Students

ECED820 – Families in Context

2016 – S1 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Fay Hadley
fay.hadley@mq.edu.au
Contact via fay.hadley@mq.edu.au
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MTeach(Birth to Five Years) or MEChild or MEdLead in Early Childhood or PGDipEChild or PGCertEChild or MEd or PGDipEdS or MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd or MSpecEd or PGDipSpecEd or PGCertSpEd or GradCertEChild
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
The overarching aim of this unit is to examine the implications of diversity in family values and the value of family across a range of contexts. Over the course of the unit, we will consider the role of socio-cultural, economic and political contexts in shaping family life and family values in the 21st century. Drawing on a variety of resources, including diverse media, academic publications and reflections on personal experiences, we will explore changing family lives and the extent to which traditional, largely Western-based, images of 'family' life reflect contemporary experiences and practices of families and children in Australia and abroad.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • To explore diverse contexts in and perspectives on ways in which families function.
  • To reflect on personal experiences and how these shape perspectives.
  • To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
  • To explore the online environment and contribute effectively and respectfully.
  • To engage in active and critical reflective practice about working with diverse families.

Assessment Tasks

Name Weighting Due
Assign 1 20% 13th March and 22nd May
Assign 2 40% 17th April
Assign 3 40% 9th June

Assign 1

Due: 13th March and 22nd May
Weighting: 20%

 

On line communication and postings
On successful completion you will be able to:
  • To explore diverse contexts in and perspectives on ways in which families function.
  • To reflect on personal experiences and how these shape perspectives.
  • To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • To explore the online environment and contribute effectively and respectfully.
  • To engage in active and critical reflective practice about working with diverse families.

Assign 2

Due: 17th April
Weighting: 40%

 

Major Essay  based on the analysis of selected topic(s)  focusing on Families Images and the Role of the Media

(2000 words)
On successful completion you will be able to:
  • To explore diverse contexts in and perspectives on ways in which families function.
  • To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • To engage in active and critical reflective practice about working with diverse families.

Assign 3

Due: 9th June
Weighting: 40%

 

Philosophy paper  - reflections on working with families

(2000 words)


On successful completion you will be able to:
  • To explore diverse contexts in and perspectives on ways in which families function.
  • To reflect on personal experiences and how these shape perspectives.
  • To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
  • To engage in active and critical reflective practice about working with diverse families.

Delivery and Resources

 Textbook:

TEXTBOOK: There is no set textbook for the unit. You will have weekly readings and some additional readings recommended.  

To learn about APA referencing and academic writing

Perrin, R. (2011). Pocket guide to APA style (5th ed). Boston, USA: Wadsworth Cengage Learning.

Recommended additional textbooks

  • Australian context

Bowes, J., Grace, R., & Hodge, K. (Eds.) (2012). Children, families and communities. Contexts and consequences. (4th Edn), South Melbourne: Oxford University Press.

 

 

Unit Schedule

Week

Lecture topic/Lecturer

Tutor

Readings

Week  1

Feb 29

Introduction to the unit

Families: Definitions, Contexts and Theoretical Orientations 

(Fay Hadley lecture)

 

NO

TUTE

Giele (2011)

Cassells et al (2013)

Week 2

March 7

 

Media Portrayal of families

(Fay Hadley lecture)

Assignment #1: Task 1 due 13th March by 11.59pm

Fay

Döring et al (2016).

Rush, E. (2011).

Week 3

March 14

Research and study of families: Multi-disciplinary perspectives

(Fay Hadley lecture)

NO TUTE

 

Dai & Wang(2015)

Taylor (2006)

Week 4

March 21

Families with members with disabilities

(Kathy Cologon guest lecture)

Fay

Goodley &  Tregaskis, (2006)

Bachraz & Grace (2009).

Week 5

March 28 (Easter Mon)

Family formation from Assisted Reproduction Technologies

(Dr Frances Gibson guest lecture)

NO TUTE

 

Benagiano et al (2012)

Hammarberg et al (2008)

Week 6

April 4

Children with parents who identify as Lesbian, Gay, Bisexual and Transgender (LGBT)

(Kathy Cloughessy guest lecture)

Fay

Skattebol & Ferfolja (2007)

Rawsthorne (2010)

April 11 – April 22 Mid semester break

11th April on campus for externals (if numbers sufficient)

Assignment #2: Major essay on role of media due 17th April by 11.59pm

 

Week 7

April 25

Indigenous perspectives – kinship ties (online module to complete)

NO TUTE (ANZAC DAY)

Closing the gap (2015)

Walter & Hewitt (2012) 

Week 8

27th April

Recent arrivals: children from immigrant and refugee backgrounds (Dr Katey De Gioia – guest lecture)

Fay

De Gioia (2009)

Williams (2010)

Week 9

May 9

Children from families identified as ‘at risk’: Divorce, Remarriage, Single-Parent families, Isolated families from metropolitan and rural/regional areas

(Fay Hadley lecture)

NO TUTE

Baxter et al (2011)

McArthur & Thomson (2011)

Week 10

May 16

What next? Where to from here in terms of researching with families

(Fay Hadley lecture)

Assignment #1: Task 2 due 22 May by 11.59pm

Fay

Pascal & Bertram (2012)

Week 11

    May 23

Developing a philosophical approach to working with families in EC settings

(Fay Hadley lecture)

No TUTE

Waniganayake et al (2012)

Week 12

May 30

 Developing a philosophical approach to working with families in EC settings

(no recorded lecture)

Fay

 

Week 13

June 6

No TUTE or LECTURE – time to work on your assessment

Assignment #3: Paper on Working with families due 9th June 11.59pm

No TUTE

 

 

Policies and Procedures

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

New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/

Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html

Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

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.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

PG - Capable of Professional and Personal Judgment and Initiative

Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.

This graduate capability is supported by:

Learning outcomes

  • To explore diverse contexts in and perspectives on ways in which families function.
  • To reflect on personal experiences and how these shape perspectives.
  • To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
  • To engage in active and critical reflective practice about working with diverse families.

Assessment tasks

  • Assign 1
  • Assign 3

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcomes

  • To explore diverse contexts in and perspectives on ways in which families function.
  • To reflect on personal experiences and how these shape perspectives.
  • To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.

Assessment tasks

  • Assign 1
  • Assign 2
  • Assign 3

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcomes

  • To explore diverse contexts in and perspectives on ways in which families function.
  • To reflect on personal experiences and how these shape perspectives.
  • To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • To consider ways in which awareness of families in context can facilitate/support early childhood teaching practice.
  • To engage in active and critical reflective practice about working with diverse families.

Assessment tasks

  • Assign 1
  • Assign 2
  • Assign 3

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcomes

  • To explore diverse contexts in and perspectives on ways in which families function.
  • To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.

Assessment tasks

  • Assign 2
  • Assign 3

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcomes

  • To reflect on personal experiences and how these shape perspectives.
  • To highlight and critically analyse a range of social, cultural and political perspectives/influences on family life.
  • To explore the online environment and contribute effectively and respectfully.

Assessment task

  • Assign 1

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcomes

  • To source credible and scholarly research concerning families to inform practice and generate new understandings and knowledge.
  • To explore the online environment and contribute effectively and respectfully.

Assessment tasks

  • Assign 1
  • Assign 2
  • Assign 3