Course coordinator
Dr Christina Gowlett
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This foundational course is designed to encourage critical examination of key sociological issues within the context of education. It will explore the structures of schooling that shape access to educational outcomes. It challenges preconceived notions of schooling and education, including a consideration of appropriate learning and teaching practices for students with diverse linguistic, cultural, religious and socioeconomic backgrounds, with particular attention given to Indigenous students. The course offers the opportunity to investigate, analyse and synthesise important foundational, social, civic, legislative and ethical knowledge for pre-service teachers entering the profession in the 21st century, which has seen unprecedented levels of diversity in schools, and invites them to generate and evaluate complex ideas and concepts for their professional practice and scholarship to engage all students in their classrooms.
This course is a foundational subject for all 1st year undergraduate students enrolled in a Bachelor of Education program (either Secondary or Primary). In this course, you will learn how to see, think and speak like a Sociologist and, importantly, how to apply these new skills to the context of education.
Schools are diverse places, and the prism of sociology helps us to examine how institutions, such as schools, play a key role in shaping educational access and opportunity.ﾠ
This course contains two modules, with a transition week in between them. In module one (weeks 1-5), we explore various sociological concepts that help us to make sense of the social processes that go on in the world, especially within schools. This is akin to learning the language of sociology. Week 6 is a transition week where we begin questioning the neutrality of schooling practices and structures across education. In module two (weeks 7-12), we apply these concepts to the arena of education specifically.
In this course, you'll be challenged to 'take pause' on what you think you know about schools, and to look at them in a potentially different way. We encourage intellectual and respectful discussion about the social processes of schooling.
ﾠ
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC1029; EDUC1701
Restrictions
Entry to the BEd(Primary) and the BEd(Secondary) dual programs
Course contact
Course staff
Lecturer
Dr Christina Gowlett
Tutor
Dr Holly Chen
Ms Heather Millhouse
Ms Jo Kelly
Ms Brooke Avery-Overduin
Mr Oscar Toohey
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Teaching contact for EDUC1710 comprises of a weekly 2 hour lecture plus a weekly 1 hour tutorial.
ﾠ
Aims and outcomes
This course aims to cover the following Australian Professional Standards for Teachers:
Focus 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Descriptor Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Focus 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students.
Descriptor Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Focus 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
Descriptor Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate an understanding of key sociological concepts in education.
LO2.
Critically examine key sociological issues within the context of education.
LO3.
Develop a reasoned argument supported by appropriate evidence.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation | The importance of teachers seeing sociologically: Recorded video response | 40% 15 minutes |
3/04/2025 2:00 pm |
| Essay/ Critique, Reflection | Sociological investigation and position paper | 60% 2000 words |
28/05/2025 2:00 pm |
Assessment details
The importance of teachers seeing sociologically: Recorded video response
- Mode
- Oral
- Category
- Presentation
- Weight
- 40% 15 minutes
- Due date
3/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Context
In module 1 of this course, you have been exposed to a variety of sociological concepts which we have discussed in relation to education. We have explored in detail the importance of teachers seeing, thinking and talking sociologically about education and what occurs in schools.
Task
Using the relevant weekly readings, along with other readings given to you in the weekly lectures, you are to select 3 questions from the list below and create a recorded video response of 5 minutes for each question (3 x 5 minutes = 15 minute video).
Questions
1. What does ‘decolonising knowledge’ mean in the context of classroom teaching and learning, and why is it important for teachers to enact in their classroom? Provide example/s and/or scenarios to help support your response.
2. What does the concept ‘intersectionality’ mean, and why is it important for teachers to apply it to their everyday practices in school? Provide example/s and/or scenarios to illustrate and support your response.
3. The following quote is from Santoro (2009, p. 41):
…teachers need to come to know themselves as ethnic and encultured if they are to understand their students and engage with the complexities of teaching for diversity. This means understanding how their own ethnic identities shape their teaching identities, their classroom practices and their relationships with students.
Explain what the term ‘positionality’ means and why it is important for teachers to appreciate their ‘ethnic and encultured’ selves. Provide example/s and/or scenarios to help illustrate and support your answer.
4. What are ‘deficit discourses’, and why is it a problem for teachers to draw from them? Use example/s and/or scenarios to support your response.
5. What does the term ‘hidden curriculum’ mean, and why is it important for teachers to know about it? Integrate example/s and/or scenarios in your answer to support your response.
Please note:
- You need to draw from the relevant weekly readings AND relevant additional readings given to you in the lectures. ‘Readings’ means journal articles, policy reports and other academic learning resources, NOT lecture notes. Do not cite lecture slides.
- To receive a higher grade in criterion 1 you need to find and appropriately use academic materials from key scholars using your selected sociological terms. This will mean doing some of your own research.
- This recorded video assignment is focused on you demonstrating your knowledge and understanding of the sociological concepts embedded in the questions you select to answer, so you need to cite academic sources in your responses.
- You are being assessed on your ability to apply the sociological concepts through the integration of relevant examples and/or scenarios in your responses. Do not use examples or scenarios given out in your lectures or tutorials. You need to come up with your own. Better quality examples will come from the public domain and will not be made up hypotheticals.
