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EDST2070: Culture, identity and education, UNSW 2014

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School of Education

EDST2070: Culture, identity and education

Semester 1, 2014


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CONTENTS Contents

1. STAFF CONTACT DETAILS .................................................................................................... 3

2. COURSE DETAILS ..................................................................................................................... 3

Aims of the Course ......................................................................................................................... 3

Student Learning Outcomes ........................................................................................................... 4

Graduate Attributes (AITSL Professional Graduate Teaching Standards) ....................................... 4

3. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH ..... 4

4. TEACHING STRATEGIES (Modified from CRIM2034) ....................................................... 5

5. COURSE CONTENT AND STRUCTURE ............................................................................... 5

Other Recommended Readings ...................................................................................................... 9

6. ASSESSMENT .......................................................................................................................... 10

Assessment Details ....................................................................................................................... 10

Submission of Assessment Tasks .................................................................................................. 13

Submission of Assessment Tasks .................................................................................................. 13

7. RESOURCES ............................................................................................................................. 14

8. ACADEMIC HONESTY AND PLAGIARISM ........................................................................ 14

9. COURSE EVALUATION AND DEVELOPMENT ................................................................. 15

10. OTHER INFORMATION ........................................................................................................... 15

Assessment Principles and Procedures ........................................................................................ 15

School of Education Grade Descriptors ........................................................................................ 16

Attendance ................................................................................................................................... 16

Special Consideration ................................................................................................................... 17

University Counselling Service ...................................................................................................... 17

Equity and Diversity ...................................................................................................................... 17


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LOCATION Faculty of Arts and Social Sciences School of Education EDST 2070: Education, Culture and Identity (6 units of credit) Semester 1, 2014 1. STAFF CONTACT DETAILS Course Convenor: Dr Greg Vass Office Location: John Goodsell Rm 110 Email: [email protected] Phone: I do not check voicemail. Please email. Availability: Friday 3-5 2. COURSE DETAILS

Course Name Education, Culture and Identity Credit Points 6 units of credit (uoc) Workload Includes 140 hours including class contact hours, readings, class

preparation, assessment, follow up activities, etc. NOTE: X = 25hours per uoc

Schedule Lecture Tutorial/s

Lecture – Thurs 11-1, CLB 2 Tutorial A – Thurs 1-2, Mat Sci G 10 Tutorial B – Fri 2-3, Goldstein G 05

Summary of Course This course critically explores notions of culture and identity and examines related issues in education. Possible topics include a genealogy of culture and identity, performative, intersectional and pluralised configurations of identity, culture and consumption in education, potential tensions between diversity and equality/ equity, multiculturalism and Indigeneity, and the future of culture, identity and education in Australia within the wider context of public pedagogies, cosmopolitanism and globalisation. Links to educational policy and classroom practice will be made throughout the course. Aims of the Course The aim of EDST2070 is to provide you with an understanding of the connections between culture, identity and education.

1. To develop critical understanding of key issues, debates and dynamics of individual, group, community, national and global notions of culture and identity, and cosmopolitan relations in Australia and other multicultural societies.

2. To develop an awareness of and response to the impact of culture and identity issues in education, in particular the role of culture, identity, language and discourse in shaping the social and academic lives of students in culturally diverse schools and societies.


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Student Learning Outcomes Outcome Assessment/s

1 develop a critical understanding of key concepts, issues and debates in relation to the notions of culture and identity

1, 2 & 3

2 develop an critical understanding of intersection of issues of culture and identity with education and how particular views of culture and identity differentiate students

1, 2 & 3

3 identify the role of language and discourse in sustaining and/or challenging particular power relations among cultures and identities, including Indigeneity

1 & 2

4 develop the critical capacity to evaluate different views of diversity in relation to the future of education and schooling in Australia within the wider context of globalisation and cosmopolitanism

2 & 3

Graduate Attributes (AITSL Professional Graduate Teaching Standards) Standard Assessment/s

1.1 Physical, social and intellectual development and characteristics of students

1, 2 & 3

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1 & 3

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

1, 2 & 3

7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage 2 & 3

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers

2 & 3

7.4 UUndnderstand the role of external professional and community representatives in broadening teachers' professional knowledge and practice

2 & 3

3. RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH Understanding theories and practices associated with culture, identity and education requires strong theoretical knowledge and the capacity to apply this understanding appropriately and effectively in the reading of research pertaining to, and analysis of, contemporary education processes and practices. The teaching, learning, and assessment activities in this course are designed so as to provide affordances for students to develop the requisite theoretical and empirical knowledge and practical skills, thereby enabling them to critically evaluate published research studies and to undertake basic cultural analyses of education.


