Students
EDCN817 – Sociology and Education
2016 – S1 Evening
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
David Saltmarsh
Contact via Email
C3A928
By appointment
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MA in Education Studies or MEChild or PGDipEChild or PGCertEChild or MEd or MEdLead or PGDipEdLead or PGCertEdLead or PGDipEdS or PGCertEdS or MHEd or PGDipHEd or PGCertHEd or MSpecEd or PGDipSpecEd or PGCertSpEd or MTeach(Birth to Five Years) or GradCertEdS or GradCertHEd or MChildLit or GradDipChildLit or MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd or GradDipIndigenousEd
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This advanced theory unit begins with an historical overview of the work of sociologists of education and traces some philosophical and social developments. The theoretical, methodological and analytic approaches are then considered. This forms a basis for examining two contemporary issues in depth: these issues combine educational disadvantage, markets and competition in education, the impact of globalisation on education and schooling, and social change. The examination of these issues will involve analysing relevant scholarly literature, considering theoretical perspectives, investigating methodological and analytic practices, appreciating the views of stakeholders, and analysing policy developments. A wide range of material from a variety of sources (eg, academic journals, government documents, social media) will be drawn on in reporting on these contemporary issues.
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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:
- Understanding of traditional concerns in the sociology of education
- Understanding of contemporary concerns relating to: Inequality and disadvantage in education, markets and regulation in education, and global trends shaping education
- Understanding of research methods relevant to the sociology of education, particularly: Ethnography and narrative inquiry
- Cognitive skills to demonstrate mastery of theoretical knowledge, to reflect critically on theory for professional practice and/or scholarship
- Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and apply to established theories of different bodies of knowledge or practice
- Cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
- Communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice and scholarship
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Two critical reviews | 20% | Week 5, 29 March |
| Educational disadvantage | 40% | Week 7, 26 April |
| Markets/trends in education | 40% | 14 June |
Two critical reviews
Due: Week 5, 29 March
Weighting: 20%
Select two scholarly articles from the list provided on the iLearn unit website and write a 500 word critical review on each
On successful completion you will be able to:
- Understanding of research methods relevant to the sociology of education, particularly: Ethnography and narrative inquiry
- Cognitive skills to demonstrate mastery of theoretical knowledge, to reflect critically on theory for professional practice and/or scholarship
- Communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice and scholarship
Educational disadvantage
Due: Week 7, 26 April
Weighting: 40%
Write an essay of about 2000 words examining the issue of educational disadvantage in Australia
On successful completion you will be able to:
- Understanding of traditional concerns in the sociology of education
- Understanding of contemporary concerns relating to: Inequality and disadvantage in education, markets and regulation in education, and global trends shaping education
- Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and apply to established theories of different bodies of knowledge or practice
- Cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
- Communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice and scholarship
Markets/trends in education
Due: 14 June
Weighting: 40%
Write an essay of about 2000 words examining the issue of educational markets and competition in education, OR on a global trend shaping education
On successful completion you will be able to:
- Understanding of contemporary concerns relating to: Inequality and disadvantage in education, markets and regulation in education, and global trends shaping education
- Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and apply to established theories of different bodies of knowledge or practice
- Cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
- Communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice and scholarship
Delivery and Resources
Scholarly articles for critical review are identified on the iLearn unit website. These articles are also relevant in preparing the essays on educational disadvantage, and markets and competition in education. For the section on Global trends shaping education an OECD (2016) document, available on-line will be used.
Podcasts will be created each week and will be available by 7:30PM on Tuesday of that week. On the weeks when a seminar is held, the podcast will be a recording of that seminar presentation.
Unit Schedule
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EDCN817 Sociology & education |
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Module 1: Approaches to the sociology of education |
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1 Mar |
1 Introduction & historical overview of the sociology of education |
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8 Mar |
2 Theoretical perspectives (seminar) |
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15 Mar |
3 Research methods & critique |
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Module 2: Educational disadvantage |
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22 Mar |
4 Educational disadvantage & poverty in Australia (seminar) |
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Assessment 1 - 2 critical reviews: Due 29 March |
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29 Mar |
5 Low SES school communities |
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5 Apr |
6 Strategies for reform (seminar) |
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12 Apr |
Mid-semester break |
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19 Apr |
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Module 3: Markets & competition in education |
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Assessment 2 - Essay - Educational disadvantage: Due 26 April |
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26 Apr |
7 International competition |
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3 May |
8 NAPLAN & MySchool (seminar) |
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10 May |
9 Markets in education |
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Module 4: Globalisation |
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17 May |
10 Trends shaping education (seminar) |
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24 May |
11 Trends shaping education |
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31 May |
12 Trends shaping education (seminar) |
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7 Jun |
13 Trends shaping education |
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Assessment 3 - Essay - Markets in education/Global trends: Due 14 June |
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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
- Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and apply to established theories of different bodies of knowledge or practice
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice and scholarship
Assessment tasks
- Educational disadvantage
- Markets/trends in education
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
- Understanding of traditional concerns in the sociology of education
- Understanding of contemporary concerns relating to: Inequality and disadvantage in education, markets and regulation in education, and global trends shaping education
Assessment tasks
- Educational disadvantage
- Markets/trends in education
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
- Cognitive skills to demonstrate mastery of theoretical knowledge, to reflect critically on theory for professional practice and/or scholarship
- Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and apply to established theories of different bodies of knowledge or practice
- Cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
Assessment tasks
- Two critical reviews
- Educational disadvantage
- Markets/trends in education
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
- Understanding of research methods relevant to the sociology of education, particularly: Ethnography and narrative inquiry
- Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and apply to established theories of different bodies of knowledge or practice
Assessment tasks
- Educational disadvantage
- Markets/trends in education
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
- Communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice and scholarship
Assessment tasks
- Educational disadvantage
- Markets/trends in education
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
- Cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and apply to established theories of different bodies of knowledge or practice
- Technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice and scholarship
Assessment tasks
- Educational disadvantage
- Markets/trends in education
Changes from Previous Offering
This version of the unit EDCN817 has the same basic format of the unit offered in 2013 and 2014. The pattern of assessment is the same, but the option of writing an essay on global trends in education has been added. The reading material and options for critical review have been revised.