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.

Your unit may be subject to government or third party COVID-19 vaccination requirements. Please consider this before enrolling in this unit, and speak with the unit coordinator if this raises any concerns.

  • Unit Title

    Inclusive Youth Work Practice
  • Unit Code

    YWK3211
  • Year

    2022
  • Enrolment Period

    1
  • 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 ECU's 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 via ECU’s LMS as well as additional ECU learning technologies

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%

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 Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

YWK3211|3|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.

Your unit may be subject to government or third party COVID-19 vaccination requirements. Please consider this before enrolling in this unit, and speak with the unit coordinator if this raises any concerns.

  • Unit Title

    Inclusive Youth Work Practice
  • Unit Code

    YWK3211
  • Year

    2022
  • 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 ECU's 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 via ECU’s LMS as well as additional ECU learning technologies

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%

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 Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

YWK3211|3|2