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4. TEACHING STRATEGIES (Modified from CRIM2034)

• Lecture, 2 hours • Tutorial, 1 hour

Lectures begin in Week 1 and run through to Week 12. Tutorials begin in Week 2 and run through to Week 13.

You are expected to attend the lecture and one 1-hour tutorial each week. The lectures and tutorials will provide conceptual and theoretical frameworks from which particular topical issues can be understood. The tutorials are based on the set reading for each week, and are designed to supplement independent study on the course that begins (but should not end) with close engagement with the required weekly readings.

You should come to each tutorial:

• having read all required readings listed for the topic; • having organised any other materials or preparation work requested of you for that week’s seminar; • having made notes on the reading and on any pertinent and/or unclear areas of your reading; • having read as much additional material as possible; • having prepared carefully to engage in debate and other learning activities as relevant each week; • having checked the Moodle site for updates and links to additional useful information as it arises

throughout the course.

After each tutorial you should:

• consolidate and review your notes and additional materials; • research and read around specific issues and areas of interest; • consider points raised in discussion and/or feedback you’ve been given; • prepare, plan, research and draft assignments.

Moodle Site We will be using Moodle to support the learning and teaching activities of this course. It will be used for communication and discussion, as well as the submission of assignments. You can access Moodle via the TELT Gateway.

Online Resources The library runs the ELISE tutorial on-line, which familiarises students with academic writing, research and using information responsibly. It can be located at http://elise.library.unsw.edu.au/home/welcome.html. We also recommend that you make use of the ELISE library tutorial on-line, which can be found at http://elise.library.unsw.edu.au/mod5/library.html

5. COURSE CONTENT AND STRUCTURE NOTES: This course is based around reading and discussion – if you are not adequately prepared (i.e. each week having completed the set readings and willing to contribute), it is unlikely that you will achieve/acquire the student learning outcomes or graduate attributes of the course. Please consider this carefully prior to enrolling in the class. * All readings below available on the course Moodle site or through the library. All journal articles are available through the library. For each required reading for each week do the following, and bring written answers to class (these will help with our discussions in class):


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1. Is there a specific passage/s that struck you personally—as interesting, profound,

incomprehensible, illuminating?

2. What would you identify as a central idea or premise of the chapter?

3. Is there a particular idea in the reading where you can identify or make connections with your own thinking about each week’s topic?

Week Beginning Lecture and tutorial topics

Module1: Introduction to concepts

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3 March Introduction to course

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10 March

TOPIC: Identity, culture and schooling

Tutorial Readings

Essential - Lesko, N. (2012). Introduction: Troubling teenagers. In N. Lesko, Act your age: A cultural construction of adolescence (2nd Ed., pp. 1-15). New York, NY: Routledge.

Essential - Wadham, B. Pudsey, J. & Boyd, R. (Eds.) (2007). What is culture? In B. Wadham,

J. Pudsey & R. Boyd (Eds), Culture and education (pp. 1-33). Sydney, NSW: Pearson Education.

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17 March

TOPIC: Identity politics?

Tutorial Readings

Essential - te Riele, K. (2006). Youth ‘at risk’: Further marginalizing the marginalized. Journal of Education Policy, 21(2): 129-145.

Recommended – Youdell, D. (2011). The politics of schooling: Converting the education assemblage. In D. Youdell, School trouble: Identity, power and politics in education (pp. 7-16). Abingdon, OX: Routledge.

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24 March

TOPIC: The cultural politics of education

Tutorial Readings

Essential - Gewirtz, S. & Cribb, A. (2009). Identity. In S. Gewirtz & A. Cribb, Understanding education: A sociological perspective (pp. 133-155). Cambridge, UK: Polity.

Recommended - Apple, M. W. (1996). Education, identity and cheap french fries. In M. Apple, Cultural politics and education (pp. 1-21). New York, NY: Teachers College Press.


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Module 2: The possibilities and limits of identity in education

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31 March

TOPIC: Performative identities in education

Tutorial Readings

Essential - Warren, J. (2003). Whiteness as a performative accomplishment. In J. Warren, Performing purity: Whiteness, pedagogy and the reconstitution of power (pp. 13-36). New York, NY: Peter Lang.

Recommended - Youdell, D. (2010). Recognizing the subjects of education: Engagements with Judith Butler. In M. Apple, S. Ball & L. Gandin (Eds.), The Routledge international handbook of the sociology of education (pp. 132-142). Abingdon, OX: Routledge.

