Unit rationale, description and aim
To be effective in youth work requires advanced knowledge and understanding of the social contexts that impact on young people's lives. In particular, understanding the ways in which school, ethnicity, family, gender, class, geographic location and culture shape the experience of being a young person is required to inform the development of skills needed to engage with young people. To help students gain an understanding of the histories that influence our thinking about young people and their issues today this unit will investigate the major socio-historical forces and institutions impacting on their lives.
The aim of this unit is to develop insight into the lived experiences of young people, particularly in the Australian context.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the ways historically generated perspecti...
Learning Outcome 01
Explain key youth issues, impacting on young peopl...
Learning Outcome 02
Critically evaluate the ways in which key social s...
Learning Outcome 03
Articulate a sociological understanding of the nat...
Learning Outcome 04
Content
Topics will include:
- Social constructions of young people
- Social divisions and the youth experience (class, ethnicity, gender and sexuality)
- Social institutions and young people (family, school and work)
- Social identities and young people. (youth cultures, technology)
- Social Issues (crime, violence, public space)
Assessment strategy and rationale
The assessments in this unit encourage students to engage with the scholarship surrounding sociological theories of youth (tests), critically examine social context and develop skills around communicating ideas and theories about young people (film review) and apply a sociological understanding of the nature of social relationships and institutions, patterns of social diversity and inequality (sociological autobiography) in order to develop an understanding of young people’s social context.
Overview of assessments
1.Film Analysis Students will explore how social...
1.Film Analysis
Students will explore how social context is represented in one of the films they have to watch
30%
2.In class tasks Students will engage with the ...
2.In class tasks
Students will engage with the scholarship surrounding sociological theories of youth
40%
3.Sociological Autobiography Students will apply...
3.Sociological Autobiography
Students will apply a sociological understanding of the nature of social relationships and institutions, patterns of social diversity and inequality to their experience of adolescence
30%
Learning and teaching strategy and rationale
This 10-credit point on-campus unit provides hands-on learning, including collaborative learning. It takes the form of a face-to-face class incorporating activities through which students will gain a deep understanding of the ways historically generated perspectives influence how young people are represented and treated. Key learning activities will include debating, learning to ‘read’ and interpret writing on youth work and other key sources, reading, writing, group discussion, finding scholarly sources, and problem-solving. The lectures provide students with content and analytical frameworks necessary for understanding and analysing the nature of social relationships and institutions, patterns of social diversity and inequality as they impact on the experience of youth while tutorials give students the opportunity to discuss, debate, look at case studies and examples from the Australian setting.
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.