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

Academic unit	Education
Credit points	6
Prerequisites ?	(EDUF1018 and EDUF1019) or 30 junior credit points
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Samantha McMahon, samantha.mcmahon@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Summative project (part 1): reflections See task description sheet on Canvas for details. Submit in weeks 4 and 10.	40%	Multiple weeks	2000 words.
Outcomes assessed:
Assignment	Comparative policy analysis See task description sheet on Canvas for details.	25%	Week 08 Due date: 10 Oct 2021 at 23:59	1000 words (for the pair)
Outcomes assessed:
Assignment	Summative project (part 2): teacher inquiry See task description sheet on Canvas for details	35%	Week 11 Due date: 31 Oct 2021 at 23:59	1500 words
Outcomes assessed:
= 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 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.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Pre-recorded lecture: Toward a sociological imagination (Matthew Thomas)	Online class (1 hr)
Week 01	Orientation to unit and exploring social locations.	Tutorial (2 hr)
Week 02	Pre-recorded lecture: Power, privilege and social justice (Samantha McMahon)	Online class (1 hr)
Week 02	Power, privilege and social justice in education	Tutorial (2 hr)
Week 03	Pre-recorded lecture: Social Class and Education (Debra Hayes)	Online class (1 hr)
Week 03	Social class and unequal childhoods	Tutorial (2 hr)
Week 04	Pre-recorded lecture: Policymaking and school choice (Nicole Mockler)	Online class (1 hr)
Week 04	School systems, funding, choice. Introduction to policy analysis task	Tutorial (2 hr)
Week 05	Pre-recorded lecture: Problems, Policies and Policy Analysis (Samantha McMahon)	Online class (1 hr)
Week 05	Workshop supporting the development of the Policy Analysis assessment task	Tutorial (2 hr)
Week 06	Pre-recorded lecture: Gender: Doing and undoing. (Victoria Rawlings)	Online class (1 hr)
Week 06	Learning and learning gender	Tutorial (2 hr)
Week 07	Pre-recorded lecture: Sexuality in Education: Silent and loud (Victoria Rawlings)	Online class (1 hr)
Week 07	Sexuality and sites of learning	Tutorial (2 hr)
Week 08	Pre-recorded lecture: Religion - Tradition and change (Remy Low)	Online class (1 hr)
Week 08	Religion: what to do and not to do...	Tutorial (2 hr)
Week 09	Pre-recorded lecture: Race - Is it real? (Remy Low)	Online class (1 hr)
Week 09	Race at the nexus of identity and society	Tutorial (2 hr)
Week 10	**LIVE ZOOM lecture, 9am Tuesday: Indigenous Knowledges and Cultures (Lyn Riley)	Lecture (1 hr)
Week 10	Indigenous perspectives on education	Tutorial (2 hr)
Week 11	Pre-recorded lecture: Globalisation and education (Matthew Thomas)	Online class (1 hr)
Week 11	Globalisation and education	Tutorial (2 hr)
Week 12	Pre-recorded lecture: Teachers “do” sociology of education (Samantha McMahon)	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

Instructions on what to read each week are in two locations on the EDUF2007 Canvas Site: in the Course Calendar word document; and in each weekly module. All readings for this unit can be accessed through the Reading List tab in Canvas.

The required text book for this course is:

Welch, A, et al. (2018). Education, change and society (4th 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. 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.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
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.
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.

Responding to student feedback

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.

Additional information

For this semester, all lectures are accessed online via the Canvas site. Based on your enrolment and timetable choices, 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 and weekly modules on Canvas. 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

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

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

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUF2007: Social Perspectives on Education

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect