journal article that uses a sociological perspective to examine the topic of the week. You will present its core ideas to your peers and conduct an activity to activate their sociological imagination.

 

Assessment Task 2 – Critical Reflections:

In this assignment, you will write THREE critical reflections on key sociological concepts from EDUF1021 lectures and readings.

 

Assessment Task 3 – Final Examination:

At the end of the semester students will sit for a summative examination comprised of multiple choice and short answer questions that tests their knowledge of the core concepts from the unit from all weekly topics.

 

Detailed information for each assignment can be found on Canvas.

Assessment criteria

Assessment Task 1: Journal article presentation and activity

 

HD

D

C

P

F

Article and Presentation:

  • Article is rooted in sociological perspectives of education
  • Presentation reflects presenters’ deep knowledge about the concepts from the article and related ideas from the week, including incorporation of relevant sociological theory
  • Presentation is clear, succinct, and demonstrates an emerging understanding of exemplary teacher talk
  • Presentation materials are structured to support learning and reflection strong academic practices (e.g., grammar, reference list in APA format)

 

13-17

11-12

10

8-9

0-7

Activity:

  • The activity is clearly structured and purposeful
  • The activity is engaging and demonstrates an ability to relate to students’ ideas and comments
  • The activity enables informed discussion of the topic

13-17

11-12

10

8-9

0-7

 

Assessment Task 2: Critical reflections on key sociological concepts

 

HD

D

C

P

F

Demonstration of critical thinking

* What?

* So what?

* Now what?

28-32

23-27

21-22

14-20

0-14

Clarity of expression (including accuracy, spelling, grammar, punctuation, use of language, expression of ideas)

5

4

3

2

0-1

Referencing

3

2

1

1

0

 

Assessment Task 3: Final Exam

 

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

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. In accordance with University policy, these penalties apply when written work is submitted after 11:59 pm on the due date.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to Social Perspectives: Toward a Sociological Imagination Lecture (1 hr) LO1 LO2 LO3
Application of sociological concepts to education, teachers and schooling; Benefits for communication, curriculum, and teaching strategies; Workshop on Assessment Task 1 - Selecting topics and journal articles Tutorial (2 hr) LO1 LO2 LO3
Week 02 Power, Privilege, & Social Justice Lecture (1 hr) LO1 LO2 LO3
Introduction to inequality, socio-economic status, race, and education; Impacts on Curriculum, assessment and reporting; Workshop on Assessment Task 1 - Effective communication and engagement with students Tutorial (2 hr) LO1 LO2 LO3
Week 03 Social Class and Education Lecture (1 hr) LO1 LO2 LO3
What is class? How does it affect us? When are communication and instructional strategies ‘unequal’?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO2 LO3
Week 04 Policymaking and School Choice Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6
How are school systems and school choice represented and communicated?; What are its impact on students, parents/carers, and communities?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 05 Policies, Problems, and Policy Analysis Lecture (1 hr) LO2 LO3 LO4 LO5 LO6
What is the use of analysing policy? What impacts does it have on student diversity and inclusion?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO2 LO3 LO4 LO5 LO6
Week 06 Sociological Perspectives: Gender and Education Lecture (1 hr) LO1 LO2 LO3
What is the relationship between education and gender? How do teachers work with students, parents/carers, and communities on gender issues in effective, sensitive and confidential ways?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO2 LO3
Week 07 Sociological Perspectives: Sexuality and Education Lecture (1 hr) LO1 LO2 LO3
What is the relationship between education and sexuality? How do teachers work with students, parents/carers, and communities on sexuality issues in effective, sensitive and confidential ways?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO2 LO3
Week 08 Sociological Perspectives: Religion and Education Lecture (1 hr) LO1 LO2 LO3 LO6
What is the relationship between education and religion? How do teachers work with students, parents/carers and communities on religious issues in effective, sensitive and confidential ways?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO2 LO3 LO6
Week 09 Sociological Perspectives: ‘Race’ and Education Lecture (1 hr) LO1 LO2 LO3 LO6
What is the relationship between education and race? How do teachers work with students, parents/carers and communities on race issues in effective, sensitive and confidential ways? Tutorial (2 hr) LO1 LO2 LO3 LO6
Week 10 Sociological Perspectives: Impact of culture, identity, linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds Lecture (1 hr) LO1 LO2 LO3 LO4 LO5
How can learning from culture and country shape education?; How do teachers work with Aboriginal and Torres Strait Islander students, parents/carers and communities in effective, sensitive and confidential ways? Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
Week 11 Sociological Perspectives: Globalisation and Education Lecture (1 hr) LO1 LO2 LO3 LO4 LO5
What is globalisation? How does globalisation impact education?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5
Week 12 Sociological Perspectives: Teachers and the Teaching Profession Lecture (1 hr) LO1 LO2 LO3 LO4 LO5 LO6
How do we use sociological concepts in education and as teachers?; How does it enhance communication, curriculum, and teaching strategies?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6

Attendance and class requirements

Students are expected to attend all tutorials, and the School of Education and Social Work has a 90% attendance policy.

