Outline

Overview

People with and without disability can take collective action to help build liveable, sustainable and equitable communities. In these healthy communities, people with disability feel comfortable being who they are, they and no lists participate in decisions that affect their lives, they have the same sense of life opportunity as other people, and they know they will be treated fairly and with respect. Disability inclusive community development challenges discrimination and exclusion whilst promoting recognition of people with disability as fully contributing and responsible citizens. The unit will employ a project-based learning approach focusing on real-world problems as the vehicle for significant multidisciplinary learning about disability-inclusive and sustainable community development. We will identify common narratives that perpetuate inequity for people with disability and appraise how these narratives inform contemporary policies, programs and services. We will consider why these dialogues endure even when evidence shows they have adverse effects. We will explore how modes of working with communities, such as community capacity development, policy, and advocacy, are used (re)shape opportunities for inclusive and sustainable communities

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	Students will need to have completed 18 credit points of 2000 level units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Michelle Villeneuve, michelle.villeneuve@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment 2: Annotated Bibliography Annotated bibliography outlining further reading for peers and instructors	15%	Multiple weeks	1000 - 1500 words
Outcomes assessed:
Presentation	Assessment 1: Presentation Introduce peers to community development theory or framework	20%	Please select a valid week from the list below	15 - 20 mins oral plus Q&A
Outcomes assessed:
Assignment	Assessment 3: Community Development Case Study Produce an original case study describing community development practice.	25%	Please select a valid week from the list below	1000 - 1500 words using case template
Outcomes assessed:
Assignment	Assessment 4: Expository Writing Write an essay on novel topic choice linked to community development	40%	Week 13	2000 words
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1: Presentation

Introduce peers to a selected topic, theory or approach to community development (see schedule for topics). The presentation will support your peers to learn about an approach to community development. You aren’t just telling about something you learned. Rather, your goal is to enable capacity development in others. So, you should have clear learning objectives, a presentation plan/format/approach that supports achievement of that learning, and a way of getting feedback - checking the reaction of your learners (were they satisfied with your presentation? What did they like most/least? What could be improved to help them learn better?) and learning outcomes (what did they learn about your approach?).

The following question should guide the development of your learning session.

What is this approach to community development? Or rather, How does this approach, framework, theory, or way of thinking help us to engage more effectively in community development?
What disciplinary knowledge(s) inform this approach? What are its conceptual underpinnings?
How has this approach been employed in community development (by others)? What does it/might it look like in practice? – offer example(s)
How does this approach align with the International Association of Community Development (IACD) themes? (Integrate this with your example(s) and/or consider how does it differ from IACD themes?)
How can community development practitioners use this approach to achieve disability inclusive and sustainable community development?
What are the helpful things about this approach? Why are they helpful?
Are there aspects that might be challenging for practitioners (especially novice practitioners)? What are they? Discuss how to overcome them.

Assessment 2: Annotated Bibliography

Having learned about one approach to community development, what resources do you recommend for further learning about this approach? Create an annotated bibliography to direct further learning by your peers/instructors.

Annotated Bibliography – work with your group to identify 5 key resources for your peers so that the collective list of key sources includes a diversity of sources with at least 2 peer reviewed papers. Consider also other high-quality resources that will support learning: (e.g., websites; podcasts; textbooks/chapters; technical reports/white papers).

An annotated bibliography is a list of citations of key/most helpful resources. It consists of (a) a title, (b) annotation (4 – 5 sentences/approx 150 words per resource), and citation (fully referenced in APA format). The annotation gives a summary of each resource. The citation ensures that the resource can be easily retrieved from the original source. The purpose of annotations is to provide the reader with a summary and YOUR evaluation of each resource. A good annotation informs the reader of the relevance, accuracy, and quality of the source cited. Resources are selected because they are high-quality and informative resources that can be used to develop further understanding about a topic. Used together with the group presentation on that topic (see Assessment 1) – it can be used to develop a comprehensive understanding of a new topic.

Assessment 3: Community Development Case Study

Produce an original case study that provides a descriptive overview of an actual/recent/contemporary community development project/program. To do this, students will: choose an individual/ organisation, learn about their community development program/actions, and complete the case study using the International Association of Community Development (IACD) template (adapted for this unit)

See IACD template provided in Canvas – use it to support your preparation and interview
Make sure that your case study explicitly identifies the IACD themes addressed and explain how
Examples of case studies on the IACD website may provide inspiration. Do not replicate any case study already available on IACD website or similar source.
References should be brief and directly relevant to the case study (suggest 1 – 3 references total)
Adaptation: a question added to the IACD template asks students to reflect on opportunities for disability inclusion in this program to be included/increased/expanded.

A case study describes a real-world instance of a phenomenon so that others can get better insight into the experience. In this assessment, the phenomenon is community development. In this assessment the case study will be used to describe the phenomenon through the voice of an individual/ organisational representative who engaged in the community development practice. It can include information gathered through other sources (e.g., documents, videos, website, etc). Other sources can strengthen case studies because they give multiple perspective input about a phenomenon. Case studies can take many forms. For this assessment, a template is provided.

Assessment 4: Expository Writing

The main objective of this essay is to demonstrate your ability to draw on your learning throughout this unit of study to make effective connections between a chosen topic and disability inclusive and sustainable community development.

Write an essay on (your chosen topic from the list provided in Canvas) and disability inclusive and sustainable community development.

