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Unit of study_

EDUF2007: Social Perspectives on Education

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

This unit is part of the Education I-IV program which provides students with a foundation in the social scientific study of education. The aim of this unit is to critically examine the social, political and economic contexts of education. Key issues concerning difference and inequality in education are explored through sociological and historical approaches. These include social class, gender and cultural diversity in education, as well as the schooling market, school systems, and globalisation. At the end of this unit of study, students should have the capacity to discuss the impact of a range of educational practices and policies on schools, students and families. Similarly, students will be familiar with broad movements in contemporary educational reform and their association with national and global economic change. As a result of working on a substantial project students will develop a range of analytical skills. Through policy analysis tasks and workshop activities, students will be familiar with NSW Department of Education and Communities policies and procedures relating to gender, Indigenous education, and cultural diversity.

Unit details and rules

Unit code EDUF2007
Academic unit Education
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
(EDUF1018 and EDUF1019) or 30 junior credit points
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Valerie Harwood, valerie.harwood@sydney.edu.au
Type Description Weight Due Length
Assignment Summative project (part 1): reflections
See task description sheet on Canvas for details
40% Multiple weeks 2000 words.
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Assignment group assignment Comparative policy analysis
See task description sheet on Canvas for details.
25% Week 08
Due date: 25 Oct 2020 at 23:59
1000 words (for the pair)
Outcomes assessed: LO1 LO4 LO6
Assignment Summative project (part 2): teacher inquiry
See task description sheet on Canvas for details
35% Week 11
Due date: 15 Nov 2020 at 23:59
1500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO6
group assignment = group assignment ?

Assessment summary

Comparative policy analysis: Students will work in pairs to select a sociological topic (from a suite of options) that has a unique policy history or comparative contemporary effect in Australia. They will collect, review, and analyse a range of core documents from across a minimum of two distinct time periods or geographic regions (sub-national, national, or international), exploring how various policies of different periods or geographies influenced and interacted with educational processes in each.

Summative project (part 1): reflections: Throughout the unit you will be expected to synthesize the readings and lectures in writing. These Reflections will be used to show evidence of what you are learning and also how the course readings and discussions integrate into existing knowledge and practice.  Reflections will be submitted at multiple time-points, see canvas for submission details.

Summative project (part 2): teacher inquiry: students will complete an in-depth literature inquiry regarding a sociology of education topic from the list provided and write a paper regarding their findings.

 

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

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:

Standard late penalties apply to all assessments

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 Pre-recorded lecture: Toward a sociological imagination (Valerie Harwood) Lecture (1 hr) LO3 LO5
Orientation to unit and exploring social locations. Tutorial (2 hr) LO3
Week 02 Pre-recorded lecture: Power, privilege and social justice (Samantha McMahon) Lecture (1 hr) LO3 LO5 LO6
Power, privilege and social justice in education Tutorial (2 hr) LO3 LO5
Week 03 Pre-recorded lecture: Social Class and Education (Debra Hayes) Lecture (1 hr) LO1 LO3 LO5
Social class and unequal childhoods Tutorial (2 hr) LO3 LO4 LO5
Week 04 Pre-recorded lecture: Policymaking and school choice (Nicole Mockler) Lecture (1 hr) LO1 LO3 LO4 LO5 LO6
School systems, funding, choice. Introduction to policy analysis task Tutorial (2 hr) LO1 LO3 LO4 LO5 LO6
Week 05 Pre-recorded lecture: Problems, Policies and Policy Analysis (Samantha McMahon) Lecture (1 hr) LO1 LO3 LO4 LO6
Workshop supporting the development of the Policy Analysis assessment task Tutorial (2 hr) LO1 LO4 LO6
Week 06 Pre-recorded lecture: Gender - Just do it. (Victoria Rawlings) Lecture (1 hr) LO1 LO3 LO5
Learning and learning gender Tutorial (2 hr) LO1 LO3 LO5
Week 07 Pre-recorded lecture: Sexuality: What's love got to do, got to do with it? (Victoria Rawlings) Lecture (1 hr) LO1 LO3 LO5 LO6
Sexuality and sites of learning Tutorial (2 hr) LO1 LO3 LO5 LO6
Week 08 Pre-recorded lecture: Religion, the church and the state (Valerie Harwood) Lecture (1 hr) LO2 LO3 LO4 LO6
Religion: what to do and not to do... Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 09 Pre-recorded lecture: Race - Is it real? (Valerie Harwood) Lecture (1 hr) LO1 LO3 LO4 LO5 LO6
Race at the nexus of identity and society Tutorial (2 hr) LO1 LO3 LO4 LO5 LO6
Week 10 Pre-recorded lecture: Indigenous Knowledges and Cultures (Lyn Riley) Lecture (1 hr) LO3 LO4 LO6
Indigenous perspectives on education Tutorial (2 hr) LO1 LO3 LO4 LO5 LO6
Week 11 Pre-recorded lecture: Globalisation and education (Valerie Harwood) Lecture (1 hr) LO2 LO3 LO6
Globalisation and education Tutorial (2 hr) LO2 LO3 LO6
Week 12 Pre-recorded lecture: Teachers “do” sociology of education (Samantha McMahon) Lecture (1 hr) LO1 LO3 LO5
Summarising social perspectives of Education Tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

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

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

  • 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. assess the impact of a range of educational practices, policies and institutions on families and children/students from different cultural, socio-economic, and linguistic backgrounds
  • LO2. critically analyse contemporary education reform and outline how it is connected to national and global socio-economic change
  • LO3. apply relevant sociological concepts and theories to explain inquities in education
  • LO4. trace examples of historical contributions to current education provision in Australia
  • LO5. discuss the role of teachers in 'making a difference' or closing the gap between the demands of the curriculum and resources available in schools and early childhood education (ECE) settings
  • LO6. recognise the range of policies and policy documents that teachers in NSW may need to comply with, following employment in a school or EC Centre, including: ACECQA policies on inclusion, National Quality Standard (i.e., Element 1.15), Boys' and Girls Education Strategy, Homophobia in Schools, Aboriginal Education and Training Policy, Multicultural Education Policy, the Anti-Racism Policy.

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
LO1         
LO2         
LO3         
LO4         
LO5         
LO6         

Alignment with Competency standards

Outcomes Competency standards
LO1
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.
6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO2
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.
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.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO3
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.
6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO4
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.
6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO5
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO6
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.
6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -
Competency code Taught, Practiced or Assessed Competency standard
1.2.1 A (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1 A (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.
4.2.1 A (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
6.2.1 A (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
7.2.1 A (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

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

Based on student feedback from previous iterations of EDUF2007, The Summative Task (reflections) have been modified to include less reflections that are all marked, rather than a selection of weeks randomly marked. The canvas site has also been overhauled to be easier to navigate. We welcome feedback at any point throughout the unit and value this as a means for improving teaching and learning. Please email samantha.mcmahon@sydney.edu.au with any feedback as it arises.

This course is classified in the unit outline as a ‘normal day’, ‘Camperdown / Darlington’ campus delivery.  Due to COVID-19, for Semester 2 2020, not all aspects of this course will be accessible to all students on campus.  For this semester, all lectures are access online via canvas site it is possible to enrol in this course either for an on-campus tutorial or an online tutorial. Both online and on-campus tutorial groups follow the same course calendar, tutorial activities, tasks, due dates and readings as set out in the unit outline.  Due to changes in the COVID-19 pandemic status, on campus learning may be converted to online learning and, should this happen, all changes will be communicated Canvas announcements.

Disclaimer

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