GCST2612: Intensive June - July, 2022

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Units GCST2612 Intensive June - July 2022 [Block mode]

Unit outline_

GCST2612: Youth and Youth Culture

Intensive June - July, 2022 [Block mode] - Remote

Overview

This unit examines academic, public and popular ideas about youth and practices of youth culture. It will introduce students to some of the current parameters for studying the experience of youth and youth cultural forms and practices. We will pay particular attention to the ways young lives are gendered and the role gender plays in the institutions and other contexts in which young people live. Other points of focus include changing conceptions of youth, relationships between policy and youth, images of youth and youth culture, and discourses on (im)maturity, training, and identity.

Unit details and rules

Academic unit	Gender and Cultural Studies
Credit points	6
Prerequisites ?	12 credit points at 1000 level including 6 credit points from Gender Studies, Cultural Studies, Sociology, Anthropology, Media Studies, English, History, Philosophy, Education, Political Economy, Psychology, Social Work, or Law
Corequisites ?	None
Prohibitions ?	WMST2012
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Lauren Nilsson Siu, lauren.nilsson@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Tutorial reflection n/a	15%	- Due date: 24 Jul 2022 at 23:59 Closing date: 14 Aug 2022	500 words
Outcomes assessed:
Creative assessment / demonstration	Final essay n/a	45%	- Due date: 24 Jul 2022 at 23:59 Closing date: 14 Aug 2022	2500 words
Outcomes assessed:
Creative assessment / demonstration	Short essay n/a	30%	- Due date: 03 Jul 2022 at 23:59 Closing date: 24 Jul 2022	1500 words
Outcomes assessed:
Participation	Participation n/a	10%	Ongoing Due date: 21 Jul 2022 at 23:59 Closing date: 14 Aug 2022	in-class participation
Outcomes assessed:

Assessment summary

Further infromation available on Canvas

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.

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.

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	What is Youth?/Subcultures	Lecture and tutorial (6 hr)
Week 02	Managing Youth/Geographies of Youth	Lecture and tutorial (6 hr)
Week 03	Online Youth/Youth 'At Risk'	Lecture and tutorial (6 hr)
Week 04	Gils/Boys/Queer Kids	Lecture and tutorial (6 hr)
Week 05	Decolonising Youth Culture/Youth Activism & the Environment	Lecture and tutorial (6 hr)

Attendance and class requirements

Attendance: Students must attend weekly face to face or Zoom tutorials, or if this is not possible engage in online discussion. If you have extenuating circumstances that lead to lessened attendance (such as overseas location), please get in contact with the coordinator.
Lecture recording: All lectures will be recorded (rather than given in person) and may be made available to students on the LMS.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

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 will be visible in the ‘Reading List’ tab in the canvas page for this unit.

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.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. identify some of the key theories which have been used to understand youth and youth cultures
LO2. develop critical and creative approaches to youth and youth culture
LO3. develop skills in drawing on materials from a range of different disciplines to form critical and constructive perspectives on youth
LO4. analyse cultural, textual, and empirical phenomena by drawing on critical theories of youth and youth cultures
LO5. understand the key ways youth and youth culture have been understood and theorized in popular culture and public discourse
LO6. critically evaluate and draw upon different sources of information in order to understand contemporary and historical youth cultures
LO7. demonstrate skills in independent learning, including taking responsibility for research directions in assessments, and developing new ways of thinking about youth and youth culture as differently defined by gender, sexuality, ethnicity and location
LO8. demonstrate skills in communicating and articulating complex critical and conceptual perspectives on youth and youth culture, including through learning group discussion.

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

Responding to student feedback

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

This course will make offer face to face, synchronous online, and asynchronous online learning. Some up to date material related to the coronavirus and social media has been included as well as material on boys to counterbalance a traditional focus on 'girls'. The course also includes a more extended focus on academic writing skills which students have requested, and there is a week that involves a film viewing rather than readings to create a variety of forms of engagement.

Additional information

Work, health and safety

One face-to-face tutorial will be offered that will conform to hygiene guidelines provided by the university. If there are any concerns, please contact the coordinator.

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

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

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