Unit Guideunitguides.mq.edu.au/unit_offerings/35249/unit_guide/print.pdf · Essay questions will be...

Unit Guide

CUL 120Living CultureS1 Day 2013

Media, Music, Communication and Cultural Studies

ContentsMacquarie University has taken all reasonablemeasures to ensure the information in thispublication is accurate and up-to-date. However,the information may change or become out-datedas a result of change in University policies,procedures or rules. The University reserves theright to make changes to any information in thispublication without notice. Users of thispublication are advised to check the websiteversion of this publication [or the relevant facultyor department] before acting on any information inthis publication.

General Information 2

Learning Outcomes 2

Assessment Tasks 3

Delivery and Resources 6

Unit Schedule 7

Policies and Procedures 24

Graduate Capabilities 25

Disclaimer

http://unitguides.mq.edu.au/unit_offerings/35249/unit_guide/print 1

General Information

Important Academic DatesInformation about important academic dates including deadlines for withdrawing from units areavailable at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes1. Knowledge of the discipline of Cultural Studies, in particular, the concepts and thinkers

that are central to the field.

2. The capacity to critically engage with texts from everyday life.

3. A critical awareness of the material effects of ways of knowing, and a capacity to

intervene in those processes.

4. A demonstrated commitment to the problematization of inequality.

Unit convenor and teaching staffUnit ConvenorNikki [email protected] via [email protected]

Credit points3

Prerequisites

Corequisites

Co-badged status

Unit descriptionFrom the printed page to the internet, from figurative painting to digital photography, fromradio to the iPod, from film to the webcam, the last hundred years have seen a radicaltransformation in the way ideas and values are communicated, and how we're entertained.These changes aren't just a revolution in technology, however. They have been accompaniedby an even more radical transformation in how people understand their place in the world.From modem authority to post-modern multiplicity, from national identity to global fluidity, frompassive consumption to interactivity, our understandings of who we are, how we relate to oneanother and how we identify ourselves have also been transformed. The aim of this unit, andcultural studies in general, is to introduce you to how these changes are related to oneanother, and how they affect the way we live, play and work.

Unit convenor and teaching staffCredit pointsPrerequisitesCorequisitesCo-badged statusUnit description

Unit guide CUL 120 Living Culture


mailto:[email protected]

http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

5. Students will become creative and innovative thinkers with a capacity to offer effective

alternative solutions to everyday problems.

6. The capacity to clearly and effectively engage with the ideas of others, present their own

ideas in a coherent manner, and offer evidence which supports their claims.

Assessment TasksName Weighting Due

Reading summaries 10% weekly

In-class quiz 20% TBA

Essay 1 25% 19th April 2013

Essay plan 15% 20th May 2013

Final essay 30% 7th June 2013

Reading summariesDue: weeklyWeighting: 10%

Each week – beginning in week 3 - you are required to read the set reading(s) andthen to write short answers to each of the tutorial questions (maximum one page intotal). These must be handed to your tutor at the beginning of the tutorial. They willnot be accepted at a later date.We will then discuss the tutorial questions in more detail in class. This is a pass/failassessment. You will not receive written feedback from your tutor for this assessmenttask

This Assessment Task relates to the following Learning Outcomes:• The capacity to critically engage with texts from everyday life.

In-class quizDue: TBAWeighting: 20%

We will have two ‘surprise’ in-class quizzes during the semester, one in the first halfand one in the second. In each you will be asked to define particular key terms andconcepts introduced in the lectures and readings. Each quiz will be worth 10%. If you



are absent you must produce a medical certificate if you wish to sit a supplementaryquiz.

This Assessment Task relates to the following Learning Outcomes:• Knowledge of the discipline of Cultural Studies, in particular, the concepts and thinkers


• The capacity to critically engage with texts from everyday life.

• The capacity to clearly and effectively engage with the ideas of others, present their own


Essay 1Due: 19th April 2013Weighting: 25%

Length: 1,000 words

You will be marked on the following criteria in this and the final essay:

1) Extent to which the essay focuses on the specific question chosen.

2) Essay structure: statement of aims in the introduction; organisation of material(your argument should develop in a logical manner); conclusion.

3) Quality of analysis; substantiation of argument.

4) Identification of appropriate concepts, theorists, debates etc from lectures andset readings.

5) Appropriate referencing.

