Assessment 1: Reflection on concepts
Overview 6
Details 6
Marking Research Topics – Criteria 6
Assessment 2: Scoping Paper
Overview 7
Details 7
Marking Research Topics – Criteria 7
Assessment 3: Critical Analysis
Overview 8
Details 9
Marking Research Topics – Criteria 9
Learning resources 10
Overview of learning resources
Referencing and citation requirements
Other resources that might help with university life
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
1
Unit information
Contacts
Below is a list of contacts for this unit. Please liaise directly with your lecturer or unit coordinator
regarding appropriate consultation times. It is usually best to make contact with these staff via email.
Unit Coordinator Peter Bansel
CONSULTATION ARRANGEMENTS
Unit Coordinator: Peter Bansel
Email: p.bansel@westernsydney.edu.au
Telephone: 9772 6325
Office: Bankstown Campus, Building 21
Consultation: email for appointment
Acknowledgement to Country
As a matter of Aboriginal and Torres Strait Islander cultural protocol and out of recognition that its
campuses occupy their traditional lands, Western Sydney University acknowledges the Darug, Tharawal
(also historically referred to as Dharawal), Gandangarra and Wiradjuri peoples and thanks them for their
support of its work in their lands (Western Sydney and beyond).
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
2
Teaching activities
SESSION Lecture Tutorial Readings and Assessments
1. 5 March
2.
12 March Saturday 17th March
9am–1pm
Workshop 1 Introduction to unit and outline of
workshops, independent learning
activities and assessments.Homework help – Discussion
of key themes of unit.Historical
context of Late 20th and 21st Century
theoretical developments. See general and specific
workshop readings in learning guide.
Additional readings posted on vUWS or handed out in class.
3. 19 March
4.
26 March
5.
2 April Saturday 7th April, 9am-
1pm
Workshop 2 Feminism: theories and politics of sex
and gender. See general and specific
workshop readings in learning guide.
Additional readings posted on vUWS or handed out in class.
6. 9 April Saturday 14th April, 9am-
1pm
Workshop 3 Queer theory: theories and politics of
sexuality. ASS 1: Critical Reflection
Due: Monday 9th April, 5pm
See general and specific
workshop readings in learning guide.
Additional readings posted on vUWS or handed out in class.
7.
16 April
8.
23 April SESSION BREAK
Saturday 28th April, 9am–
1pm
Workshop 4 SESSION BREAK
Intersectionality:
Exploring relations between Gender,
Sex, Sexuality, Race, Ethnicity,
Religion, Class, Disability & Age. See general and specific
workshop readings in learning guide. Additional readings
posted on vUWS or handed out in class.
9. 30 April
10.
7 May ASS 2: Scoping Paper
Due: Monday
7th May, 5pm
11. 14 May Saturday 19th May, 9am- –
1pm
Workshop 5 New Materialism :
Exploring relations between bodies;
between language, humans and the
non–human. See general and specific
workshop readings in learning guide.
Additional readings posted on vUWS or handed out in class.
12.
21 May
13. 28 May Saturday 2nd June, 9am–
1pm
Workshop 6 Putting it together: course review and
implications for future practice.
14.
4 June ASS: 3 Analytical Essay
Due: Monday 4th June, 5pm
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
3
An introduction to this unit
This unit will introduce students at post-graduate level to contemporary theories and concepts of
difference and diversity. The unit will particularly examine feminism, post -structuralism, new
materialism, queer theory and critical realism. It will also address specific concepts such as inequality,
human rights, freedom and marginalisation. It will apply these theories and concepts to investigations of
contemporary social issues and debates related to race, disability, ethnicity, sexuality, gender and other
categories of individual identity and collective belonging. The unit will provide a strong theoretical base
to the work that students have undertaken in the unit Theories for Critical Practice, and inform the work
to be undertaken in the other units in this specialisation.
Credit points
10
Special requirements
Essential Equipment: You must have access to the Internet for this unit, preferably high speed
broadband. You can access the IT computer laboratories on WSU campuses if you do not have this
access at home.
Online requirements: Regular access to the unit’s vUWS site is essential. Students need to check the
vUWS site for announcements and/or new unit material online. Make sure you access all workshop
material prior to workshops.
Student feedback
Student feedback pays a vital role in improving the quality and educational effectiveness of Western
Sydney University units and in ensuring academic staff keep in touch with student needs. At the end of
the session you will be given the opportunity to complete a Student Feedback on Unit (SFU)
questionnaire to assess the unit. If requested by your unit coordinator, you may also have the
opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for
individual teaching staff.
For further information on student feedback and to view examples of the questionnaires, go to
www.westernsydney.edu.au/opq/planning_and_quality/surveys
Delivery
The unit is delivered as follows:
1.6 x 4 hour workshops
2.3 Compulsory assessment items
If you have any problems with attending one or more workshops, make sure to discuss the matter w ith
the unit coordinator. All workshops are run on Saturdays at the Parramatta City Campus as per the
schedule below.
Recent actions to improve this unit
The University values student feedback in order to improve the quality of its educational programs. As a
result of student feedback and or a curriculum review process, the following changes and improvements
to this unit have recently been made:
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
4
On the basis of student feedback received in 2017, both the choice of assessments and instructions to
students for completion of assessments have been revised. These revisions realign the course readings
and topics of study and both provide more direction and retain flexibility for students to choose their
own topics of study.
Attendance
Students are expected to attend all Saturday workshops, to participate in all class activities and submit
all assessments. Failure to do so can undermine a student’s ability to complete the unit satisfactorily.
Attendance records may be consulted in considering requests for extensions or Special Consideration.