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7 April

TOPIC: Intersectionality and identity in the classroom

Tutorial Readings

Essential - Brah, A. & Phoenix, A. (2004). Ain’t I a woman? Revisiting intersectionality. Journal of International Women's Studies, 5(3), 75-86. Available at: http://vc.bridgew.edu/jiws/vol5/iss3/8

Recommended – Carbado, D. & Gulati, M. (2013). The intersectional fifth Black woman. Du Bois Review, 10(2), 527-540.

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14 April

TOPIC: Gender in schooling

Tutorial Readings

Essential - Vaccaro, A., August, G. & Kennedy, M. (2012). LGBT Identity. In A. Vaccaro, G. August & M. Kennedy, Safe spaces: Making schools and communities welcoming to LGBT youth (pp. 25-45). Santa Barbara, CA: Praeger.

Recommended - Martino, W. & Palllotta-Chiarolli, M. (2007). Schooling, normalisation, and gendered bodies: Adolescent boys’ and girls’ experiences of gender and schooling. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experiences in elementary and secondary school (pp. 347-374), Dordrecht: Springer.

21 April Mid semester break

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28 April

TOPIC: Race, Whiteness and Indigeneity in Australian education

Tutorial Readings

Essential - Hickling-Hudson, A., & Ahlquist, R. (2003). Whose culture? The colonizing school and the miseducation of Indigenous children: Implications for schooling in Australia. Journal of Postcolonial Education, 2(2), 15-35.

Essential - Dunn, K.M., Kamp, A., Shaw, W.S., Forrest, J. & Paradies, Y. (2010). Indigenous Australians’ attitudes towards multiculturalism, cultural diversity, ‘race’ and racism. Journal of Australian Indigenous Issues, 13(4), 19-31.


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5 May

TOPIC: Difference and the future of multiculturalism

Tutorial Readings

Essential - Lentin, A. & Titley, G. (2011). The crisis of multiculturalism: Racism in a neoliberal age. London: Zed Books. Chapter 2 ‘Let’s talk about your culture’.

Recommended - Ho, C. (2011). Respecting the presence of others: School micropublics and everyday multiculturalism. Journal of Intercultural Studies, 32(6), 603-619.

Module 3: Working with identities and cultures in educational futures

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12 May

TOPIC: Public pedagogy and (re)politicising education

Tutorial Readings

Essential – Sandlin, J. & Milam, J. (2010). Culture jamming as critical public pedagogy. In J. Sandlin, B. Schultz & J. Burdick (Eds.), Handbook of public pedagogy: Education and learning beyond schooling (pp. 250-261), New York, NY: Routledge.

Recommended - Kenway, J. & Fahey, J. (2011). Public pedagogies and global emoscapes. Pedagogies: An International Journal, 6(2), 167-179.

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19 May

TOPIC: Schools, well-being and working with globalising youth

Tutorial Readings

Essential - Croghan, R., Griffin, C., Hunter, J. & Phoenix, A. (2006) Style Failure: Consumption, identity and social exclusion. Journal of Youth Studies, 9(4): 463-478.

Recommended – Giroux, H. (2010). Turning America into a toy store. In J. Sandlin & P. McLaren (Eds.). Critical pedagogies of consumption: Living and learning in the shadow of the “shopocalypse” (pp. 249-258). New York, NY: Routledge.

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26 May

TOPIC: The future of culture and education

Tutorial Readings

Essential - Kelly, P. (2006). The entrepreneurial self and ‘youth at-risk’: Exploring the horizons of identity in the twenty-first century. Journal of Youth Studies, 9 (1), 17-32.

Recommended - McGregor, G. & Mills, M. (2012). Alternative education sites and marginalized young people: ‘I wish there were more schools like this one’. International Journal of Inclusive Education, 16(8), 843-862.

