SWB207 Young People, Social Justice and Diversity
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | SWB207 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | The Commonwealth supported place student contribution amount for this unit depends upon the course of study. Find out more |
| Pre-2021 CSP student contribution | The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $3,156 |
| International unit fee | $4,032 |
Unit Outline: Semester 2 2023, Kelvin Grove, Internal
| Unit code: | SWB207 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Jen Kaighin | j.kaighin@qut.edu.au |
Overview
As social work and human service practitioners it is essential to have an understanding of and capacity to critique the range of ways young people are constructed in academic and popular contexts. It is also important for practitioners to have an appreciation of current policies oriented to young people and the nature of the various service delivery systems and programs in operation. This unit aims to give you a critical appreciation of the different ways 'youth' is understood in academic, policy and popular contexts, which is of fundamental importance if policy and practice responses and choices are to be understood.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically analyse the various theoretical and popular approaches/ constructions around 'youth' and 'adolescence';
- Critically reflect on dominant and emerging human service practice approaches with young people;
- Critically reflect on the ways diversity and marginalisation impact on young people;
- Synthesise and apply knowledge of contemporary policies and service delivery systems and programs directed at young people in Australia.
Content
The unit provides an introduction to youth work practice and to the contemporary provision of youth services. In weeks 1-4, major theoretical approaches to understanding young people will be examined. The social construction of 'youth' in Australian society and the impacts of dominant discourses on young people's access to social justice will be an area of specific focus.
From weeks 5-13, the nature of issues affecting a diverse range of young people will be investigated under the broad headings of:
- health;
- education;
- the labour market;
- accommodation and housing;
- juvenile justice;
- technology;
- public space; and
- young people in the context of families.
Relates to learning outcomes
Learning outcomes link to:
AASW Education and Accreditation Standards (2020): 1.2, 2.1, 2.2, 3.2, 4.3, 4.4, 5.3, 6.1-6.4
AASW Practice Standards (2013): 3.1, 4.1, 5.4
ACWA Practice Guidelines (2017): 1.1, 1.2, 1.3, 1.5, 1.6, 2.2, 2.3, 2.4 , 2.6, 4.4, 5.2, 5.4, 5.5, 5.7
Learning Approaches
The unit is conducted through weekly 1.5 hour lectures and 1.5 hour of small group learning activities such as discussion of readings, reflection on life experience, case analysis, and small group work. Teaching approaches are designed to encourage and support active learning and the development of the skills of critical analysis. Reading, questioning, talking, listening, reflecting, writing and identifying and dealing with problems are integral activities in the learning process. The role of the unit staff will be to promote and scaffold learning. A Canvas home page will support the unit.
Feedback on Learning and Assessment
The unit will have both formative and summative assessment. You will have written feedback to the written assignment, the tutorial discussion and the reflective journal. The reflective journal will be submitted in draft to allow for feedback to assist the development of the final version. In addition generic feedback will be given during lectures.
Assessment
Overview
There are three items of assessment in this unit: an essay, a tutorial discussion which will be completed in a small group and a reflective journal. The essay and reflective journal are individual assessments; the tutorial discussion is a group assessment.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Essay
Critically analyse a particular 'moral panic' about young people eg 'Sudanese gangs'; 'radicalised' young people; teenage parents; unemployed young people etc. Provide some critical analysis of the ways this issue is constructed, drawing on both establishment and critical theories in your analysis. Based on your analysis provide some suggestions for a way forward in resolving this moral panic. This is an assignment for the purposes of an extension.
Assessment: Tutorial Discussion
During weeks 5-12 each tutorial group will discuss their responses to dominant and emerging human service practice issues experienced by a fictitious young person and the ways diversity and marginalisation impact on young people. Drawing on knowledge of and referencing contemporary policies and service delivery systems and current programs, each student will nominate to lead this discussion as part of a small group for one of these weeks.
Assessment: Critical Reflection
The third piece of assessment is a critical reflection on the issues raised throughout the tutorial discussions during weeks 5 - 12. Students are expected to identify a moment in the case scenario where you were challenged or surprised by your own response to the issues raised in the story, or the discussion of the story. You are to critically reflect on the ways your own values and dominant discourses influenced your response. Eg what implicit assumptions were you drawing on, what hegemonic constructions of young people influenced you etc. It is expected that this critical reflection will also be supported by research. It is also expected that students will identify how this critical reflection might influence future practice. This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
White, R, Wyn, J & Robards, B (2017) Youth and Society (4th ed) Oxford University Press
Other
Key references for each week's topics
QUT readings for Semester 2 are on the unit home page.
Other readings can also be found under topic headings - this is updated regularly so keep checking the relevant topic folders.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.SW03 Bachelor of Human Services
- Critique tenets of social justice, inclusive of political and environmental justice, critical theory and social action, and cultivate a commitment toward contributing to an inclusive democratic society. Knowledge, Values and Disposition
Relates to: Essay, Critical Reflection - Implement strategies for engaging with socially progressive, anti-oppressive, culturally safe and ethical practice and research, in the context of redressing injustices, inequalities and broad social problems. Practice, Values and Disposition
Relates to: Essay - Formulate plans for addressing inequality in our socio-political structures and apply a range of practice methods, digital strategies and skills to address these, including community development, social action, policy development, social research and individual work or groupwork. Knowledge, Practice
Relates to: Tutorial Discussion - Critically examine diversity in human services and compare and contrast the effects of different social, political, cultural and historical circumstances on the beliefs, values and aspirations of various groups (including Indigenous and non-Indigenous, women). Knowledge, Values and Disposition
Relates to: Essay, Tutorial Discussion, Critical Reflection - Construct and enact contemporary practice frameworks, drawing upon knowledge, inclusive of Indigenous knowledges, skills, values and dispositions that recognise the significance of a critical and reflective process, utilising traditional and digital means for ongoing learning from professional practice experiences. Practice, Knowledge, Values and Dispositions
Relates to: Critical Reflection
SW04 Bachelor of Social Work
- Critique and apply coherent theoretical, practical and contextually relevant social work knowledge, skills and values, and cultivate a commitment toward meeting diverse clients and community needs. [Knowledge, Practice, Values and Disposition]
Relates to: Essay, Tutorial Discussion, Critical Reflection - Construct and implement strategies for engaging in critical thinking and decision-making, utilising advanced research knowledge and skills to inform culturally safe practice, and promote social justice from diverse perspectives. [Practice, Knowledge, Values and Disposition]
Relates to: Critical Reflection - Access, evaluate, and utilise relevant social work information that informs and assists in intra- and inter-professional communication in a range of contexts, through effective oral, written and digital interactions. [Practice, Knowledge]
Relates to: Essay, Tutorial Discussion - Critically examine tenets of diversity and diverse perspectives in social work, and advocate for a socially just society and the promotion of human dignity that reflect different social, political, cultural and historical circumstances, on the beliefs, values and aspirations of various groups, including Indigenous and non-Indigenous populations. [Values and Disposition, Knowledge, Practice]
Relates to: Essay, Tutorial Discussion, Critical Reflection
SW05 Bachelor of Social Work (Honours)
- Critically evaluate theoretical, practical and contextually relevant social work knowledge, skills and values and, as a change facilitator, meet diverse client and community needs that promote social justice
Relates to: Essay, Tutorial Discussion, Critical Reflection - Formulate and implement strategies using advanced knowledge and research skills to analyse, consolidate and synthesise social and practice evidence to generate solutions and to inform professional practice and decision-making
Relates to: Essay, Tutorial Discussion, Critical Reflection - Develop advanced knowledge, skills and values, to inform culturally safe communication and effective intra- and inter-professional collaboration and with a wide range of audiences and contexts, including accessing, evaluating and utlising digital health information.
Relates to: Tutorial Discussion, Critical Reflection - Construct and implement strategies for practising collaboratively and independently, focused on socially progressive, anti-oppressive, culturally safe and ethical practice, integral to the standards of professional social work practice
Relates to: Essay - Access, evaluate and utilise social work information to advocate for a socially just society and the promotion of human dignity and worth that reflect different social, political, cultural and historical circumstances, on the beliefs, values and aspirations of various groups, including Indigenous and non-Indigenous populations
Relates to: Essay, Tutorial Discussion, Critical Reflection