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  2. Culture, Equity and Diversity [CSV2108]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Culture, Equity and Diversity

  • Unit Code

    CSV2108

  • Year

    2017

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Dr Lucy Madeleine HOPKINS

Description

This unit focuses on an examination of individual, community and cultural responses to difference with an emphasis upon Indigenous families and families from culturally and linguistically diverse backgrounds, within the context of contemporary Australian society. Difference and diversity are examined in relation to ethnicity, gender, sexuality, family structure and composition and ability. The links between beliefs and values, and service delivery processes are also explored.

Equivalent Rule

Unit was previously coded CHN2101, CHN4113, CSV3108, CSV4108

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe factors affecting the lives of Indigenous families and families from culturally diverse backgrounds in Australian society.
  2. Describe the impact that people with differing needs have on family and community service systems.
  3. Discuss ways in which people and families with differing needs, including those who have experienced crisis and trauma, can be included in existing programmes for adults, children and young people.
  4. Explain how different societal and individual value positions towards difference affect the quality of community service delivery.
  5. Explain the points of tension for family members between the norms and traditions of their own culture of origin and those of contemporary Australian society.
  6. Interpret a range of differences: ethnicity, gender, sexuality, ability, family structure and composition.
  7. Review past and current societal values and beliefs regarding people and families with differing needs and clarify their own personal values positions.

Unit Content

  1. Crisis and trauma in migrant and refugee families.
  2. Differences at individual and family levels.
  3. Diversity consciousness and its effect on individual and family life opportunities.
  4. Family functioning and family stress related to the presence of difference.
  5. Past and current services for people and families, with diverse and different needs; linking forms of service provision to prevailing ideologies.
  6. Perceptions and treatment of people who are perceived different throughout history, including Indigenous and culturally and linguistically diverse families.
  7. Strategies for service delivery consistent with a valuing of difference.
  8. Value positions and their impact on practice.

Additional Learning Experience Information

Lectures, workshops, readings, small group discussions and presentations, role plays, videos, and on-line work.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
EssayEssay 50%
AssignmentAssignment50%
ONLINE
TypeDescriptionValue
EssayEssay 50%
AssignmentAssignment50%

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

CSV2108|1|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Culture, Equity and Diversity

  • Unit Code

    CSV2108

  • Year

    2017

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Dr Lucy Madeleine HOPKINS

Description

This unit focuses on an examination of individual, community and cultural responses to difference with an emphasis upon Indigenous families and families from culturally and linguistically diverse backgrounds, within the context of contemporary Australian society. Difference and diversity are examined in relation to ethnicity, gender, sexuality, family structure and composition and ability. The links between beliefs and values, and service delivery processes are also explored.

Equivalent Rule

Unit was previously coded CHN2101, CHN4113, CSV3108, CSV4108

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe factors affecting the lives of Indigenous families and families from culturally diverse backgrounds in Australian society.
  2. Describe the impact that people with differing needs have on family and community service systems.
  3. Discuss ways in which people and families with differing needs, including those who have experienced crisis and trauma, can be included in existing programmes for adults, children and young people.
  4. Explain how different societal and individual value positions towards difference affect the quality of community service delivery.
  5. Explain the points of tension for family members between the norms and traditions of their own culture of origin and those of contemporary Australian society.
  6. Interpret a range of differences: ethnicity, gender, sexuality, ability, family structure and composition.
  7. Review past and current societal values and beliefs regarding people and families with differing needs and clarify their own personal values positions.

Unit Content

  1. Crisis and trauma in migrant and refugee families.
  2. Differences at individual and family levels.
  3. Diversity consciousness and its effect on individual and family life opportunities.
  4. Family functioning and family stress related to the presence of difference.
  5. Past and current services for people and families, with diverse and different needs; linking forms of service provision to prevailing ideologies.
  6. Perceptions and treatment of people who are perceived different throughout history, including Indigenous and culturally and linguistically diverse families.
  7. Strategies for service delivery consistent with a valuing of difference.
  8. Value positions and their impact on practice.

Additional Learning Experience Information

Lectures, workshops, readings, small group discussions and presentations, role plays, videos, and on-line work.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
EssayEssay 50%
AssignmentAssignment50%
ONLINE
TypeDescriptionValue
EssayEssay 50%
AssignmentAssignment50%

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

CSV2108|1|2