Where circumstances arise that are outside of your control that mean you do not reach 90% attendance (e.g., illness, family emergency, cultural commitments), you will need to submit an application for Special Consideration: https://www.sydney.edu.au/students/special-consideration.html 

All assignments must be attempted in order to complete this unit of study.

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.

Required readings

REQUIRED TEXTBOOK: Welch, A. et al. (2018). Education, change and society (4th ed.) Melbourne: Oxford University Press.

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. Demonstrate an ability to think reflexively about one’s own identity, positionality, and privilege, and how educators’ identities and experiences influence their work.
  • LO2. Understand the impact of educational practices, policies, and institutions on students and families from different cultural, socio-economic, and linguistic backgrounds, including Aboriginal and Torres Islander populations.
  • LO3. Research and apply relevant sociological concepts and theories to explain inequalities in education and report this research in both oral and written forms.
  • LO4. Trace examples of historical influence on current educational provision in Australia.
  • LO5. Critically analyse educational reforms and how they are connected to local, national, and global changes.
  • LO6. Recognise the range of policies and policy documents that educators in and beyond NSW may need to understand and implement.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Children's Education & Care Quality Authority - ACECQA
2.1. Alternative pedagogies and curriculum approaches.
2.5. Children with diverse needs and backgrounds
2.7. Contemporary society and pedagogy
4. Family and community contexts, such as:
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
NESA Priority Area Elaborations - NESA
1b-ATSICO.02. past and present government policies and their impact on Aboriginal Peoples and Torres Strait Peoples as well as the broader Australian society/history
1b-ATSICO.04. how media representations and personal histories and experiences shape and influence perceptions of and assumptions about Aboriginal and/or Torres Strait Islander Peoples and their community life
1b-ATSICO.05. what constitutes racism and anti-racism strategies, policies and legislation
1b-ATSICO.06. what it means to act in a culturally appropriate/inclusive way
LO2
Australian Children's Education & Care Quality Authority - ACECQA
2.5. Children with diverse needs and backgrounds
2.7. Contemporary society and pedagogy
4. Family and community contexts, such as:
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
NESA Priority Area Elaborations - NESA
1b-ATSICO.02. past and present government policies and their impact on Aboriginal Peoples and Torres Strait Peoples as well as the broader Australian society/history
1b-ATSICO.03. how Aboriginal and/or Torres Strait Islander students, including those not growing up or having grown up in their families and communities, connect to their families and communities, and the marked effect that historical and current political policies and practices have had on shaping their lives and circumstances
1b-ATSICO.05. what constitutes racism and anti-racism strategies, policies and legislation
1d-ATSIASS.01. demonstrate knowledge and understanding and commitment in relation to the importance of histories, cultures, contributions, perspectives, and reconciliation/recognition to contemporary Aboriginal Peoples and/or Torres Strait Islander Peoples and their communities
1d-ATSIASS.04. demonstrate respect for Aboriginal and Torres Strait Islander histories, cultures and languages
LO3
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
3.3.1. (Graduate) Include a range of teaching strategies.
3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
NESA Priority Area Elaborations - NESA
3-ICT.10. Ability to critically evaluate, retrieve, manipulate and manage the information from a range of digital sources including social media
3-ICT.12. Ability to construct and manipulate texts and images, create presentations and store and retrieve digital information for classroom and on-line learning
6-EALD.01. Understanding of multiculturalism as a social policy response to cultural and linguistic diversity, and its influence on policy and legislation in the areas of migration, citizenship, anti-discrimination and human rights
6-EALD.02. Understanding of current multicultural, anti-racism and ESL education policies, programs and services and their role in contributing to student outcomes and the equity and quality of school education
6-EALD.03. Understanding of the concepts of culture, identity and cultural diversity with regard to education and the impact of cultural and linguistic factors on the performance of students in schools
6-EALD.04. Understanding of the impact of culture, cultural identity and diversity in schooling, specific culture and language learning needs of students and appropriate teaching strategies
6-EALD.05. Knowledge of the cultural and language demands and biases of classroom resources and modified and used them appropriately
6-EALD.11. Understanding of ethical issues related to education in a culturally and linguistically diverse society, and developed strategies in the areas of values education, civic and citizenship education, and the comparative study of religion
LO4
Australian Children's Education & Care Quality Authority - ACECQA
2. Teaching pedagogies, such as:
4. Family and community contexts, such as:
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
LO5
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO6
Australian Children's Education & Care Quality Authority - ACECQA
6.3. Professional identity and development
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
NESA Priority Area Elaborations - NESA
2-CM.09. Understanding of key systemic policy documents and legislative requirements, resources, personnel and referral agencies that assist teachers to create effective learning environments and interpersonal relationships
4-LAN.03. Awareness that all students can be literate and numerate

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

This is the first time we are delivering this revised unit of study, so your feedback and comments are most welcome.

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