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
Strategies for Social ChangeUnit Code
YWK3231Year
2016Enrolment Period
1Version
1Credit Points
15Full 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:
- Develop a monitoring schedule to enable change processes to be evaluated.
- Explain how social movements have pressed for changes to Australian society.
- Explain the concept of social change.
- Explain the rationale, methods, history, ethical and practical issues and ideological bases which inform each of the strategies.
- Explain the relationship between different ideologies and social change programs.
- Explicate the implications of this analysis for youth work practice.
- 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.
- Identify which strategies are applicable to youth work practice, and in what circumstances.
- Prepare a change plan for an organisation.
- Use a systems model to compare the ultimate goals and short term goals of different social change programs.
Unit Content
- History of recent social movements in Australia and internationally and the role of young people.
- Exploration and analysis of the concept of social change and how it relates to competing concepts of an ideal society.
- 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.
- Exploration of the knowledge and skills base required by individuals in movements to bring about social change.
- How to bring about change in youth work organisations to ensure that they remain relevant to their primary purpose with respect to young people.
- 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| Type | Description | Value |
|---|
| Presentation | Presentation of case study of social change | 50% |
| Examination | Final examination | 50% |
ONLINE| Type | Description | Value |
|---|
| Case Study | Case Study of social change | 50% |
| Examination | Final examination | 50% |
Text References
- ^ Bergmann, V. (2003). Profit, power and protest: Australian social movements and globalisation. Crows Nest, NSW: Allen & Unwin. Note: Seminal Reference.
- 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.
- Hope, A., & Timmel, S. (1990). Training for transformation: A handbook for community workers. Gweru: Mambo Press. Note: Seminal Reference.
- Stokes, G., Pitty, R., & Smith, G., (2008). Global Citizens: Australian Activists for Change. Port Melbourne: Cambridge University Press.
- 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.
- Alinski, S. (1972). Rules for radicals: A pragmatic primer for realistic radicals. New York, NY: Vintage Books. Note: Seminal Reference.
Journal References
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|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
Strategies for Social ChangeUnit Code
YWK3231Year
2016Enrolment Period
2Version
2Credit Points
15Full 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:
- Analyse the concept of social change and discuss the role of young people in bringing about change in Australia and elsewhere.
- Identify the strategies used by activists in Australian and international social movements and analyse the reasons for success or failure in different campaigns.
- Identify and analyse the practical and ethical considerations for youth workers when working with young people who want to bring about social change.
Unit Content
- Strategies for social change new and old - case studies of social movements that were effective and the role of young people.
- Social change and new media.
- Youth work as social activism, and social action as an opportunity for informal education.
- Exploration of the concept of social change and how it relates to competing concepts of an ideal society.
- Exploration of ethical questions about the use of violence, humiliation, or deception to achieve change and contemporary debates relevant to young people, which could include, environmental direct action, ethical hacking and political violence.
- Exploration of the knowledge and skills base required by individuals in movements to bring about social change.
- Strategies for social change in different contexts, and questions about the relationship between individual change and societal change.
- History of recent social movements in Australia and internationally.
- How to bring about change in youth work organisations to ensure that they remain relevant to their purpose.
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| Type | Description | Value |
|---|
| Presentation | Presentation of case study of social change | 50% |
| Examination | Final examination | 50% |
ONLINE| Type | Description | Value |
|---|
| Case Study | Case Study of social change | 50% |
| Examination | Final examination | 50% |
Text References
- ^ Bergmann, V. (2003). Profit, power and protest: Australian social movements and globalisation. Crows Nest, NSW: Allen & Unwin. Note: Seminal Reference.
- 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.
- Hope, A., & Timmel, S. (1990). Training for transformation: A handbook for community workers. Gweru: Mambo Press. Note: Seminal Reference.
- Stokes, G., Pitty, R., & Smith, G., (2008). Global Citizens: Australian Activists for Change. Port Melbourne: Cambridge University Press.
- 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.
- Alinski, S. (1972). Rules for radicals: A pragmatic primer for realistic radicals. New York, NY: Vintage Books. Note: Seminal Reference.
Journal References
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|2|2
