Outline

Overview

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

Academic unit	Education
Credit points	6
Prerequisites ?	EDUF1020
Corequisites ?	None
Prohibitions ?	EDUF2007
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Valerie Harwood, valerie.harwood@sydney.edu.au
Lecturer(s)	Valerie Harwood, valerie.harwood@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	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:
Online task	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:
Online task	Early Feedback Task MCQ about the unit and key content from weeks 1 & 2. #earlyfeedbacktask	0%	Week 03 Due date: 15 Aug 2024 at 23:59	Quiz in Canvas of up to 14 questions.
Outcomes assessed:
Assignment	Assessment Task 3: Take home assessment Written assessment based on lectures and read See Canvas page for details.	30%	Week 13 Due date: 28 Oct 2024 at 23:59	1500 word written assessment
Outcomes assessed:

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Early Feedback Task

In Week 3 you must complete the Early Feedback Task, a short quiz about EDUF1021 and questions about key content from Week 1 & Week 2.

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 assessment task, you will write THREE critical reflections on key sociological concepts from EDUF1021 lectures and readings.

Assessment Task 3 –Take Home Assessment

In this assessment task you will submit a written assessment based on EDUF1021 lectures and readings.

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: Take home assessment

Information on the questions, and weightings will be given 4 weeks prior to the assessment.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to Social Perspectives: Toward a Sociological Imagination	Lecture (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	Power, Privilege, & Social Justice	Lecture (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	Policymaking and School Choice	Lecture (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	Social Class and Education	Lecture (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	Sociological Perspectives: Gender and Education	Lecture (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	Sociological Perspectives: Sexuality and Education	Lecture (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	Sociological Perspectives: Religion and Education	Lecture (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	Sociological Perspectives: ‘Race’ and Education	Lecture (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	Sociological Perspectives: Impact of culture, identity, linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds	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	Lecture (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	Sociological Perspectives: Globalisation and Education	Lecture (1 hr)
Week 11	What is globalisation? How does globalisation impact education?; Article and Activity that covers relevant and appropriate sources for professional learning	Tutorial (2 hr)
Week 12	Sociological Perspectives: Teachers and the Teaching Profession	Lecture (1 hr)
Week 12	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)

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. (2022). Education, change and society (5th ed.) Melbourne: 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. 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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 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) - 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 - 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
	Australian Children's Education & Care Quality Authority - 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) - 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 - 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
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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 - 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
	Australian Children's Education & Care Quality Authority - 2. Teaching pedagogies, such as: 4. Family and community contexts, such as: Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.
	Australian Children's Education & Care Quality Authority - 6.3. Professional identity and development Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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 - 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

Responding to student feedback

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

This is the third version of EDUF1021, so your feedback and comments are most welcome as we continue to revise this unit of study.

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

Early feedback task

Assessment summary

Assessment criteria

Assessment Task 1: Journal article presentation and activity

Assessment Task 2: Critical reflections on key sociological concepts

Assessment Task 3: Take home assessment

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

EDUF1021: Sociological Perspectives in Education

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Assessment Task 1: Journal article presentation and activity

Assessment Task 2: Critical reflections on key sociological concepts

Assessment Task 3: Take home assessment

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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