Outline

Overview

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 credit points at 1000 level
Corequisites ?	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:
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:
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:

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

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

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

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.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Pre-recorded lecture: Introduction to Social Perspectives: Toward a Sociological Imagination (Remy Low)	Online class (1 hr)
Week 01	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)
Week 02	Pre-recorded lecture: Power, Privilege, & Social Justice (Remy Low)	Online class (1 hr)
Week 02	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)
Week 03	Pre-recorded lecture: Policymaking and school choice (Nicole Mockler)	Online class (1 hr)
Week 03	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)
Week 04	Pre-recorded lecture: Social Class and Education (Debra Hayes)	Online class (1 hr)
Week 04	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)
Week 05	Pre-recorded lecture: Gender and Education. (Victoria Rawlings)	Online class (1 hr)
Week 05	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)
Week 06	Pre-recorded lecture: Sexuality and Education (Victoria Rawlings)	Online class (1 hr)
Week 06	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)
Week 07	Pre-recorded lecture: Religion and education (Remy Low)	Online class (1 hr)
Week 07	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)
Week 08	Pre-recorded lecture: 'Race' and education (Taghreed Jamal Al-Deen)	Online class (1 hr)
Week 08	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)
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)
Week 09	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)
Week 10	Sociological Perspectives: Disability and Education (Cathy Little, David Evans, Jessica Zanutinni)	Online class (1 hr)
Week 10	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)
Week 11	Pre-recorded lecture: Globalisation and education (Nada Labib)	Online class (1 hr)
Week 11	Globalisation and education	Tutorial (2 hr)
Week 12	Pre-recorded lecture: Teachers, sociology and summary (Remy Low and Taghreed Jamal Al-Deen)	Online class (1 hr)
Week 12	Summarising social perspectives of Education	Tutorial (2 hr)

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

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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) - 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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) - 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) - 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.

Responding to student feedback

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Assessment Task 1: Journal article presentation and activity

Assessment Task 2: Critical reflections on key sociological concepts

Assessment Task 3: Final Exam

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUF2007: Social Perspectives on Education

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Assessment Task 1: Journal article presentation and activity

Assessment Task 2: Critical reflections on key sociological concepts

Assessment Task 3: Final Exam

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect