swp3idv introduction to diversity
INTRODUCTION TO DIVERSITY
SWP3IDV
2017
Credit points: 15
Subject outline
In this subject students explore and analyse social work practice in a diverse society. Of particular consideration will be how a sense of 'otherness' or 'difference' is created and maintained. Three broad arenas of 'difference' will be featured from amongst the many forms of social and cultural diversity. These arenas are not exclusive but will in this instance be: sexuality, disability, migration and population movements. As social workers are expected to practice within a framework of social and cultural difference, the aim is to introduce and promote in students values and skills for 'difference-competent' practice.
SchoolSchool of Allied Health
Credit points15
Subject Co-ordinatorVirginia Mansel Lees
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Must be enrolled in HZSK, HZSKB, HZSKW, HZSKM (BHS&MSW), EBOCE (Outreach & Community Education), EBTP (BTeachPrimary), EBTS (BTeachSecondary). All others require coordinators approval.
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Anti-oppressive social work theory and practice | Recommended | Dominelli, L 2002 | PALGRAVE, BASINGSTOKE |
| Readings | Critical social work: an introduction to theories and practices | Recommended | Allan, J, Pease, B, and Briskman, L (eds) 2003 | ALLEN & UNWIN, SYDNEY |
Graduate capabilities & intended learning outcomes
01. Awareness of Difference Be aware of how your own experience influences your understanding of what difference means and how you may contribute to creating a sense of difference or otherness. You should be able to: a. Identify a variety of ways of thinking about what is normal and what is different b. Understand and be able to communicate your own experience of difference otherness and how you may create a sense of difference with others. c. Articulate and use the processes of critical reflection to identify your own assumptions and values about difference and how this may influence your social work practice.
- Activities:
- Individual activity that student identifies an experience of being 'othered' Small group feedback and then feedback to larger group
02. Knowledge of core concepts of how social work is practiced in a diverse society Compare and analyse social work practice in work with individuals and families, in organizations and communities in terms of working with difference You should be able to: a. Identify how social workers work with difference across social work practice areas ie with individuals and families, organizations and in communities b. Identify and use specific practice strategies for working with difference including, for example, working with interpreters.
- Activities:
- Small group work where students look at 'Go Back to Where you Come From' on SBS website answer questions about what the role of social work could be Feedback to larger groiup
03. Understanding how structural inequities relate to difference and marginalisation Analyse how social structures, international and national development and policy responses impact on the experiences of individuals and groups in terms of marginalisation You should be able to: a. Identify structural inequities, international and national developments in relation to social diversity and define marginalisation b. Describe the issues experienced by groups that are marginalised in our culture because of their difference c. Identify the policy responses in relation to a specific dimension of diversity.
- Activities:
- Small group work around United Nations Charter for the Rights of Refugees with each group choosing a section to research and then report back to the larger group Students access UN website and discuss the Millennium Goals and how they relate to social work practice
04. Practice Ethically in Relation to Difference Analyse the complexities of applying the ethics expressed in the code in particular situations related to difference. You should be able to: a. Identify the ethical expectations of social workers as expressed in the AASW code of ethics b. Articulate ethical tensions in working ethically as a social worker in relation to difference c. Relate the code of ethics to working with difference
- Activities:
- AASW Code of Ethics and Practice Standards used to see how working with difference has many layers and what social workers might need to know to be able to work effectively with people from diverse backgrounds
05. Quality of Practice in Health & Human Services Describe and critique possible ways of working with difference. You should be able to: a. Describe the situations that may arise in social work practice in relation to working with difference b. Articulate what being #difference competent# means c. Identify strategies for working competently with difference as a social worker.
- Activities:
- Use of critical reflection to understand the complexities of working with clients who come from diverse backgrounds Critical reflection loop developed and added to as more information is understood Linking of policy to practice and how this might lead to difficulties for social workers and their use of the Code of Ethics
Subject options
Select to view your study options…
Albury-Wodonga, 2017, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorVirginia Mansel Lees
Class requirements
Directed ReadingWeek: 31 - 43
Four 1.0 hours directed reading per study period from week 31 to week 43 and delivered via blended.
"4 hours teacher guided learning packages which include on-line activities."