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2 June

TOPIC: Review of course

Tutorial only – no lecture


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Other Recommended Readings Barker, C. (2012). Cultural studies: Theory and practice (4th Ed.). London, LDN: Sage. Dolby, N. & Rizvi, I. (2008). Youth moves: Identities and education in global perspectives. New York, NY: Routledge. Furlong, A. (2013). Youth studies: An introduction. New York, NY: Routledge. Giroux, H. (2005). Border crossings: Cultural workers and the politics of education (2nd Ed). New York, NY: Routledge. Hodkinson, P. & Wolfgang, D. (Eds.). (2007). Youth cultures: Scenes, subcultures and tribes. New York, NY: Routledge. Hopkins, P.E. (2010). Young people, place and identity. London, LDN: Routledge. Kenway, J. (1998). Consuming children? Public education as a market commodity. In A. Reid (Ed.), Going public: Education policy and public education, (pp.47-56). Deakin, ACT: Australian Curriculum Studies Association. Leonardo, Z. (2009). Affirming ambivalence: Introduction to cultural politics and education. In Z. Leonardo (Ed.), Handbook of Cultural Politics and Education (pp.1-48), Rotterdam: Sense Publishers. Papastergiadis, N. (2012). Cosmopolitanism and culture. Cambridge, UK: Polity Press. Reid, C. & Sriprakash, A. (2012). The possibility of cosmopolitan learning: Reflecting on future directions for diversity teacher education in Australia. Asia-Pacific Journal of Teacher Education, 40(1), 15-29. Youdell, D. (2009). Performativity: Making the subjects of education. In Z. Leonardo (Ed.), Handbook of Cultural Politics and Education (pp.219-236), Rotterdam: Sense Publishers. Wells, A.S., Lopez, A., Scott, J. & Holme, J.J. (1999). Charter schools as postmodern paradox: Rethinking social stratification in an age of deregulated school choice. Harvard Education Review, 69(2), 172-204.


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6. ASSESSMENT

Assessment Task Length Weight Learning

Outcomes Assessed

Graduate Attributes Assessed

Due Date

Assessment 1: Take-home exam

1000 words 15% 1, 2, 3 1.1, 2.4, 7.2, 7.3, 7.4

23/03/2014

Assessment 2: Research vignette 1500 words 35% 1, 2, 3, 4 7.2, 7.3, 7.4 17/04/2014

Assessment 2: Blog 3000 words 50% 1, 2, 3, 4

1.4, 7.2, 7.3, 7.4

09/06/2014 Final copy – other entries required for terms (see below)

Assessment Details ASSESSMENT 1: Take-home exam Essay: 1000 words This task is designed to provide students with the opportunity to demonstrate their knowledge, understanding and ability to apply key concepts and theoretical frameworks with regards to culture, identity, and education. 1. Collect the exam from the lecture (or download it from Moodle) in week 3. You will have three (3) days to write a response to three (3) out of the four (4) set questions. Each response should be approximately 300 words in length. 2. Your responses will need to make use of relevant concepts and theoretical approaches explored in the lectures and readings to help analyse contexts related to working with ‘youth’ in educational settings. In answering, make sure that you:

(a) provide a clear and comprehensive understanding of the concepts and/or theoretical frameworks, and (b) demonstrate your ability to apply or use the concepts/theories to support your explanations.

# Please Note: as a take home exam, this is assessment does not expect or require the inclusion of in-text referencing, quoting or a reference list. A central component of the task is for you to effectively communicate and demonstrate/apply your understandings in and through your own written voice. ASSESSMENT 2: Research vignette Essay: 1500 words For this task, students are expected to undertake ‘field’ research, and to then use theoretical frameworks encountered in readings, lectures and tutorials to explore and explain the data they observe and record. The purpose of this task is for students to consider problems associated with how people and cultural groups become ‘known’ and ‘knowable’ within research and popular discourse. It is anticipated that students will develop a deeper awareness and understanding of the social practices and processes that underpin the public identity work that people engage with, coupled with a more nuanced understanding of the limits and limitations associated with representing others in text when writing.

1. Locate a suitable ‘context’ to observe people engaging in identity work – places and spaces where they are performatively constituting their identities. Suitable locations could include the library lawn; a bus/train stop; a shopping centre; a music (or other) event. Visit the ‘context’, observe and record


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some notes about the setting itself and the ways that groups of people interact within this setting. Pay close attention to body language, clothes, gestures, and perhaps language choices of people there. You will use this information to help establish the scene by describing the context of the field experience.

2. Based on your observations, choose one event, one practice, one person, or the interactions

between a small group, to focus on for this task. Provide a description of this observation and then explain why you have chosen to focus on this particular aspect of your observations.

3. Identify two research articles that have some connection to your description in 2. Only one of these

may be from the course reader. Provide a brief outline of key ideas/points of interest from each article, then explain how/why they may be helpful for deepening your understanding of what you have observed.

4. Drawing on the ideas/theory explored in the articles, apply these insights to deepen your

understanding of the encounter you observed. Here, you should make explicit connections between what you have observed, and the ideas offered in the research articles. It is important to use this academic literature in support of your analysis, however you should also be critically engaging with the ideas offered and making decisions about the usefulness/limitations of the literature to help explain what you observed.

5. Briefly reflect on your experience of observing, recording and reporting (‘writing up’) your research

vignette. Ask yourself questions such as: Can you really claim to ‘know’ why a person may have behaved, dressed, or spoken in a particular way? In what ways might public and private identity work differ and/or overlap? What are the limitations of your research and analysis? Why is constructing a written account of other people and groups problematic?

6. What conclusions can you draw about identity, culture and education based on this experience?

Guidelines

-‐ You must refer to 2 readings (academic sources). Online databases are accessible through the UNSW Library website at http://www.library.unsw.edu.au/HowDoI/databases.html. The page also links to helpful tips and a guide to using databases as a research resource.

-‐ Please use subheadings -‐ Essays must be double spaced with 2.5cm margins -‐ You must use a recognisable referencing system (e.g. APA). Please see the UNSW Learning Centre

site for assistance with referencing

Marking Criteria (see end of outline)


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ASSESSMENT 3: Culture, identity, and education blog

(Modified with permission from Dr Alyce McGovern’s CRIM2034 course)

Length: 6 blog entries (approximately 500 words each)

Due dates: Final submission: 09/06/2014

For terms (these must be done and viewed online):

Draft of 2 blog posts: 14/04/2014

Draft of 4 blog posts: 12/05/2014

Description of task

This assessment requires you to monitor issues of culture, identity and education in the media and reflect on what you encounter in terms of the readings and materials covered in lectures and tutorials through the use of blogs.

The aim of this assessment task is for you to demonstrate integration between the news item/article and the academic literature. Making the effort to post your entries on a regular basis will both document your journey through the subject material and make your time management easier towards the end of the session, when the blog is due. The purpose of the blog is to track your progression through the subject and the study materials that you engage with. It is an exercise in applied critical thought, and is intended to provide sustained practice at approaching material critically. Regardless of career path or aspirations, the ability to quickly extract key points from a document and communicate them will benefit you.

You will be placed in groups for your blog activity, your own contribution to the task is an individual item of assessment- that is, each post you make in the blog must be your own work. The reason you will belong to a group for the blog is to ensure that you engage with other students work, and also for ease of commenting on other posts. You will also need to keep a copy of you blog postings in a word document for submission at the end of the semester. This will also ensure you have a copy of your work should there be any technical difficulties with the blog page. It is good practice to back up all work that you are submitting for assessment.

Requirements for Blog Posts

There are two elements to this assessment. You are required to:

• Make 6 blog posts (including 2 mandatory topics; 500 words each post) • Post at least 2 comments on blog postings from your group members

Each week you are expected to monitor the media (print, television, digital, broadcast, etc) and keep up to date with any news, events or broadcasts that are related to the themes of EDST2070.

Six times over the course of the semester you will need to post a blog entry reflecting on one (or more) media items/topics in relation to the content covered in the course, such as the course readings or any other relevant academic material you have sourced. Within this, you need to demonstrate critical reflection on the materials. This requires you to go beyond simply describing content.

Structure of blog post

Each blog posting should be equivalent to approximately 500 words in length. You need to include the following:

-‐ a brief outline of the issue -‐ an analysis of the issue based on course readings or other academic sources -‐ a justification for your opinion about this issue


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You should think of each blog post as a mini academic essay, that combines opinion with academic justification.

Requirement for topics You must include two mandatory blog topic posts. Ie, two of your blog postings must be on the following 1. A reflection of your own experiences of culture and identity in relation to education 2. A reflection on a current educational issue in Sydney relating to culture and identity

The remaining four blog postings can be on topics of your choosing; you can write about any current event or issue that interests you and relates to issues we have covered in the course. The media content you are reflecting on must be current (i.e. 2014) and where possible you should provide a URL link to the content you are referring to, as well as provide the reference details for any academic materials you utilise. You can be creative in your presentation. Add pictures, videos or other links where appropriate. You may even present your blog entry as a video blog; just make sure that you still include the relevant reference materials on the blog.

Blog Comments

For this task, you will be required to actively read and engage with the blogs entries of those within your group. Your active engagement will come in the form of commenting on these blogs. You will be required to read and comment on at least 2 blog postings from one or more members of your group over the course of the semester. Comments should be approximately two paragraphs in length (well-written, informative sentences). Your comments should appear below the post that you are responding to. Make sure that you can be identified in your posting. You do not have to use your full name, but you will need to be able to demonstrate that it is you that is commenting. Also keep a copy of your comments so they can be submitted along with your blog postings at the end of the semester.

Examples of Blog Topics

• The focus of the blog topic is ultimately your decision, however I am happy to give feedback and guidance. A few topic areas you might consider include:

o Issues of multiculturalism and schooling o School choice in certain areas of Sydney o Popular culture and schooling o Migration and education o Racism in education o Indigenous education and multiculturalism

Marking Criteria (see end of outline).

Submission of Assessment Tasks

Submission of Assessment Tasks Students are required to follow their lecturer’s instructions when submitting their work for assessment. Some work may be required to be submitted in class but most assessments are to be delivered to the locked boxes near the School of Education office and submitted online via Moodle. Students are also required to keep all drafts, original data and other evidence of the authenticity of the work for at least one year after examination. If an assessment is mislaid the student is responsible for providing a further copy.

A penalty of 3% per day (24 hours) applies to work submitted after the due date (including weekends and holidays) without an approved extension. Extension request forms can be downloaded from https://education.arts.unsw.edu.au/students/resources/forms/ and must be approved by the appropriate course convenor prior to the due date. Extensions will only be granted for illness or serious problems beyond


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a student’s control. Please note that the submission of a request for an extension does not necessarily guarantee approval of the request. Requests for extensions on the grounds of illness must be supported by a medical certificate or other documentation. This process does not take the place of lodging an application for Special Consideration through MyUNSW at https://iaro.online.unsw.edu.au/special_consideration/home.login and students must consider the merits of both options available.

Please note: Computer malfunctions will not be considered as sufficient grounds for extension.

7. RESOURCES Readings outlined above 8. ACADEMIC HONESTY AND PLAGIARISM Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement. Examples of plagiarism include:

· Direct duplication of the thoughts or work of another, including by copying work, or knowingly permitting it to be copied. This includes copying materials, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, website, internet, other electronic resource, or another person's assignment, or the student’s own assignment from a previous course, without appropriate acknowledgement;

· Quotation without the use of quotation marks;

· Paraphrasing another person's work with very minor change keeping the meaning, form and/or progression of ideas of the original;

· Citing sources which have not been read, without acknowledging the 'secondary' source from which knowledge of them has been obtained;

· Piecing together sections of the work of others into a new whole;

· Presenting an assessment item as independent work when it has been produced in whole or part in collusion with other people, for example, another student or tutor;

· Claiming credit for a proportion of work contributed to a group assessment item that is greater than that actually contributed;

· Submitting your own assessment item that has already been submitted for academic credit at UNSW or elsewhere may also be considered plagiarism;

· Using another person’s ideas or words in an oral presentation without crediting the source.

Students are encouraged to seek advice from academic staff whenever necessary to ensure that you avoid plagiarism in all its forms. Further information on plagiarism and academic honesty can be located at: https://student.unsw.edu.au/plagiarism In addition, UNSW has produced a booklet to assist students with essential information for avoiding plagiarism which can be downloaded from https://my.unsw.edu.au/student/academiclife/Plagiarism.pdf

At UNSW plagiarism is considered to be a form of academic misconduct and is viewed very seriously. UNSW is committed to helping students understand the conventions which govern academic communication to assist them avoid action which may result in academic misconduct. Further information on the Student Misconduct Rules is available at:


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https://student.unsw.edu.au/conduct

In the interests of maintaining high standards in scholarship and research, the University reminds students that when they are writing essays, theses, and assessment items of any nature they are ethically bound to refrain from plagiarism in all forms. Students are advised to inform themselves about University policies and practices concerning assessment and Academic Misconduct (including plagiarism). Wherever possible, students should also take up those opportunities provided to them by the University to improve their academic and/or information literacy.

Cheating: It is a serious offence to submit any work that is copied from the work of another student, whether that work was submitted in the current year, previously or in another course. In such cases both students may be penalised. Similarly it is an offence to cheat at examinations, get other students to write your assignments, etc. If you have been working in close cooperation with another student undertaking (say) research for an assignment, you should discuss the nature of that cooperation with your subject convenor to ensure that no misunderstandings arise about the originality of your work, and to identify clearly your own contribution to the work. Where group assessments are produced your lecturer needs to be aware of each person’s contribution.

Cheating and plagiarism may attract serious penalties, ranging from failure in the course to failure in all courses and exclusion from the university for a specific period (See also student responsibilities 8 – Misconduct).

Misconduct: Academic misconduct is a serious matter. In the first instance cases of misconduct are dealt with by the Head of School but it may be necessary to refer them to the Dean or the University Disciplinary Committee. For detail please go to: https://student.unsw.edu.au/conduct

Proof reading: Proof-read your assignment before submission, as avoidable errors are likely to result in marks being deducted.

Email: Unless the lecturer expressly gives permission, students are not permitted to submit assessment via email.