- The third criterion assesses communication, so there is an expectation that your responses will be suitable for the genre of video recording. Use visual aids to help communicate your ideas (e.g. power point slides) and think about how you can best design them to communicate your responses effectively and clearly. Don't read off a script. Strive to be engaging. Reading off a script will not score highly in the communication criterion.
- Submit your 3 x 5 minute responses in the one 15 minute video.
- Do not leave your submission to the last minute! Uploading video can sometimes take a long time, depending on where you are uploading from. Give yourself enough time to ensure that your submission isn’t late. IT issues are not grounds for an acceptable late submission.
- We recommend uploading your video assignment on campus since UQ facilities are optimised to make this quick and efficient.
- The submission link will also be opened early to ensure you can have a practice submission if you would like to. We assess the last submitted video.
- Per UQ policy, timely submission is the responsibility of students. Course staff cannot check your video submission for you.
Submission guidelines
- The assignment submission link will be opened 1 week before the due date.
- Please submit your assignment electronically via the Blackboard assignment submission link, which can be found in the 'Assessment' folder on our course Blackboard site.
- Per UQ policy, timely submission is the responsibility of students.
- Per UQ policy, IT issues are not grounds for an extension.
- It is highly recommended that you give yourself ample time to upload this assignment because video footage can take a lot of time to upload successfully.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Sociological investigation and position paper
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 60% 2000 words
- Due date
28/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Context
Schools are experiencing unprecedented levels of diversity, and it is important for pre-service teachers to investigate the everyday complexities of schooling opportunity and to consider how these issues can be navigated appropriately and respectfully in order to improve the lived experiences of all people in the education sector.
This assessment item requires you to investigate and critically examine an educational issue from a sociological perspective and then form a reasoned argument about how the issue you have selected can be respectfully addressed and/or navigated in schools.
Task
You are to select and investigate an issue in education from a sociological perspective and write a 2000 word position paper on the issue you select. To achieve this, you must:
- Select a question. A list of possible questions will be uploaded to Blackboard at the beginning of week 7. These will relate to content covered in module 2 of the course (weeks 7-12).
- Investigate and research the question. Make sure you identify and analyse (extract) the key ideas from the information you find.
- Synthesise the key ideas stemming from your research and shape them into a reasoned argument.
- Plan your response. Make sure you have a clearly reasoned argument that answers the question you have selected. You must also use supporting academic literature/evidence from your research. This is a position paper – what is your position in response to the question? How can the issue be respectfully addressed and navigated in school?
- Write a 2000 word position paper. Ensure you properly use APA referencing, which includes you submitting a reference list. The reference list does NOT count toward the word count for this assignment.
- Proofread and edit your position paper to ensure it is clear and well reasoned. Use sub-headings if you wish.
Tips
- Take the time to become familiar with the research facilities available through UQ's Central Library. Ensure you know how to find quality information about the issue you have selected to investigate.
- Research the issue until you feel like you have reached saturation point. It is important for you to know the field of research in this area well since that will enable you to identify the key points, and then synthesise these ideas into an argument of your own. It is anticipated that you will spend at least 15-20 hours researching your question.
- Make sure you develop a position paper that you can support with evidence.
- UQ Library has online referencing style guides for all of the different referencing formats used across UQ (there are many). In the School of Education, we use APA style referencing. Make sure you consult the APA style guide. It outlines how you must format both your reference list (not bibliography - there is a difference) AND in-text references.
- You should use relevant course readings as a springboard for your research. Use relevant course readings in your assignment, but don't rely solely on these. You need to go beyond the course readings and draw from further sociological research/evidence in order to do well in criterion 2, which relates to the "quality of evidence used to support chosen argument" (see criteria sheet for task 2).
Submission guidelines
- The assignment submission link will be opened 1 week before the due date.
- Please submit your assignment electronically via the assignment submission link, which can be found in the 'Assessment' folder on our course Blackboard site.
- Per UQ policy, timely submission is the responsibility of students.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The student has failed to engage with course material and does not demonstrate any understanding of course content. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student's work demonstrates serious flaws in respect to concepts and/or communication of knowledge and understanding. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student's work demonstrates limited levels of achievement in respect to concepts and/or communication of knowledge and understanding. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student's work demonstrates a sound level of achievement in respect to concepts, communication skills, along withﾠknowledge and understanding of the discipline. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student's work demonstrates an ability to develop and apply understandings that go beyond a basic level of engagement with the discipline. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student's work demonstrates superior engagement with the discipline, effective communication and some attempt to develop original perspectives on relevant issues. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student's work demonstrates substantial elements of originality and insight, along with a capacity for sophisiticated communication. |
Additional course grading information
Determining final grades:ﾠ
Final grades are determined by considering the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
Bothﾠassessment itemsﾠin this course will be givenﾠa grade out of 7. The final grade will be calculated using the weighting of each task and the individual assignment grades.
The following is an example of this approach:
A student receives the following two grades.
