Skip to main content
Unit outline_

EDUF2007: Social Perspectives on Education

Semester 2, 2023 [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

Academic unit Education
Credit points 6
Prerequisites
? 
(EDUF1018 and EDUF1019) or 30 credit points at 1000 level
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Taghreed Al-Deen, taghreed.aldeen@sydney.edu.au
Type Description Weight Due Length
Supervised 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 LO3 LO5 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 LO6

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 Weeks 9-12.

 

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

Information on format, questions, and weightings will be given 4 weeks prior to the exam date.

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.

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: Introduction to Social Perspectives: Toward a Sociological Imagination (Remy Low) Online class (1 hr) LO3 LO5
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) LO3
Week 02 Pre-recorded lecture: Power, Privilege, & Social Justice (Remy Low) Online class (1 hr) LO3 LO5 LO6
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) LO3 LO5
Week 03 Pre-recorded lecture: Policymaking and school choice (Nicole Mockler) Online class (1 hr) LO1 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 LO3 LO4 LO5 LO6
Week 04 Pre-recorded lecture: Social Class and Education (Debra Hayes) Online class (1 hr) LO1 LO3 LO5
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) LO3 LO4 LO5
Week 05 Pre-recorded lecture: Gender and Education. (Victoria Rawlings) Online class (1 hr) LO1 LO3 LO5
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 LO3 LO5
Week 06 Pre-recorded lecture: Sexuality and Education (Victoria Rawlings) Online class (1 hr) LO1 LO3 LO5 LO6
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 LO3 LO5 LO6
Week 07 Pre-recorded lecture: Religion and education (Remy Low) Online class (1 hr) LO1 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 LO4 LO5 LO6
Week 08 Pre-recorded lecture: 'Race' and education (Taghreed Jamal Al-Deen) Online class (1 hr) LO1 LO3 LO4 LO5 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?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO3 LO4 LO5 LO6
Week 09 Pre-recorded lecture: Sociological perspectives: The impact of culture, identity, linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds (Cathie Burgess) Lecture (1 hr) LO3 LO4 LO6
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?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO3 LO4 LO5 LO6
Week 10 Sociological Perspectives: Disability and Education (Cathy Little, David Evans, Jessica Zanutinni) Online class (1 hr) LO1 LO3 LO5 LO6
What is the relationship between education and disability? How do teachers work with students, parents/carers and communities on issues of disability in effective, sensitive and confidential ways?; Article and Activity that covers relevant and appropriate sources for professional learning Tutorial (2 hr) LO1 LO3 LO5 LO6
Week 11 Pre-recorded lecture: Globalisation and education (Nada Labib) Online class (1 hr) LO2 LO3 LO6
Globalisation and education Tutorial (2 hr) LO2 LO3 LO6
Week 12 Pre-recorded lecture: Teachers, sociology and summary (Remy Low and Taghreed Jamal Al-Deen) Online class (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

The required text book for this course is:

  • Welch, A, et al. (2022). Education, change and society (5th Ed). 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.

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

Based on student feedback, this unit has been revised. Your feedback and comments are most welcome.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.