You can choose how you will focus your essay. You might choose to focus on disability inclusive and sustainable community development as a process, outcome, or both – it’s up to you.

Audience: Assume you are writing for the Community Development Journal

That means: your audience of readers is very familiar with the concepts, approaches, philosophy, and practices of community development.
What’s new for your reader? The topical approach chosen and the focus on disability inclusion in sustainable community development. Your reader will be interested in the linkages and extensions (new ideas) made with your chosen topic.

Start by providing brief background information on the topic to situate the topic for your reader. Make effective attribution of background ideas by citing the key authors appropriately and effectively. This will help to situate the philosophical or conceptual approach you are taking in your essay. Clarify the question you will answer in your essay and/or the argument you will make. Apply one or more community development theories, models, frameworks or approaches to support your argument/answer your question. Focus on critical appraisal by applying research information, facts, and examples to illustrate your point/support your argument/answer your question. Use a minimum of 6 sources to support your argument. Reference using APA format within text and provide a reference list also in APA format. Format the whole essay using APA guidelines.

Expository writing presents readers wtih important research ane information about a topic. It gives facts and information about a topic and references that information. Good expository writing introduces the main idea and developes it with research evidence, facts, examples, and supporting details.

Assessment criteria

Result code	Result name	Mark range	Description
HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
FA	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.

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	Introduction to Unit processes, content, and foundational knowledge - Disability inclusion	Lecture and tutorial (3 hr)
Week 02	Introduction to foundational knowledge - Sustainable development	Lecture and tutorial (3 hr)
Week 03	Introduction to foundational knowledge - Community development as praxis	Lecture and tutorial (3 hr)
Week 04	Introduction to foundational knowledge - Outcomes of disability inclusive community development	Lecture and tutorial (3 hr)
Week 05	Introduction to foundational knowledge - Empowerment, Dignity, and Care (ethics)	Lecture and tutorial (3 hr)
Week 06	Introduction to foundational knowledge - Dialogue for Development	Lecture and tutorial (3 hr)
Week 07	Theory, Frameworks and Methods of Community Development - Part A	Lecture and tutorial (3 hr)
Week 08	Theory, Frameworks and Methods of Community Development - Part B	Lecture and tutorial (3 hr)
Week 09	Theory, Frameworks and Methods of Community Development - Part C	Lecture and tutorial (3 hr)
Week 10	Theory, Frameworks and Methods of Community Development - Part D	Lecture and tutorial (3 hr)
Week 11	Community Capability - Part A	Lecture and tutorial (3 hr)
Week 12	Community Capability - Part B	Lecture and tutorial (3 hr)
Week 13	Community Capability - Part C	Lecture and tutorial (3 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

Readings will be assigned or recommended each week to support learning in this unit of study. These core texts have been chosen to support a holistic background understanding of disability and community development. Selected readings from these texts will be assigned or recommended weekly.

Disability: Disciplinary backgrounds selected include sociology and a philosophy primer on Disability

Shakespeare, T., (2018). Disability The Basics. Abingdon, Oxon. Routledge, 2018. https://www-taylorfrancis-com.ezproxy.library.sydney.edu.au/books/mono/10.4324/9781315624839/disability-tom-shakespeare

The Oxford Handbook of Philosophy and Disability edited by Adam Cureton and David T. Wasserman. Oxford UK, Oxford University Press. ToC: https://www-oxfordhandbooks-com.ezproxy.library.sydney.edu.au/view/10.1093/oxfordhb/9780190622879.001.0001/oxfordhb-9780190622879

Community Development:

Matarrita-Cascante, D., & Brennan, M.A. (2012). Conceptualising community development in the twenty-first century. Community Development, 43,3, 293-305.

Johnson Butterfield, A. K., & Korazim-Korosy, Y. (2007). Interdisciplinary Community Development: International Perspectives. Florence: Routledge, 2007. Co-published in Journal of Community Practice as a series of articles: https://www.tandfonline.com/doi/abs/10.1300/J125v15n01_01

Issue ToC: https://www.tandfonline.com/toc/wcom20/15/1-2?nav=tocList

Phillips, E., Trevan, E., Kraeger, P. (2020). Research handbook on community development. https://doi-org.ezproxy.library.sydney.edu.au/10.4337/9781788118477.

Tesoriero, F. & Ife, J. (2010). Community Development: Community-based alternatives in an Age of Globalisation, Pearson, Australia.

Disability and Community Development

Special issue on Disability and Community Development in the Community Development Journal, A Journal of the Community Development Society, Vol 37, No. 3, Autumn 2006.

Issue ToC: https://www.tandfonline.com/toc/rcod20/37/3?nav=tocList

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. Apply community development and disability theory to appraise the inclusiveness of a program and its guiding policy framework and identify areas for future development and change (towards greater inclusiveness).
LO2. Devise a plan to respectfully acquire social, cultural, and historical information from multiple stakeholders and information sources to learn about a community.
LO3. Select an effective framework and mode for working with communities matched to community goals and priorities.
LO4. Establish strategies to work in partnership with diverse communities, including Aboriginal and Torres Strait Islander communities.
LO5. Identify criteria upon which to assess the success, scalability and sustainability of a disability inclusive community development initiative.

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 is the first year that this unit is offered.

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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP3201: Community Development and Disability

Semester 1, 2022 [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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect