1. Home
  2. Inclusive Youth Work Practice [YWK3211]

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

    Inclusive Youth Work Practice

  • Unit Code

    YWK3211

  • Year

    2021

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Mr John Matthew SUTCLIFFE

Description

This unit examines how young people from various social and cultural groups have different life experiences, different perspectives on life and have different opportunities in life. The unit focuses on understanding the everyday experiences of young people, and examining how youth workers and others who work with young people can work positively with all young people to help them achieve their potential. The unit applies a rights and social justice perspective.

Prerequisite Rule

Students must pass 1 units from CSV1102, YWK3107, YWK1220

Equivalent Rule

Unit was previously coded YWK1112

Learning Outcomes

On completion of this unit students should be able to:

  1. Discuss how discourses about difference shape the everyday experiences and life chances of young people and have been used to justify the treatment of some youth populations as different, dangerous and inferior.
  2. Analyse the construction and intersection of social difference and the implications for youth workers and others working with young people.
  3. Based upon critical readings and discussions, develop a repertoire of useful methods that youth workers and other professionals can use to promote social inclusion and positive identity.

Unit Content

  1. Knowledge and skills to support young people to develop their strengths and establish a positive identity.
  2. Theory that explains construction of social difference (for example, class, gender, sexuality, race, Aboriginality, culture, and disability).
  3. How opportunity and capacity to reach full human potential are influenced by life experiences, and social characteristics such as location, gender, sexual orientation, race, culture and social class.
  4. Social difference in different historical eras and in different places, including past and present implications of Australian colonial relations for Aboriginal and Torres Strait Islander people.
  5. Methods and strategies for positive inclusion that can be applied in youth work settings and policy strategies to counter adverse effects of discrimination, marginalisation and inter-generational cycles of exclusion.
  6. Discourses about difference (for example, racial , patriarchal, colonial and queer theory )

Additional Learning Experience Information

Lectures, workshops and tutorial sessions or online discussions

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 School Progression Panel.

ON CAMPUS
TypeDescriptionValue
EssayLinking theory and practice50%
TestShort essay test50%
ONLINE
TypeDescriptionValue
EssayLinking theory and practice50%
TestShort essay test50%

Core Reading(s)

  • White, R. D., Wyn, J., & Robards, B. (2017). Youth & society (4th ed., pp. xvii, 517). South Melbourne, Vic.: Oxford University Press,. Retrieved from https://ebookcentral.proquest.com/lib/ECU/detail.action?docID=4865258

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.

YWK3211|2|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

    Inclusive Youth Work Practice

  • Unit Code

    YWK3211

  • Year

    2021

  • Enrolment Period

    2

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Mr John Matthew SUTCLIFFE

Description

Positive identity enables young people to maximise their well-being and to reach their potential. Social exclusion and reinforcement of inferiority adversely effects the everyday lives of many young people. In this unit, students will explore how social difference is used to create hierarchies of social worth that negatively affect young people’s sense of identity, opportunities in life and worldview. There will be opportunities to examine strategies youth workers use to work positively and holistically to create environments where all young people can thrive.

Prerequisite Rule

Students must pass 1 unit from CSV1102, YWK1220, or YWK3107.

Equivalent Rule

Unit was previously coded YWK1112.

Learning Outcomes

On completion of this unit students should be able to:

  1. Discuss how discourses about difference influence young people’s sense of identity, everyday experiences, and opportunities in life.
  2. Analyse the construction and intersection of social difference and the implications for youth workers and others working with young people.
  3. Critically analyse how negative constructions of difference (gender, race, ethnicity, culture, disability, rurality, class, and sexuality), have been used to perpetuate negative stereotypes of some youth populations as less deserving, dangerous or inferior.
  4. Synthesise knowledge derived from critical readings, discussions, youth work theory and practice, and personal experience, to develop a repertoire of useful methods that youth workers and other professionals can use to promote social inclusion and positive identity.

Unit Content

  1. Construction of social difference.
  2. Identity, dividing practices, social interaction and ceremonies of elevation.
  3. Legacies of Australian colonial relations and Aboriginal and Torres Strait Islander people.
  4. Holistic strategies for positive inclusion in youth work settings.
  5. Policies and strategies to counter adverse effects of systemic discrimination, marginalisation and inter-generational cycles of exclusion in other settings.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

JoondalupMount LawleySouth West (Bunbury)
Semester 213 x 3 hour seminarNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

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 School Progression Panel.

ON CAMPUS
TypeDescriptionValue
EssayLinking theory and practice50%
TestShort essay test50%
ONLINE
TypeDescriptionValue
EssayLinking theory and practice50%
TestShort essay test50%

Core Reading(s)

  • White, R. D., Wyn, J., & Robards, B. (2017). Youth & society (4th ed., pp. xvii, 517). South Melbourne, Vic.: Oxford University Press,. Retrieved from https://ebookcentral.proquest.com/lib/ECU/detail.action?docID=4865258

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.

YWK3211|3|2