Essays must be submitted through Turnitin. Instructions will be available on the unitwebpage.

Essay questions will be posted on the iLearn site in week 3.






• A critical awareness of the material effects of ways of knowing, and a capacity to




Essay planDue: 20th May 2013Weighting: 15%

Students must submit a detailed plan of their final essay for feedback from their tutor.Detailed instructions for this task will be posted on the unit webpage.

Essays questions, guidelines for plans, and rubrics will be posted on iLearn in week 7.






• A demonstrated commitment to the problematization of inequality.

• Students will become creative and innovative thinkers with a capacity to offer effective




Final essayDue: 7th June 2013Weighting: 30%



Length: 1,500 words

Essay must be submitted through Turnitin

Essay questions and rubrics will be posted on iLearn in week 7.











Delivery and Resources

For lecture times and classrooms please consult the MQ Timetable website:http://www.timetables.mq.edu.au. This website will display up-to-date information onyour classes and classroom locations.

Lectures will be held on Thursdays, 10-11am, in W5A

Lecture slides will be posted on the iLearn site for this unit, along with audio recordings.

Please make sure that you are enrolled in a tutorial. Tutorials for this unit begin inweek 2.

Please note that the mid semester break begins on Monday 14th April and finishes onFriday 26th April.

On the basis of student feedback from 2012 this unit has not undergone any changes



http://www.timetables.mq.edu.au/

http://www.timetables.mq.edu.au/

Unit Schedule

Week 1 (week beginning Monday 25th Feb): Introduction Nikki Sullivan

In this lecture I will talk about what Cultural Studies is, and what you can expect from this unit.

Set reading:

There are no set readings for this week. This is because tutorials begin in week 2.

Recommended readings:

Longhurst, Brian et. al (2008) Introducing Cultural Studies (2nd Edition), London: Longman.

Mikula, Maja (2008) Key Concepts in Cultural Studies, London: Palgrave Macmillan.

Storey, John (2010) Cultural Studies and the Study of Popular Culture (3rd Ed.), Edinburgh:Edinburgh University Press.

Week 2 (week beginning Monday 4th March): Humanism & Poststructuralism Nikki Sullivan



This lecture will outline the definitions of humanism, poststructuralism, and postmodernism, andexploring the essential characteristics of each. We will explore how poststructuralism andpostmodernism have been taken up by Cultural Studies as a way of redefining and understandingthe self (what in cultural studies is called ‘the subject’ or ‘subjectivity’).

Tutorial questions:

1. What is Humanism? What is Poststructuralism?

2. What are the main differences between the two?

Set reading:

Sullivan, Nikki (2012) Notes on Humanism and Poststructuralism, CUL 120 unit reader,unpublished unit notes.


Anderson, Nicole (2008) ‘Postmodernism: The stories so far’, in N. Anderson & K. Schlunke (eds.)Cultural Theory in Everyday Practice, Oxford: Oxford University Press.

Anderson, Nicole (2008) ‘Poststructuralism: The stories so far’, in N. Anderson & K. Schlunke(eds.) Cultural Theory in Everyday Practice, Oxford: Oxford University Press



Belsey, Catherine (2002) Poststructuralism: A Very Short Introduction, Oxford: Oxford UniversityPress.

Docherty, Thomas (ed.) (1993), Postmodernism: A Reader. New York: Harvester Wheatsheaf.

Hall, Stuart (ed.) (1997) Representation: Cultural Representations and Signifying Practices, Sage:London.

Kidd, Warren (2002) Culture and Identity, London: Palgrave.

Storey, John (2006) ‘Structuralism and Post-structuralism’, in Cultural Theory and PopularCulture: An Introduction, London: Pearson Longman.

Ward, Glen (2003) Teach Yourself Postmodernism, London: Hodder Education.

Weedon, Chris (2009) ‘Feminism & the Principles of Poststructuralism’ in J. Storey (ed.) CulturalTheory and Popular Culture: A Reader (4th edition), London: Pearson Longman, pp.320-31.

Week 3 (week beginning Monday 11th March): Subjectivity & Otherness Nikki Sullivan

In this lecture we will look at both humanist and poststructuralist understandings of subjectivity. Wewill also consider the ways in which particular conceptions of selfhood or identity impact on theways in which we perceive and interact with others.



Tutorial questions:

1. What are some of the characteristics of the humanist model of the subject.

2. What are some of the characteristics of the poststructuralist model of the subject?

3. What are some of the effects of ‘othering’?

Set reading:

Mansfield, Nick (2000) ‘Foucault: The Subject and Power’, Subjectivity: Theories of Self fromFreud to Haraway, Sydney: Allen & Unwin, pp. 51-65.


Hopkins, Kim (ed.) (2005) Self and Subjectivity, London: Blackwell.

Robbins, Ruth (2005) Subjectivity, New York: Palgrave Macmillan.

Biehl, Joao, Byron Good and Arthur Kleinman (eds.) (2007) Subjectivity: EthnographicInvestigations, Berkeley: University of California Press.



Week 4 (week beginning Monday 18th March): Bodies Nikki Sullivan

In this lecture, we will be looking at the ways in which the body has been theorised. Specifically,we will address the classical conceptions of a mind/body dualism, essentialist argument aboutbiological determinism, and social constructionist approaches. You will be introduced to debatesand critiques of these theoretical approaches, and we will then go on to examine philosopher MichelFoucault’s work, which conceives of cultural networks of power and knowledge (‘discourses’) asboth constituting, and being constituted by, our embodiment.

Tutorial questions:

1. How do you understand your body in relation to your ‘self’? Do you think of them as separate?

2. What do you see as being the key problems with the biological determinist argument?

3. What do you think might be left out of social constructionist arguments?

Set reading:

Jeff Lewis (2002) Excerpts from "The Body" in Cultural Studies: The Basics, London: Sage.




Grosz, Elizabeth (1994) ‘Refiguring Bodies’ in her Volatile Bodies: Towards a CorporealFeminism, Sydney: Allen and Unwin

Moore, Lisa Jean & Kosut, Mary (eds) (2010) The Body Reader: Essential Social and CulturalReadings, New York and London: New York University Press

Shildrick, Margrit & Price, Janet (eds) (1999) Feminist Theory and the Body: A Reader, New Yorkand London: Routledge

Week 5 (week beginning Monday 25th March): Performance/Performativity TBA

In the arts, ‘to perform’ is to put on a show, a dance, or a concert. In sports, schoolwork and sex, ‘toperform’ is to succeed or excel, to do something up to a standard. And in everyday life, ‘to perform’is to show off, or to emphasise an action for those who are watching (Schechner 2002: 22). Thisweek students will be introduced to the concepts of ‘performance’ and ‘performativity’; how weperform ourselves day to day; and the sorts of critical knowledge gained by approaching studies ofsocial and cultural life from a ‘performative’ perspective.



Tutorial Questions:

1. What does Richard Schechner mean by ‘restored behaviour’? How does it relate to Judith Butler'sidea of ‘performativity’?

2. Are we always performing ourselves every day? If so, how? If not, in what ways aren’t we?

3. What might a ‘performative’ perspective offer those studies concerned with social & culturallife?

Set reading:

Schechner, Richard. 2002. Performance Studies: An Introduction, London & New York: Routledge,pp 22-44 & 130-135.


Carlson, Marvin (1996) Performance: A Critical Introduction. London and New York: Routledge,pp.13-25.

Geertz, Clifford (1983) ‘Art as a Cultural System’, in Local Knowledge: Further Essays inInterpretive Anthropology. New York: Basic Books. pp.94-120.

Schechner, Richard (1976) ‘From Ritual to Theatre and Back’, in Ritual, Play, and Performance, R.Schechner and M. Schuman (eds). New York: The Seabury Press, 1976. pp.196-222.



Week 6 (week beginning Monday 1st April): Habitus Nicole Matthews

This week we will start to think through some of the most important ideas of the French sociologist,Pierre Bourdieu. His work provides some helpful theoretical tools – especially the concepts ofhabitus, the field, and cultural capital – for understanding our everyday lives - what we like to eat,the sports we play, or the kinds of music we like to listen to. Bourdieu demonstrates that what weoften feel are our own individual (even unique) tastes, habits and beliefs are deeply shaped by ourupbringing, our educational experiences and our class position. He also points out that our culturalpractices are an important way of signifying our “distinction” – our superiority to others. Cultureoffers us ways of marking out our privilege or cachet in a way that is not unrelated to the way theaffluent mark out their difference from the poor. However Bourdieu’s notion of “habitus” preservesa sense of the complexity and unpredictability of what people actually do, the tensions as well asconvergences between culture and economy, and underlines the fact that culture is alwaysembodied.

Tutorial questions:

1. Why does Pierre Bourdieu use the metaphor of game-playing to understand habitus?

2. What do the terms ‘capital’ and ‘field’ mean for Bourdieu?

3. What does it mean to say that habitus is not a capacity of the individual but an achievement of the collectivity?



Set reading:

Swartz, David L. (2002) ‘The Sociology of Habit: The Perspective of Pierre Bourdieu’, The Occupational TherapyJournal of Research, vol. 22.


Adkins, Lisa and Skeggs, Bev (eds) (2004) Feminism after Bourdieu, Malden, Mass, Blackwellpublishing.

Calhoun, Craig (2003) “Pierre Bourdieu”, Ritzer, George (eds) The

Blackwell Companion to Major Contemporary Social Theorists, Oxford, Blackwell Publishing, pp.274-7, 286-301.

Grenfell, Michael (ed)(2009) Bourdieu: Key Concepts, especially chapters on “Habitus” and “TheField”, Stocksville, Acumen

Reed-Danahay, Deborah (2005) Locating Bourdieu, Bloomington, Indiana University Press, chapteron “Habitus and Emotion”

Webb, J., Schirato, T. and Danaher, G. (2002) Understanding Bourdieu, London, Sage

Week 7: (week beginning Monday 8th April): Gender Nikki Sullivan



This lecture begins with the commonly held belief that gender is biologically determined: that one isborn either ‘male’ or ‘female’ and then one expresses this in fairly predictable ways. We will thenquestion this model of gender identity by turning to the work of social constructionists who arguethat what we refer to as gender is in fact a learned set of practices which, rather than expressing aninnate self, actually create the illusion of a natural, fixed, interiority.

Tutorial questions:

1. What is the ‘biological determinist’ conception of gender?

2. When theorists claim that gender is ‘socially constructed’ (rather than biologically determined)do you think that they are suggesting that we can be whatever we want to be, whenever we want tobe it?

3. How are contemporary products ‘gendered’?

Set reading:

Alsop, R., A. Fitzsimons & K. Lennon (2002) ‘Natural Women and Men’, in Theorizing Gender,Cambridge: Polity Press.




Beynon, John (2002) ‘What is Masculinity?’, in Masculinities and Culture, Buckingham: OpenUniversity.

Connell, Raewyn (2009) Gender, London & New York: Routledge.

Glover, David and Cora Kaplan (2009) Genders (2nd Edition), London: Routledge.

MID SEMESTER BREAK – 14TH-26 APRIL

Week 8 (week beginning Monday 29th April): Reading week

There are no lectures or tutorials scheduled for this week. Students are expected to undertakerevision in preparation for forthcoming assessment tasks.



Week 9 (week beginning Monday 6th May): Sexuality Nikki Sullivan

Following on from the claim that gender is socially constructed (rather then naturally occurring) thislecture asks how what we call ‘sexuality’ is constituted, lived, and experienced in contemporaryWestern culture. Drawing on Gayle Rubin’s landmark essay, “Thinking Sex”, we will consider whatRubin identifies asfive discursive formations that play a fundamental role in the construction ofsexuality.

Tutorial questions:

1. In what sense does the common-sense understanding of sexuality rely on a determinist notion ofgender (difference)?

2. In what sense could commonly-held ideas about gender and sexuality be said to be Human

3. What are some of the socio-political effects of positing some forms of sexuality as ‘normal’ andothers as ‘abnormal’?

Set reading:

Weeks, Jeffrey (1986) ‘The Invention of Sex’, in Sexuality, London: Routledge.




Mottier, Veronique (2008) Sexuality: A Very Short Introduction, Oxford: Oxford University Press.

Seidman, Steven, Nancy Fischer and Chet Meeks (2006) Introducing the New Sexuality Studies,London & New York: Routledge.

Spargo, Tamsin (1999) Foucault and Queer Theory, London: Icon Books.

Sullivan, Nikki (2003) A Critical Introduction to Queer Theory, Edinburgh: Edinburgh UniversityPress.

Week 10 (week beginning 13th May): Race: Joseph Pugliese

In this lecture, we examine the historical emergence of race in the context of the rise of Europeanempires and colonial expansion. We track the various theories that have been instrumental indefining race, including phrenology and eugenics. In the light of various theories of race, we arguethat race is neither a scientific nor a biological category; rather, it is a social construction that drawson physical differences in order to position people within unequal relations of power. We concludeby focusing on the racial category of whiteness.



Tutorial questions:

1. What do you understand by race?

2. In what ways is race embodied? – in other words, discuss how our bodies are always alreadyracialised entities.

3. Discuss how race intersects, on the one body, with any other of the key categories (e.g., gender,sexuality and so on) discussed thus far in the unit.

Why is whiteness often not seen as yet another racial category?

Set reading:

Stuart Hall. 1997. "The Spectacle of the 'Other'," in Stuart Hall (ed.), Representation: CulturalRepresentations and Signifying Practices. Milton Keynes: The Open University


Fanon, Frantz (1970) Black Skin, White Masks. London: Paladin.

Fredrickson, George M (2002) Racism: A Short History. Carlton North, Vic.: Scribe.

McKay, Belinda (ed.), (1999) Unmasking Whiteness. Nathan, Qld.: The Queensland StudiesCentre, Griffith University.

Said, Edward (1991) Orientalism: Western Conceptions of the Orient. London: Penguin.



Week 11 (week beginning 20th May): Ethics TBA

This lecture will not only define ethics and look at various ethical theories, but will explore thehumanistic and poststructuralist and postmodernist understandings of ethics in relation to CulturalStudies.

Tutorial questions:

1. What does Zylinska mean by the term ‘morality’?

2. How, in Zylinska’s definition, does morality differ from ethics?

3. What do you think some of the social and political implications of this difference might be?

Set reading:



Zylinska, Joanna (2006) ‘Cultural Studies and Ethics’, in G. Hall and C. Birchall (eds.) New Cultural Studies:Adventures in Theory, Edinburgh: Edinburgh University Press, pp.71-86.


Anderson, Nicole (2008) ‘Eating the Other: Deconstructing the Ethics of Cannibalism’ in N. Anderson & C. Schlunke(eds.) Cultural Theory in Everyday Practice, Oxford Uni Press 2008.

Shafer-Landau, Russ (ed.) (2007) Ethical Theory: An Anthology. Malden, MA: Blackwell Publishers, 2007.

Singer, Peter (ed.) (1991) A Companion to Ethics, Cambridge: Blackwell Publishers, 1991

Week 12 (week beginning 27th May): Space Anthony Lambert

Space is a fundamental concept determining human understandings of the relations between bodiesand the the world, between people as they negotiate each other and between people and theirenvironment. The lecture deals with different types of space such as 'block space' and 'image space',but focuses mainly on constructions of space and place; hyperspace and cyberspace; spaces such asthe city and Foucault's 'heterotopic' space.



Tutorial questions:

1. What is space?

2. How might you define the different types of space?

3. How is space the site of struggles?

Set reading:

Thrift, Nigel (2009) 'Space: The Fundamental Stuff of Geography' in Valentine, Gill, Holloway,Sarah L. and Stephen Price (eds) (2009) Key Concepts in Geography, London: Sage, pp. 85-96.


Lefebvre, H. (1991)The Production of Space. Oxford and Cambridge: Blackwell

Massey, D.B. (1994) Space, place, and gender. Minneapolis: University of Minnesota Press

Soja E. W. ( 2010) Seeking Spatial Justice. Minneapolis: University of Minnesota Press.



Policies and Procedures

Student Support

Student Enquiry Service

Equity Support

Macquarie University policies and procedures are accessible from Policy Central. Studentsshould be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html

Grading Policy http://www.mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html

Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html

In addition, a number of other policies can be found in the Learning and Teaching Category ofPolicy Central.

Macquarie University provides a range of Academic Student Support Services. Details of theseservices can be accessed at: http://students.mq.edu.au/support/

UniWISE provides:• Online learning resources and academic skills workshops

http://www.students.mq.edu.au/support/learning_skills/

• Personal assistance with your learning & study related questions.

• The Learning Help Desk is located in the Library foyer (level 2).

• Online and on-campus orientation events run by Mentors@Macquarie.

Details of these services can be accessed at http://www.student.mq.edu.au/ses/.

