Unit convenor and teaching staff |
Unit convenor and teaching staff
Tutor
Emily Cachia
Contact via emily.cachia@mq.edu.au
to be advised
email to arrange
Tutor
Nipa Saha
Contact via nipa.saha@mq.edu.au
to be advised
email to arrange
Beth Saunders
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
39cp or admission to GDipArts
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
The co-badging of this unit with SOC317 ended in 2015 but this site does not allow a change to be made in this co-badged status
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Unit description |
Unit description
Are boys expected to be naughty, while girls are quiet but in danger of sexual entanglement as teenagers? This unit is concerned with the people who live out these expectations and yet complicate them in the home and the classroom: young children, tweens and teens, parents and teachers. It combines the sociology of education with the study of gender in early childhood, adolescence and youth. Class and race (or culture, ethnicity and religion) play a part along with age, gender and sexuality. The focus of the unit is on discipline and punishment as these are directed towards children at home and at school. What are the problems, conflicts and disruptions faced by young people and their parents and teachers? What are the best strategies for managing them? What are the best tools for understanding them? Fairy tales and children's books (eg, 'Pinocchio', 'Naughty stories for good boys and girls'), TV and film ('Supernanny', 'Boot Camp', 'Mean Girls'), expert advice and self-help manuals (Dr Spock, 'Toddler Taming') are explored alongside the sociological, educational, psychological and gender studies literature offering insight into the behaviour of boys and girls today.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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1. Quizzes | 30% | Weekly in weeks 2-11 |
2. Independent project | 20% | Friday 24th April 2015 |
3. Research essay | 40% | Friday 5th June 2015 |
4. Participation | 10% | Throughout |
Due: Weekly in weeks 2-11
Weighting: 30%
From week 2, a multiple choice quiz will be opened on the GEN312 iLearn unit on the morning of the weekly lecture. Students will have three days in which to complete it. There will be three questions each week, based on required readings or the lecture. A total of 30 questions will be set with each attracting one mark.
Due: Friday 24th April 2015
Weighting: 20%
Critically analyse a film or TV program with reference to two or more of the required readings in GEN312
Due: Friday 5th June 2015
Weighting: 40%
Write an analytical essay on one of the questions listed on the GEN312 iLearn unit.
Due: Throughout
Weighting: 10%
Regular contributions to group discussions on GEN312 topics on-line on the GEN312 iLearn unit. Evidence of having done the readings, and having thought about the topics in connection with events and relations between people in the wider world, will be taken into account.
Please note that lectures start in the first week of S1 classes, tutorials start in the second week.
Technologies used:
There is an online presence on iLearn; lectures are recorded and available through Echo on iLearn; students require access to reliable broadband internet and a computer. Externally enrolled students must keep up a regular and active weekly presence on iLearn in order to pass the unit; it is not enough just to submit other items of assessment.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
While all existing material is updated each year, especially the lectures, there have been new changes made to the content of this unit in 2015. This is due to the introduction of a new unit in 2015, especially dedicated to exploring masculinities (GEN220), which meant some redistribution of teaching materials. It is also due to the initiation of new collaborative links with Criminology, requiring a strengthening of the focus on gender-linked crime within the program as a whole.
We will continue to seek and respond to student feedback on all aspects of the unit, so that it works in well with student interests, capabilities and needs.
Date | Description |
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20/02/2015 | mistake corrected |