LectureWeek: 31 - 43
Eight 1.0 hours lecture per study period on weekdays during the day from week 31 to week 43 and delivered via blended.
WorkShopWeek: 31 - 43
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Enquiry 1(a: Team Report of 1,000-words | The word count will be evenly distributed amongst team members. | 20 | 02 |
| Enquiry 1: One 10-minute group presentation | Each student to be part of the presentation so they can demonstrate team work | 20 | 03 |
| Enquiry 2: one 1,000-word individual dialogue assignment | Students to take on the role of a social worker in a specific field of practice where the client they will speak with is located so they can write about the experience of their first connection | 20 | 01 |
| Enquiry 3: One 2,000-word Difference-Competent essay | Students will look at what they require to be difference-competent which builds on what they have been assessed upon so far and what they might need to develop to work well with difference | 40 | 04, 05 |
Bendigo, 2017, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorFiona Gardner
Class requirements
Directed ReadingWeek: 31 - 43
Four 1.0 hours directed reading per study period from week 31 to week 43 and delivered via blended.
"4 hours teacher guided learning packages which include on-line activities."
LectureWeek: 31 - 43
Eight 1.0 hours lecture per study period on weekdays during the day from week 31 to week 43 and delivered via blended.
WorkShopWeek: 31 - 43
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Enquiry 1(a: Team Report of 1,000-words | The word count will be evenly distributed amongst team members. | 20 | 02 |
| Enquiry 1: One 10-minute group presentation | Each student to be part of the presentation so they can demonstrate team work | 20 | 03 |
| Enquiry 2: one 1,000-word individual dialogue assignment | Students to take on the role of a social worker in a specific field of practice where the client they will speak with is located so they can write about the experience of their first connection | 20 | 01 |
| Enquiry 3: One 2,000-word Difference-Competent essay | Students will look at what they require to be difference-competent which builds on what they have been assessed upon so far and what they might need to develop to work well with difference | 40 | 04, 05 |
Melbourne, 2017, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMaureen Long
Class requirements
WorkShopWeek: 31 - 43
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
LectureWeek: 31 - 43
Eight 1.0 hours lecture per study period on weekdays during the day from week 31 to week 43 and delivered via blended.
Directed ReadingWeek: 31 - 43
Four 1.0 hours directed reading per study period from week 31 to week 43 and delivered via blended.
"4 hours teacher guided learning packages which include on-line activities."
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Enquiry 1(a: Team Report of 1,000-words | The word count will be evenly distributed amongst team members. | 20 | 02 |
| Enquiry 1: One 10-minute group presentation | Each student to be part of the presentation so they can demonstrate team work | 20 | 03 |
| Enquiry 2: one 1,000-word individual dialogue assignment | Students to take on the role of a social worker in a specific field of practice where the client they will speak with is located so they can write about the experience of their first connection | 20 | 01 |
| Enquiry 3: One 2,000-word Difference-Competent essay | Students will look at what they require to be difference-competent which builds on what they have been assessed upon so far and what they might need to develop to work well with difference | 40 | 04, 05 |
Mildura, 2017, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorVirginia Mansel Lees
Class requirements
Directed ReadingWeek: 31 - 43
Four 1.0 hours directed reading per study period from week 31 to week 43 and delivered via blended.
"4 hours teacher guided learning packages which include on-line activities."
LectureWeek: 31 - 43
Eight 1.0 hours lecture per study period on weekdays during the day from week 31 to week 43 and delivered via blended.
WorkShopWeek: 31 - 43
One 2.0 hours workshop per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Enquiry 1(a: Team Report of 1,000-words | The word count will be evenly distributed amongst team members. | 20 | 02 |
| Enquiry 1: One 10-minute group presentation | Each student to be part of the presentation so they can demonstrate team work | 20 | 03 |
| Enquiry 2: one 1,000-word individual dialogue assignment | Students to take on the role of a social worker in a specific field of practice where the client they will speak with is located so they can write about the experience of their first connection | 20 | 01 |
| Enquiry 3: One 2,000-word Difference-Competent essay | Students will look at what they require to be difference-competent which builds on what they have been assessed upon so far and what they might need to develop to work well with difference | 40 | 04, 05 |