Assignmentﾠ1 (A1): grade of 7ﾠat 40% weighting
Assignment 2 (A2): grade of 5 at 60% weighting
The final grade for this student, taking into account the weighting of each assignment item, is:
(0.40 x 7) + (0.60 x 5) = 2.8 + 3 = 5.8
The final grade will be rounded to the nearest whole number; in this case the grade will beﾠ6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for remark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
You will need to read, watch or listen to the learning resources allocated to each week's topic before class. These are located on the library website within the EDUC 1710 course reading list. You can access this list either directly from the library website, or, there is a link within the 'Learning Resources' area on our course Blackboard site.
UQ recommends that you spend approximately 10 hours studying per week for each 2 unit course, including contact time, during the semester. This means that minus the 3 hours of class contact time (2 hr lecture + 1hr tutorial), each week you should be spending about 7 hours per week studying for this course. Creating a weekly study plan, where you allocate time for this work, is a good way to get yourself into the rhythm of university life. It's also an effective way to ensure you can balance the multiple demands of university, work and life.
To help you engage with the academic resources (which can be challenging - but a skill you need to develop), there is a Learning Resources Guide located on our EDUC 1710 Blackboard site. In this guide, you will find questions that you need to answer and work through after you've read the allocated resources for each week. This guide will help you focus in on key information. It's also a really good idea to take your own notes as you read through the articles/listen to the podcasts/watch the videos. Highlight and/or take notes about anything you don't understand and bring this along to your tutorial. The small tutorial setting is the perfect place for you to ask questions about anything you are struggling with and need clarification on. Take full advantage of this!
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
What is Sociology? Why is it important to see, think and talk sociologically about education? Why is it important to see, talk and think sociologically about education? For the first 6 weeks of this course, you will learn key sociological ideas and concepts needed for understanding the complexities of schooling and the social processes that often go on within them. Learning outcomes: L01, L02, L03 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Decolonising, expanding and diversifying knowledge Who has a voice about what we know is key to understanding schooling from a sociological perspective. This week, we delve into the history of knowledge production in sociology, and explore the need to decolonise, expand and diversify what we know about schools and the processes that go on in them. Learning outcomes: L01, L02, L03 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Recognising the complexities of identity: Positionality and intersectionality Who we are is not one dimensional. How we have come to see and think the way we do about school has been shaped by a myriad of factors. This week, we delve into the complexities surrounding identity and problematise homogenising claims and categories. Learning outcomes: L01, L02, L03 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
The problematics of 'othering' and 'deficit discourses' This week we explore the problematics of 'othering' and how 'deficit discourses' often label and script young people in unproductive ways. Learning outcomes: L01, L02, L03 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
The 'hidden curriculum' and its socialising effect Schools and education systems are full of socialising practices. This week, we explore the concept of a 'hidden curriculum' and the multiple ways this concept is useful for thinking about the unintended consequences of schooling. Learning outcomes: L01, L02, L03 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Learner diversity and school practices This week is a transitional week from module 1 into module 2. We explore how schools contain many social processes. We also examine the changing and contested construction of 'youth'. Learning outcomes: L01, L02, L03 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Expanding notions of sex, gender and sexuality How have understandings about sex, gender and sexuality changed over time? How does this impact the lives of young people who identify as LGBTQIA+? How have/do young people who identify as LBGTQIA+ experience schooling? Importantly, how can schools be more supportive? Learning outcomes: L01, L02, L03 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Cultural and language diversity Australia is becoming increasingly diverse. How can we value this diversity and productively work with it in schools? Learning outcomes: L01, L02, L03 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester break |
Week 9 (28 Apr - 04 May) |
Lecture |
Technology and learning in schools Technology is ever-present in schools. How does it shape the experiences of young people in school and how should we as teachers approach it? Learning outcomes: L01, L02, L03 |
Week 10 (05 May - 11 May) |
Information technology session |
Labor Day public holiday week Due to the Labor Day public holiday, there will be no lecture on Monday. Students are, however, expected to start researching for assignment 2. Now is the perfect opportunity to start practicing your research skills. Your tutors will be available via email for you to ask questions about assignment 2. Learning outcomes: L01, L02, L03 |
Week 11 (12 May - 18 May) |
Lecture |
Assessment, testing and post-schooling advice All students in school do assessment. How does this shape the lives of young people? Moreover, testing, especially standardised testing, is becoming more prevalent across all year levels. This week we examine these key aspects of schooling and the various ways they shape the lived experiences of young people. Learning outcomes: L01, L02, L03 |
Week 12 (19 May - 25 May) |
Lecture |
Young carers and parents There is a larger number of young carers than we realise, yet the needs of these students is often forgotten. This week we bring attention to this student population and discuss how schools can better cater for their needs. Learning outcomes: L01, L02, L03 |
Week 13 (26 May - 01 Jun) |
Lecture |
Assistance with Assignment 2 This week is dedicated to you working on assignment 2. Assistance in class will be available. BEd Primary students will be on placement for the week, but an online alternative will be made available for you prior to placement (so the end of week 12 - this will be posted on our course Blackboard site well in advance). Learning outcomes: L01, L02, L03 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.