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Unit outline_

FASS6001: Dimensions of Inequality

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

Modern life is marked by profound economic and social inequality. This unit guides students into their own research on the dimensions, causes, and consequences of inequality, with a special focus on Sydney. Students will learn in a hands-on way, combining quantitative and qualitative approaches to social reality. They will learn practical skills in data visualisation with state-of-the-art software, and be asked to think creatively about responses to the processes reproducing inequality.

Unit details and rules

Academic unit Political Economy
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Michael Beggs, michael.beggs@sydney.edu.au
Lecturer(s) Michael Beggs, michael.beggs@sydney.edu.au
Amanda Elliot, amanda.elliot@sydney.edu.au
Type Description Weight Due Length
Assignment Data visualisation report
Construct and discuss a data visualisation of some aspect of inequality
30% Formal exam period
Due date: 18 Jun 2021 at 23:59
1500 words and graphic
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Quizzes
Short-answer quizzes on unit content
20% Multiple weeks 3 x 250 word
Outcomes assessed: LO1 LO2
Assignment Literature review
Critically discuss the literature on an aspect of inequality in Australia
30% Week 06
Due date: 16 Apr 2021 at 23:59
1500 words
Outcomes assessed: LO1 LO6 LO3 LO2
Assignment Peer review
Comment constructively on a peer's literature review
20% Week 08
Due date: 30 Apr 2021 at 23:59
750 words
Outcomes assessed: LO1 LO6 LO2

Assessment summary

  • Literature review: Choose one aspect of inequality in Australia, which may involve trends, causes, consequences and/or policy. Summarise and critically discuss the scholarly and/or official (including government and NGO) literature on it.
  • Data visualisation report: Find a dataset on some quantitative aspect of inequality in Australia. Construct a visualisation (or a set of visualisations) that clearly presents something interesting about this data. This may include charts or maps. Write a report explaining the visualisation(s) and commenting on what is shown.
  • Peer review: Read and respond to a literature review from another member of the class. The point is not to critique the review, but to engage in a conversation. What do you find interesting and why? What would you add? Do you disagree with anything?
  • Quizzes: There will be three short answer quizzes over the semester, testing your understanding of important concepts and facts.

Assessment criteria

Result name Mark range Description
High Distinction 85-100 Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard
Distinction 75-84 Awarded when you demonstrate the learning outcomes for the unit at a very high standard
Credit 65-74 Awarded when you demonstrate the learning outcomes for the unit at a good standard
Pass 50-64 Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard
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.

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.

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 What is inequality and why do we care? Seminar (2 hr)  
Setting up Computer laboratory (1 hr)  
Week 02 Dimensions of inequality: inequality of what? Of whom? Seminar (2 hr)  
Looking at data: principles of visualisation Computer laboratory (1 hr)  
Week 03 Dimensions of inequality: Social, cultural and economic Seminar (2 hr)  
Getting started with R Computer laboratory (1 hr)  
Week 04 Dimensions of inequality: Status and recognition Seminar (2 hr)  
Data sources, cleaning your data Computer laboratory (1 hr)  
Week 05 Representing inequality: media, policy and politics on poverty and social inclusion Seminar (2 hr)  
Making a plot: basics of ggplot Computer laboratory (1 hr)  
Week 06 Explaining inequality I: trends in functional distribution Seminar (2 hr)  
Showing the right numbers Computer laboratory (1 hr)  
Week 07 Explaining inequality II: Labour market trends Seminar (2 hr)  
More chart types Computer laboratory (1 hr)  
Week 08 Explaining inequality III: dynamics of wealth Seminar (2 hr)  
Graph tables, add labels, make notes Computer laboratory (1 hr)  
Week 09 Consequences of inequality I: education Seminar (2 hr)  
Maps Computer laboratory (1 hr)  
Week 10 Consequences of inequality II: health Seminar (2 hr)  
Mapping inequality in Sydney and Australia Computer laboratory (1 hr)  
Week 11 Action I: Politics of inequality Seminar (2 hr)  
Project workshop, troubleshooting Computer laboratory (1 hr)  
Week 12 Action II: Policies and practices Seminar (2 hr)  
Project workshop, troubleshooting Computer laboratory (1 hr)  
Week 13 Conclusion and visualisation presentations Seminar (2 hr)  

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.

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 understanding of the causes, distribution and implications of inequality for the social, political and economic well-being of Australia.
  • LO2. demonstrate an understanding of how issues of wealth, class, gender, ethnicity and indigeneity influence the opportunities and constraints faced by individuals and groups.
  • LO3. undertake analysis of official data sets (eg: ABS).
  • LO4. undertake the collection and analysis of primary data.
  • LO5. use data visualization tools to effectively communicate research findings for public impact.
  • LO6. demonstrate a capacity for respectful critical engagement with others.

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

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

This unit is being run for the first time in 2021.

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.