Units
The Socio-Cultural Context of Professional Practice
Unit code: SWN010
Credit points: 12
Information about fees and unit costs
This unit locates professional practice within the socio – cultural context of Australia. It includes an historical and descriptive mapping of the Australian population giving particular attention to age, health, socio / economic, Indigenous, cultural and ethnic characteristics. The unit focuses on the history of Indigenous Australians and the profound cultural, social and economic consequences of colonisation and institutional racism. It emphasises the acquisition of cultural competence in particular in relation to Indigenous Australians. It employs a range of sociological analytical tools - power, authority, class, status, race and gender – to allow students to explore the structure of Australian society to promote principles central to social care professional practice including, well-being, the protection of human rights, the promotion of social justice and the empowerment of people.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 1 | Yes |
Sample subject outline - Semester 1 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
It is essential that practitioners possess knowledge of the history of Aboriginal and Torres Strait Islander people, the importance of their spirituality and culture and their identification with the land and the sea. Equally important is an understanding of the impact of invasion, colonisation and policy directives on their ability to achieve self-determination and empowerment as basic human rights. Likewise, as an increasingly multi-cultural country, practitioners must recognise the diversity of groups who now reside in Australia, and understand their cultural backgrounds and the values that underpin their identity. Furthermore, practitioners are required to consider the impact of policy directives, migration, and experiences of torture and trauma.
Aims
The aim of this unit is to critically examine the social construction of disadvantage and marginalisation against standards of social justice, human dignity and human rights, and the importance of socio-cultural factors for professional practice and broader social activism.
Objectives
On completion of this unit, students should be able to:
- Argue for the importance of identity and spirituality to the empowerment of Aboriginal, Torres Strait Islander and CALD communities;
- Ethically practise culturally-safe protocols of communication and respect when challenging assumptions of Aboriginal, Torres Strait Islander and CALD communities;
- Reflect on AASW professional standards and their application to ethical practice in multi-cultural and diverse Aboriginal, Torres Strait Islander and CALD communities.
AASW Education and Accreditation Standards - 2.6; 3.0; 3.1; 4.1.2; 4.1.4; 4.1.5; 4.1.6
AASW Practice Standards for Social Workers -1.8; 3.1; 4.3; 4.4; 4.9; 5.1
Content
This unit covers the following:
- descriptive mapping of Australian society including population composition, race, culture, ethnicity, religion, gender, age, disability, income distribution
- class, power, authority, class, status, race and gender as structural dimensions of Australian society
- Indigenous history, colonisation, institutionalised racism, disadvantage and policy directions
- socio-cultural influences on the construction of disadvantage and marginalisation
- socio-cultural factors in professional practice
- critical social work approach to practice including Indigenous social work, Ethno-sensitive practice, Anti-discriminatory and Anti-oppressive practice; and
- Socio-economic measures and standards of social justice, human dignity and human rights.
Approaches to Teaching and Learning
Students are required to attend three compulsory on-campus workshops that contribute directly to their assessment tasks. Students are expected to actively contribute to research, analysis and collaborative activities in the analysis and response of a selected socio-cultural issue. Student groups will integrate and contextualise generic knowledge from the unit into group work demonstrating an understanding of the practice implications embedded in the topic. Student learning will be enhanced by interaction with relevant agencies/persons in the broader social/political community.
Students are expected to engage with a range of web-based interactive communication technologies to enhance internal group collaboration and interaction with relevant community sources - Blog, Wiki, or Discussion Board functionalities of Blackboard or social networking tools. Skype interaction is also encouraged, and registration can be located at www.skype.com.au.
Assessment
Assessment Item 1 requires students to consider a selected contemporary socio-cultural issue that has impeded on the self-determination and empowerment of Aboriginal OR Torres Strait Island OR Culturally and Linguistically Diverse people and/or communities. Assessment Item 2 requires students to present an outline of their research project with an emphasis on recommendations for change.
The work performance is set at a level appropriate for a Masters level student.Students will receive both formative and summative feedback across the semester. Formative assessment will be provided during workshops and via interaction on Skype as required. Summative feedback will be provided for both Assessment Item 1 and Assessment Item 2.
Assessment name:
Annotated Bibliography
Description:
Students will develop an annotated bibliography focusing on a topic chosen from the provided list. The annotated bibliography will consist of a summary and evaluation of 20 sources from a range of media on the importance of identity and spirituality to the empowerment of Aboriginal, Torres Strait Islander and CALD communities. Further information will be provided to students in the first workshop.
Relates to objectives:
1 and 2
Weight:
40%
Internal or external:
Internal
Group or individual:
Individual
Due date:
TBA
Assessment name:
Reflective Journal
Description:
Students are required to undertake a field visit to an Aboriginal and/or Torres Strait Islander site. You will reflect on new knowledge or insights the visit has provided, with reference to AASW professional standards and their application to ethical practice in multi-cultural and diverse Aboriginal, Torres Strait Islander and CALD communities. The reflection will be posted on Blackboard and may provide avenues for discussion.
Relates to objectives:
1, 2 & 3
Weight:
10%
Internal or external:
Internal
Group or individual:
Individual
Due date:
TBA
Assessment name:
Written Paper
Description:
Length: 4000 words.
Assessment criteria: Knowledge and application: Critical analysis and evaluation.
Students are to consider a selected contemporary socio-cultural issue that has impeded on the self-determination and empowerment of Aboriginal OR Torres Strait Island OR CALD individuals and/or communities due to government policy, and/or lack of appropriate and culturally sensitive intervention practices. This professional report will include:
"A literature review that considers the chosen socio-cultural issue
" A critical analysis of the history of social work intervention and an evaluation of the impacts of these interventions on the chosen individual or community in contemporary society
" The identification of factors for consideration when practising with Aboriginal OR Torres Strait Island OR CALD individuals and/or communities in a social work context
" The identification of barriers to changing policy and Australian community attitudes towards Aboriginal OR Torres Strait Island OR CALD people and/or communities
[NB: Where possible, the professional report will be a submission to government consultations on social policy issues relating to your socio-cultural issue].
Relates to objectives:
1, 2 & 3
Weight:
50%
Internal or external:
Internal
Group or individual:
Individual
Due date:
TBA
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
There is no set text for this unit, however, recommended readings can be found on the CMD and useful readings will be regularly posted on the Blackboard Resource site. Students are also encouraged to post interesting websites, resources and/or references that may be of interest to other students on the Blackboard site.
Recommended
Maddison, S. (2009).Black politics: Inside the complexity of Aboriginal political culture. Crows Nest: Allen and Unwin.
Risk assessment statement
While there are no out of the ordinary risks associated with this unit, please note that videos may be used during lectures to promote the critical discussion of points related to the lecture topic. Video content is also intended to reflect the reality of social work practice. It is acknowledged that the content of these videos may be challenging and sometimes may generate strong emotional reactions. Students who have difficulty dealing with the emotional content of any lecture or video are encouraged to seek appropriate support before or after the class.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 14-Dec-2012