Non-sexist language: it is university policy to avoid sexist language. Use words which include both sexes when you are referring to both sexes; e.g.‘s/he’, ‘she or he, ‘people’, etc.

9. COURSE EVALUATION AND DEVELOPMENT Periodically student evaluative feedback on the course is gathered, using UNSW's Course and Teaching Evaluation and Improvement (CATEI) Process. Student feedback is taken seriously, and continual improvements are made to the course based in part on such feedback. 10. OTHER INFORMATION Assessment Principles and Procedures The primary aim of university assessment is to support student learning, hence there should be a clear and explicit relationship between stated assessment tasks and expectations, course objectives and course content. Assessment tasks are carefully designed to:

· Recognise, motivate and encourage deep learning

· Incorporate a clear developmental perspective which recognises and supports students’ growing competence over the course of the program (i.e. assessment tasks set earlier in the course of study are likely to be different in focus from those given later in the course).

Variation in assessment tasks within and across the School is encouraged in order to maintain student interest, to cater for and stimulate different ways of student thinking and learning, to reflect the different academic and professional demands of different courses as well as to foster student development and


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progression over the length of a program. Such variations also provide a good model of assessment for teachers and future teachers enrolled in the school’s programs.

In the School of Education all potential failure are double-marked as are all suspected plagiarism cases. All staff are also required to undertake small-group standardisation of a representative sample of assignments (Grades HD, D, C, P) with staff teaching in similar areas (e.g. as part of specialisation or course-level activities) at least once each semester before the submission of results. Grade distributions for each class are also closely monitored and evaluated.

School of Education Grade Descriptors

High Distinction (85% and above)

The assignment is of exceptional quality. It not only reveals an excellent understanding of the question or issue under consideration, but also demonstrates highly informed analytical and evaluative thinking. The writer displays a substantial familiarity with the research literature relating to the issues discussed and relates his or her arguments strongly to the findings of this literature. The assignment is also very well-organised and very well-written.

Distinction

(75-84%)

The assignment is of excellent quality. It demonstrates a very clear understanding of the question or issue under consideration and shows evidence of well-informed analytical thinking. The writer displays a substantial familiarity with the research literature relating to the issues discussed and relates to his or her arguments to the findings of the literature. The assignment is well-organised and well-written.

Credit

(65-74%)

The assignment is of good quality. It demonstrates a clear understanding of the question or issue under consideration and shows some evidence of analytical thinking. The writer displays some familiarity with that research literature relating to the issues discussed and relates his or her arguments to the findings of this literature. The assignment is moderately well organised and moderately well-written.

Pass

(50-64%)

The assignment is of adequate quality. It demonstrates a clear understanding of the question or issue under consideration. The writer displays a familiarity with some of the research literature relating to the issues discussed. The assignment is moderately well-organised and the arguments can be clearly understood.

For more information regarding the UNSW assessment policy please visit: https://my.unsw.edu.au/student/academiclife/assessment/AssessmentatUNSW.html

Attendance Unless specific and formal permission (see note below) has been granted, failure to attend 80% of classes in a course may result in failure in that course. Explanation of absences, or requests for permission to be absent from forthcoming classes, should be addressed to the lecturers/tutors responsible for those classes. Explanation of an absence of more than one week (or half a day in the case of intensive courses) should also be addressed in writing and, where applicable, should be accompanied by a medical certificate

Students are expected to give priority to their university study commitments. Any absence from assessable activities, including formal end of semester examinations, must be clearly for extenuating circumstances only that were unexpected and beyond the control of the student. Work commitments are not considered a justification. Please refer to Special Consideration for further information.

Note: The School of Education gives permission to participate in lectures online only on a case by case basis and only in the following circumstances:


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a. The student is able to demonstrate that they have no other option but to participate in lectures online.

b. The student must be able to access, at minimum, a sound recording of the missed lecture either through Echo360 or independent recording. The Course Convenor can reserve the right to refuse the lectures in their course to be recorded independently.

c. The Program and Course Convenor(s) must give their approval for participation in lecture to be undertaken online.

d. Permission will only be granted for lectures, not tutorials or method courses and for no more than one course at a time.

e. Permission will not be granted when it results in over-enrolment. Students may apply for formal permission to participate in lectures online.

