Faculty of Education and Arts
School: Communications and Arts
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
Diverse Voices in LiteratureUnit Code
ENG3170Year
2015Enrolment Period
1Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
Students evaluate and research a range of critical and theoretical approaches, including that of the use of the English language, in their analyses of fiction and non-fiction, written by or about people who have risen to the challenges of potential marginalization on account of migration, indigenous origins or disability. The unit interrogates and researches both the inspirational and the confrontational effects that these works have on readers as well as on the social contexts that have produced them. It examines ways of approaching diversity within the community and emphasises the particular importance of understanding individual people within the time and place of their experiences as well as within the time and place of the publication of their diverse voices.
Learning Outcomes
On completion of this unit students should be able to:
- Analyse and research diverse voices in literature in their historical and cultural contexts by dveloping the critical strategies learned in the first year foundation units.
- Analyse various strategies for enabling heterogeneity in communities articulated in literature.
- Articulate and find possible solutions to the problems of conflicting beliefs and logistical requirements, including the use of the English language.
- Discuss the ambiguities and complexities of accommodating and facilitating diverse views and voices in literary texts.
- Evaluate theoretical and ethical frameworks for analyzing/integrating diverse voices and needs expressed in literature.
Unit Content
- Appropriate literary and ethical theories regarding heterogeneous harmony within communities.
- Fiction and non-fiction that interrogates or overcomes obstacles, including that of the use of the English language, emanating from migration, indigeneity or disability.
- Historical and cultural contextual knowledge.
- Ideologies related to difference and diversity.
Additional Learning Experience Information
Seminars, individual research.
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| Type | Description | Value |
|---|
| Assignment ^ | Research Essay | 50% |
| Examination ^ | Examination | 50% |
^ Mandatory to Pass
Text References
- ^ Carey, P. (1997). Oscar and Lucinda. NY: Vintage.
- ^ Various authors. (2007). From there to here: 16 true tales of immigration to Britain. London, UK: Penguin.
- ^ Pearce, L. (2001). Trust me: A heartrending saga of love and betrayal. Camberwell, VIC: Penguin.
- ^ Todd, C. (2006). A test of wills. London, UK: Harper Collins.
- ^ Otsuka, J. (2003). When the emporer was divine. Port Moody, BC: Anchor.
- ^ Morgan, S. (1999). My place. Frematle, WA: Fremantle Arts Centre Press.
- ^ Alexander, B. (1994). Blind justice (Sir John Fielding). NY: Putnam.
- ^ Bender, K. (2001). Like normal people. NY: Mariner Books.
- ^ White, P. (1957). Voss. London: Eyre and Spottiswoode.
- ^ Hugo, V. (1831). The hunchback of Notre Dame. Any edition.
- ^ Kwok, J. (2010). Girl in translation. NY: Riverhead Books.
- Benhabib, S. (2008). Another cosmopolitanism. Oxford, UK: Oxford University Press.
- Fine, R. (2007). Cosmopolitanism: Key ideas. London, UK: Routledge.
- Flood, J. (2006). The original Australians: Story of the Aboriginal people. Crows Nest, NSW; Allen & Unwin.
- Howard, A., & Leonard, E. (1999). After Barnardo: 104 interviews with people who came to Australia under the child migrant program 1921-1965. Sydney, NSW; Tarka Publishing.
- Hill, D. (2008). The forgotten children. London, UK: William Heinemann.
- Jaeger, P.T. and Bowman, C.A. (2005). Understanding Disability: Inclusion, Access, Diversity and Civil Rights. Westport Connecticut: Praeger Books.
- Le, Q. and Le. T. Eds. (2011). Linguistic Diversity and Cultural Identity: A Global Perspective. Hauppauge New York: Nova.
- Mizner, C., Kip, S., & Wheeler, J.A. (1995). Stephen Hawking: A biography. San Fransisco, USA: Greenwood Press.
- Nussbaum, M. (2006). Frontiers of justice: Disability, nationality, species membership. Boston, USA: The Belknap press of the Harvard University Press.
- Pilkington, D. (1996). Follow the rabbit proof fence. St Lucia, QLD: University of Queensland Press.
- Razack, S.H. (2008). Casting out:: The eviction of Muslims from western law and politics. Toronto: University of Toronto Press.
- Rodriguez-Garcia, D. (Ed.). (2010). Managing immigration and diversity in Canada: A transatlantic dialogue in the new age of migration. Montreal: McGill Queen's University Press.
- Rutter, J. (2011). Worlds on the move; Educational and welfare responses to changing migration patterns. Stoke on Trent, UK: Trentham Books.
- Various authors. (2007). Life in Australia Book. Online version in many different languages: www.immi.gov.au
- Wilkinson, M. 2009() Defying Disability: The Lives and Legacies of Nine Disabled Leaders. London Philadelphia: Jessica Kingsley Publishers.
- Young, B. (2006). Helping people with disabilities help themselves: Promoting the I can attitude. Bloomington, Indiana: Author House.
Website References
^ Mandatory reference
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.
ENG3170|1|1
Faculty of Education and Arts
School: Communications and Arts
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
Diverse Voices in LiteratureUnit Code
ENG3170Year
2015Enrolment Period
2Version
1Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Online
Description
Students evaluate and research a range of critical and theoretical approaches, including that of the use of the English language, in their analyses of fiction and non-fiction, written by or about people who have risen to the challenges of potential marginalization on account of migration, indigenous origins or disability. The unit interrogates and researches both the inspirational and the confrontational effects that these works have on readers as well as on the social contexts that have produced them. It examines ways of approaching diversity within the community and emphasises the particular importance of understanding individual people within the time and place of their experiences as well as within the time and place of the publication of their diverse voices.
Learning Outcomes
On completion of this unit students should be able to:
- Analyse and research diverse voices in literature in their historical and cultural contexts by dveloping the critical strategies learned in the first year foundation units.
- Analyse various strategies for enabling heterogeneity in communities articulated in literature.
- Articulate and find possible solutions to the problems of conflicting beliefs and logistical requirements, including the use of the English language.
- Discuss the ambiguities and complexities of accommodating and facilitating diverse views and voices in literary texts.
- Evaluate theoretical and ethical frameworks for analyzing/integrating diverse voices and needs expressed in literature.
Unit Content
- Appropriate literary and ethical theories regarding heterogeneous harmony within communities.
- Fiction and non-fiction that interrogates or overcomes obstacles, including that of the use of the English language, emanating from migration, indigeneity or disability.
- Historical and cultural contextual knowledge.
- Ideologies related to difference and diversity.
Additional Learning Experience Information
Seminars, individual research.
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| Type | Description | Value |
|---|
| Assignment ^ | Research Essay | 50% |
| Examination ^ | Examination | 50% |
^ Mandatory to Pass
Text References
- ^ Carey, P. (1997). Oscar and Lucinda. NY: Vintage.
- ^ White, P. (1957). Voss. London: Eyre and Spottiswoode.
- ^ Various authors. (2007). From there to here: 16 true tales of immigration to Britain. London, UK: Penguin.
- ^ Pearce, L. (2001). Trust me: A heartrending saga of love and betrayal. Camberwell, VIC: Penguin.
- ^ Todd, C. (2006). A test of wills. London, UK: Harper Collins.
- ^ Otsuka, J. (2003). When the emporer was divine. Port Moody, BC: Anchor.
- ^ Morgan, S. (1999). My place. Frematle, WA: Fremantle Arts Centre Press.
- ^ Alexander, B. (1994). Blind justice (Sir John Fielding). NY: Putnam.
- ^ Bender, K. (2001). Like normal people. NY: Mariner Books.
- ^ Hugo, V. (1831). The hunchback of Notre Dame. Any edition.
- ^ Kwok, J. (2010). Girl in translation. NY: Riverhead Books.
- Benhabib, S. (2008). Another cosmopolitanism. Oxford, UK: Oxford University Press.
- Fine, R. (2007). Cosmopolitanism: Key ideas. London, UK: Routledge.
- Flood, J. (2006). The original Australians: Story of the Aboriginal people. Crows Nest, NSW; Allen & Unwin.
- Howard, A., & Leonard, E. (1999). After Barnardo: 104 interviews with people who came to Australia under the child migrant program 1921-1965. Sydney, NSW; Tarka Publishing.
- Hill, D. (2008). The forgotten children. London, UK: William Heinemann.
- Jaeger, P.T. and Bowman, C.A. (2005). Understanding Disability: Inclusion, Access, Diversity and Civil Rights. Westport Connecticut: Praeger Books.
- Le, Q. and Le. T. Eds. (2011). Linguistic Diversity and Cultural Identity: A Global Perspective. Hauppauge New York: Nova.
- Mizner, C., Kip, S., & Wheeler, J.A. (1995). Stephen Hawking: A biography. San Fransisco, USA: Greenwood Press.
- Nussbaum, M. (2006). Frontiers of justice: Disability, nationality, species membership. Boston, USA: The Belknap press of the Harvard University Press.
- Pilkington, D. (1996). Follow the rabbit proof fence. St Lucia, QLD: University of Queensland Press.
- Razack, S.H. (2008). Casting out:: The eviction of Muslims from western law and politics. Toronto: University of Toronto Press.
- Rodriguez-Garcia, D. (Ed.). (2010). Managing immigration and diversity in Canada: A transatlantic dialogue in the new age of migration. Montreal: McGill Queen's University Press.
- Rutter, J. (2011). Worlds on the move; Educational and welfare responses to changing migration patterns. Stoke on Trent, UK: Trentham Books.
- Various authors. (2007). Life in Australia Book. Online version in many different languages: www.immi.gov.au
- Wilkinson, M. 2009() Defying Disability: The Lives and Legacies of Nine Disabled Leaders. London Philadelphia: Jessica Kingsley Publishers.
- Young, B. (2006). Helping people with disabilities help themselves: Promoting the I can attitude. Bloomington, Indiana: Author House.
Website References
^ Mandatory reference
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.
ENG3170|1|2
