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  2. Strategies for Social Change [YWK3231]

Faculty of Health, Engineering and Science

School: Psychology and Social Science

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

    Strategies for Social Change

  • Unit Code

    YWK3231

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit is taught in four modules. The first module examines how change can be effected within an organisation. The second module examines different ideological approaches to social change. The third module looks at different strategies which have been used to bring about social change and discusses their application to youth work practice. The final module examines the recent history of new social movements in Australia and their implications for youth work.

Equivalent Rule

Unit was previously coded YWK3230

Learning Outcomes

On completion of this unit students should be able to:

  1. Develop a monitoring schedule to enable change processes to be evaluated.
  2. Explain how social movements have pressed for changes to Australian society.
  3. Explain the concept of social change.
  4. Explain the rationale, methods, history, ethical and practical issues and ideological bases which inform each of the strategies.
  5. Explain the relationship between different ideologies and social change programs.
  6. Explicate the implications of this analysis for youth work practice.
  7. Identify the strategies used by activists in these movements and the reasons for their choices, and the reasons for success or failure in different campaigns.
  8. Identify which strategies are applicable to youth work practice, and in what circumstances.
  9. Prepare a change plan for an organisation.
  10. Use a systems model to compare the ultimate goals and short term goals of different social change programs.

Unit Content

  1. Analysis of the concept of social change.
  2. Analysis of the relationship between ideology and social change.
  3. History of recent social movements in Australia and implications for youth work practice.
  4. Organisation change in agencies in the constituent fields.
  5. Role of the individual in bringing about social change.
  6. Social change theory and definitions.
  7. Strategies for social change, across a range of international and cultural contexts, and implications for practice.

Additional Learning Experience Information

Lectures and tutorials. Students considered to be 'at risk' will be prompted to visit the learning advisor.

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
PresentationPresentation of case study of social change50%
ExaminationFinal examination50%
ONLINE
TypeDescriptionValue
Case StudyCase Study of social change50%
ExaminationFinal examination50%

Text References

  • ^ Bergmann, V. (2003). Profit, power and protest: Australian social movements and globalisation. Crows Nest, NSW: Allen & Unwin.
  • Comfort, H., Merton, B., Payne, M., & Flint, W. (2006). Capturing the evidence: Tools and processes for recognising and recording the impact of youth work. Leicester, UK: National Youth Agency.
  • Ford, K., Hunter, R., Merton, B., & Walker, D. (2005). Leading and managing youth work and services for young people. Leicester, UK: National Youth Agency.
  • Alinski, S. (1972). Rules for radicals: A pragmatic primer for realistic radicals. New York, NY: Vintage Books.
  • Hope, A., & Timmel, S. (1990). Training for transformation: A handbook for community workers. Gweru: Mambo Press.
  • Morgan, G. (2006). Images of Organization. (3rd ed.). Thousand Oaks: Sage.
  • Williamson, H. (1995). Social action for young people: Accounts of SCF youth work practice. Lyme Regis: Russell House.
  • Stokes, G., Pitty, R., & Smith, G., (2008). Global Citizens: Australian Activists for Change. Port Melbourne: Cambridge University Press.

Journal References

  • New Internationalist

^ 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.

YWK3231|1|1

Faculty of Health, Engineering and Science

School: Psychology and Social Science

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

    Strategies for Social Change

  • Unit Code

    YWK3231

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit explores different strategies that have been used to bring about social change. The unit takes a historical perspective to compare and contrast various strategies that have been used in different historical and social circumstances. The unit examines the role of young people in social change and the extent to which youth workers should become involved in supporting young people in this role. The unit examines a variety of forms of activism including how youth workers can work within their own organisations to ensure the organisations remain relevant to young people's needs.

Equivalent Rule

Unit was previously coded YWK3230

Learning Outcomes

On completion of this unit students should be able to:

  1. Develop a monitoring schedule to enable change processes to be evaluated.
  2. Explain how social movements have pressed for changes to Australian society.
  3. Explain the concept of social change.
  4. Explain the rationale, methods, history, ethical and practical issues and ideological bases which inform each of the strategies.
  5. Explain the relationship between different ideologies and social change programs.
  6. Explicate the implications of this analysis for youth work practice.
  7. Identify the strategies used by activists in these movements and the reasons for their choices, and the reasons for success or failure in different campaigns.
  8. Identify which strategies are applicable to youth work practice, and in what circumstances.
  9. Prepare a change plan for an organisation.
  10. Use a systems model to compare the ultimate goals and short term goals of different social change programs.

Unit Content

  1. History of recent social movements in Australia and internationally and the role of young people.
  2. Exploration and analysis of the concept of social change and how it relates to competing concepts of an ideal society.
  3. Exploration of the ethical and values base of different approaches to social change and ethical question about the use of violence, humiliation, or deception to achieve change.
  4. Exploration of the knowledge and skills base required by individuals in movements to bring about social change.
  5. How to bring about change in youth work organisations to ensure that they remain relevant to their primary purpose with respect to young people.
  6. Strategies for social change in different contexts, and questions about the relationship between individual change and societal change.

Additional Learning Experience Information

Lectures and tutorials 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 Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationPresentation of case study of social change50%
ExaminationFinal examination50%
ONLINE
TypeDescriptionValue
Case StudyCase Study of social change50%
ExaminationFinal examination50%

Text References

  • ^ Bergmann, V. (2003). Profit, power and protest: Australian social movements and globalisation. Crows Nest, NSW: Allen & Unwin. Note: Seminal Reference.
  • Ford, K., Hunter, R., Merton, B., & Walker, D. (2005). Leading and managing youth work and services for young people. Leicester, UK: National Youth Agency. Note: Seminal Reference.
  • Stokes, G., Pitty, R., & Smith, G., (2008). Global Citizens: Australian Activists for Change. Port Melbourne: Cambridge University Press.
  • Williamson, H. (1995). Social action for young people: Accounts of SCF youth work practice. Lyme Regis: Russell House. Note: Seminal Reference.
  • Morgan, G. (2006). Images of Organization. (3rd ed.). Thousand Oaks: Sage. Note: Seminal Reference.
  • Alinski, S. (1972). Rules for radicals: A pragmatic primer for realistic radicals. New York, NY: Vintage Books. Note: Seminal Reference.
  • Hope, A., & Timmel, S. (1990). Training for transformation: A handbook for community workers. Gweru: Mambo Press. Note: Seminal Reference.

Journal References

  • New Internationalist

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.

YWK3231|1|2