Students may access further information and the application form to participate in lectures online at https://education.arts.unsw.edu.au/media/EDUCFile/Permission_to_Participate_in_Lectures_Online.pdf

Special Consideration On some occasions, illness, misadventure, or other circumstances beyond the immediate control of a student may prevent his/her attendance at an examination, or may significantly affect their performance in an assessment. Students who believe that their performance in a course, either during the semester or in an examination, has been adverse affected by illness or any other reason should submit a request for Special Consideration. Applications for Special Consideration are lodged online (https://iaro.online.unsw.edu.au/special_consideration/home.login) and must be made within three working days of the assessment to which it refers to. For more information regarding Special Consideration please visit: https://my.unsw.edu.au/student/atoz/SpecialConsideration.html

University Counselling Service The Counselling Service offers free and confidential counselling to students of the University. The Service provides assessment and short-term counselling for students. Students use the Counselling Service for a wide variety of reasons, ranging from issues relating specifically to their studies through to more personal concerns or difficulties.

When students start at University, they may encounter a variety of issues which can cause them concern: academic or administrative problems, study difficulties, transition from school, work or home to University. In addition, students may have personal difficulties such as relationship or family problems, anxiety, depression, or stress. Sometimes students are unsure whether a counsellor is the most appropriate person to seek about their situation. In this instance, it is often worth making an appointment talking to a counsellor as they usually find the most appropriate source of help.

Location: The 2nd floor of the East Wing of the Quadrangle Building, Telephone: 9385 5418. Website: https://www.counselling.unsw.edu.au

Equity and Diversity Those students who have a disability that requires some adjustment in their teaching or learning environment are encouraged to discuss their study needs with the course convener prior to, or at the commencement of, their course. Students are also encouraged to contact the Equity Officer (Disability) in the Equity and Diversity Unit, Telephone: 9385 4734 or check the website https://www.studentequity.unsw.edu.au.

Issues to be discussed may include access to materials, signers or note-takers, the provision of services and additional exam and assessment arrangements. Early notification is essential to enable any necessary adjustments to be made.


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UNSW SCHOOL OF EDUCATION FEEDBACK SHEET

EDST2070 Culture, Identity and Education

Name: Student Number:

Assessment task 1: Take-home exam SPECIFIC CRITERIA -‐ � +

Understanding of the question or issue and the key concepts involved • understanding of the task and its relationship to relevant areas of

theory, research and practice • clarity and accuracy in use of key terms and concepts in cultural

studies of education

Depth of analysis and/or critique in response to the task • depth of understanding of key concepts and issues explicitly raised

during the course and in your follow up readings. • depth of analysis relating to culture, identity and education,

including theoretical and practice related concerns

Familiarity with and relevance of key theoretical concepts used to support response

• range of ideas from the literature on culture, identity and education are used to support response

Structure and organisation of response • appropriateness of overall structure of response • clarity and coherence of organisation, including use of section

headings and summaries to enhance readability.

Presentation of response according to appropriate academic and linguistic conventions

• clarity, consistency and appropriateness of conventions for quoting, paraphrasing, attributing sources of information, and listing references

• clarity and consistency in presenting tables and diagrams • clarity and appropriateness of sentence structure, vocabulary use,

spelling, punctuation and word length

GENERAL COMMENTS/RECOMMENDATIONS FOR NEXT TIME

Lecturer Date

Recommended grade:

NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific criteria. The recommended

grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.


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Assessment task 2: Research vignette SPECIFIC CRITERIA -‐ � +





during the course and in your follow up readings. • depth of analysis relating to culture, identity and education,

including theoretical and practice related concerns

Familiarity with and relevance of professional and/or research literature used to support response

• range of research literature on culture, identity and education – in addition to course readings -‐ to support response

Structure and organisation of response • appropriateness of overall structure of response • clarity and coherence of organisation, including use of section







Lecturer Date

Recommended grade:

NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.


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Assessment task 3: Blog posts SPECIFIC CRITERIA -‐ � +





during the course and in your follow up readings. • depth of analysis relating to either media example, including

theoretical and practice related concerns

Familiarity with and relevance of professional and/or research literature used to support response

• range of research literature on culture, identity and education – in addition to course readings -‐ to support response

• integrates media item and academic readings

Structure and organisation of response • includes 2 mandatory blog posts + at least 4 other posts (500 words

each post) • appropriateness of overall structure of response • clarity and coherence of organisation, including use of section







Lecturer Date

Recommended grade:

NB: The ticks in the various boxes are designed to provide feedback to students; they are not given equal weight in determining the recommended grade. Depending on the nature of the assessment task, lecturers may also contextualize and/or amend these specific criteria. The recommended grade is tentative only, subject to standardisation processes and approval by the School of Education Learning and Teaching Committee.

Documents

School of Education · PDF fileSchool of Education EDST2070: ... representatives in broadening teachers' professional knowledge and ... A sociological perspective (pp. 133-155)