Students with a disability are encouraged to contact the Disability Service who can provideappropriate help with any issues that arise during their studies.



http://www.mq.edu.au/policy/

http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

http://www.mq.edu.au/policy/docs/assessment/policy.html

http://www.mq.edu.au/policy/docs/grading/policy.html

http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

http://mq.edu.au/policy/docs/grievance_management/policy.html

http://www.mq.edu.au/policy/docs/special_consideration/policy.html

http://www.mq.edu.au/policy/category.html#l_t

http://students.mq.edu.au/support/

http://www.students.mq.edu.au/support/learning_skills/

http://www.student.mq.edu.au/ses/

http://students.mq.edu.au/campus_life/campus_wellbeing_support_services/disability_service/

IT Help

Graduate CapabilitiesCritical, Analytical and Integrative ThinkingWe want our graduates to be capable of reasoning, questioning and analysing, and to integrateand synthesise learning and knowledge from a range of sources and environments; to be able tocritique constraints, assumptions and limitations; to be able to think independently andsystemically in relation to scholarly activity, in the workplace, and in the world. We want them tohave a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes• Knowledge of the discipline of Cultural Studies, in particular, the concepts and thinkers








Assessment tasks• Reading summaries

• In-class quiz

• Essay 1

• Essay plan

• Final essay

Effective CommunicationWe want to develop in our students the ability to communicate and convey their views in formseffective with different audiences. We want our graduates to take with them the capability toread, listen, question, gather and evaluate information resources in a variety of formats, assess,write clearly, speak effectively, and to use visual communication and communicationtechnologies as appropriate.

If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.

When using the university's IT, you must adhere to the Acceptable Use Policy. The policy appliesto all who connect to the MQ network including students and it outlines what can be done.



http://informatics.mq.edu.au/help/

http://informatics.mq.edu.au/help/

http://www.mq.edu.au/policy/docs/acceptable_use/policy.html


Learning outcomes• A critical awareness of the material effects of ways of knowing, and a capacity to







Assessment tasks• In-class quiz

• Essay 1

• Essay plan

• Final essay

Socially and Environmentally Active and ResponsibleWe want our graduates to be aware of and have respect for self and others; to be able to workwith others as a leader and a team player; to have a sense of connectedness with others andcountry; and to have a sense of mutual obligation. Our graduates should be informed and activeparticipants in moving society towards sustainability.





Assessment tasks• Essay plan

• Final essay

Discipline Specific Knowledge and SkillsOur graduates will take with them the intellectual development, depth and breadth of knowledge,scholarly understanding, and specific subject content in their chosen fields to make themcompetent and confident in their subject or profession. They will be able to demonstrate, whererelevant, professional technical competence and meet professional standards. They will be ableto articulate the structure of knowledge of their discipline, be able to adapt discipline-specific



knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinarysolutions to problems.


Learning outcomes• Knowledge of the discipline of Cultural Studies, in particular, the concepts and thinkers








Assessment tasks• Reading summaries

• In-class quiz

• Essay 1

• Essay plan

• Final essay

Problem Solving and Research CapabilityOur graduates should be capable of researching; of analysing, and interpreting and assessingdata and information in various forms; of drawing connections across fields of knowledge; andthey should be able to relate their knowledge to complex situations at work or in the world, inorder to diagnose and solve problems. We want them to have the confidence to take the initiativein doing so, within an awareness of their own limitations.


Learning outcomes• The capacity to critically engage with texts from everyday life.




Assessment tasks• Essay 1

• Essay plan

• Final essay



Creative and InnovativeOur graduates will also be capable of creative thinking and of creating knowledge. They will beimaginative and open to experience and capable of innovation at work and in the community. Wewant them to be engaged in applying their critical, creative thinking.


Learning outcomes• The capacity to critically engage with texts from everyday life.






Assessment task• Final essay

Engaged and Ethical Local and Global citizensAs local citizens our graduates will be aware of indigenous perspectives and of the nation'shistorical context. They will be engaged with the challenges of contemporary society and withknowledge and ideas. We want our graduates to have respect for diversity, to be open-minded,sensitive to others and inclusive, and to be open to other cultures and perspectives: they shouldhave a level of cultural literacy. Our graduates should be aware of disadvantage and socialjustice, and be willing to participate to help create a wiser and better society.





Assessment tasks• Essay plan

• Final essay



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