You should advise the Unit Coordinator if you are unable to attend a workshop due to illness or
misadventure. This unit is worth 10 credit points, indicating that success in the unit requires at least 10
hours work per week. The 10 hours include workshop attendance and completion of the readings and
assessments.
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
5
Assessment information
Learning outcomes
The table below outlines the learning outcomes for this unit. Upon completion of this unit, students will
be able to:
1. Differentiate and analyse contemporary theories of difference and diversity
2. Argue a personal position of difference and diversity
3. Critically appraise concepts of inequality, human rights, freedom, marginalisation
4. Demonstrate the application of theories in relation to contemporary social issues of
difference and diversity
Assessment Summary
Note: Before you receive your results for each piece of assessment they may be moderated.
Moderation is a process whereby the unit coordinator regulates the marking of individual markers to
achieve consistency in the application of unit objectives, performance standards and marking criteria.
Marks for an individual piece of assessment will not be changed after you have your mark or grade. You
should note that, consistent with the Research Topics – Criteria and Standards Based Assessment policy, the final marks
for the cohort may be also adjusted if results are very high or low or there are inconsistencies between
groups.
General submission requirements
Submit online via vUWS (turnitin), under the ‘Assessments’ link.
Students are to keep a copy of all assignments submitted for marking.
ASSESSMENT
NUMBER ASSESSMENT ITEM AND DUE DATE LEARNING
OUTCOMES VALUE
(/100)
1. Reflection on concepts (1,000 words)
Reflection on a contemporary issue related to questions of
difference and diversity.
Due: Monday 9th April 1 20%
2. Scoping Paper (1,500 words)
Preparation of an essay plan addressing the key theoretical
concepts relevant to assignment 3.
Due: Monday 7th May 1, 2 30%
3. Critical Analysis (2,500 words)
An analytical essay that extends the the work undertaken in
assessment 2 through critical reflection and argument.
Due: Monday 4th June 1, 2, 3, 4 50%
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
6
Assessment 1: Reflection on concepts
Overview
Assessment description
This assessment involves reflection on one of four contemporary issues that focus on the politics of
difference and diversity. These topics broadly address issues of discrimination that individuals and
communities experience because of their sex, gender, sexuality, race, ethnicity, and faith. The four
topics are:
TOPIC 1: “Lock them up”
The politics, policies, laws, practices and public perceptions related to the off -shore detention of
refugees.
TOPIC 2: “Me Too”
The responses of men and women, individuals and communities, to gendered violence.
TOPIC 3. “Whose rights, whose freedoms?”
Negotiating the right to marriage equality and religious freedom.
TOPIC 4. “Change the date”
Challenging colonisation and nationalism.
One media article has been provided for each topic and these readings will be made available on
vUWS.
For this assessment you are required to select one topic from the list above and:
1: Summarise the key points of view and arguments expressed in the article;
2: Identify which points you agree or disagree with;
3. Express your own opinion or point of view regarding the issues raised in the article;
4. Refer to any other materials (films, Youtube clips, media articles, scholarly publications, and so on),
that you may have accessed to build your knowledge about the topic and support your argument.
Your assignment should be written in a scholarly style (i.e. not notes or dot points etc.). You should pay
the same attention to style, grammar and spelling as you would for any written assignment. You should
reference any additional sources you appropriately. References are not included in the word count.
Readings: see general readings and other set and additional readings for individual workshops.
Details
Submit online via vUWS (turnitin), under the ‘Assessments’ link
Marking Research Topics – Criteria
Please see vUWS for detailed Marking Research Topics – Criteria
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
7
Assessment 2: Scoping Paper
Overview
Assessment description
The Scoping Paper is a formative and preparatory task for Assessment 3, the Critical Analysis. It builds
on the work undertaken in Assessment 1 by focusing critical reflection, analysis and scholarship on
EITHER the topic chosen for Assignment 1, OR a different topic that is relevant to your personal or
professional interests and experiences related to difference and diversity.
For this assessment you are required to:
1. Select a topic related to difference and diversity;
2. Select relevant key concepts from a theory and explain how they help you develop a personal
position in relation to your chosen topic;
3. Use scholarly resources to both develop and support your argument and explain the relevance of the
theoretical concepts relevant to the personal position you have taken.
Note on selecting a topic
This assessment offers flexibility for you to choose from the topics discussed in assessment 1, or
identify a topic of particular interest to you. If you decide to nominate your own topic, you will need to
gain approval from the Unit Co-ordinator (Peter Bansel, p.bansel@westernsydney.edu.au) who will be
happy to consult with you in person during workshops, consultation hours or by email.
The scoping paper will comprise the following elements:
STATEMENT OF TOPIC & THEORY: Clearly state your chosen topic and the relevant concepts from the
theory you have chosen. When writing this statement, think carefully about which key concepts or
aspects of the theory you have chosen to help you develop your discussion and argument.
DISCUSSION OF THEORETICAL CONCEPTS RELEVANT TO THE TOPIC: Identify at least 6 scholarly
resources relevant to the theoretical concepts you have you have chosen and discuss how they help
you develop your argument or position in relation to the topic you have selected. Two of these
resources can be selected from the course readings, and any others will be identified through your own
literature searches. This discussion of theoretical concepts as they relate to your topic will inform the
development of your Critical Analysis (Assessment 3).
Details
Submit online via vUWS (turnitin), under the ‘Assessments’ link.
Marking Research Topics – Criteria
Please see vUWS for detailed Marking Research Topics – Criteria
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
8
Assessment 3: Critical Analysis
Overview
Assessment description
The Critical Analysis builds on the work undertaken in Assessments 1 and 2.
In Assessment 1 you were asked to develop a personal positon of a contemporary topic. In Assessment
2 you were required to select a topic and identify key concepts from a relevant theory related to your
topic.
For this assessment you are required to:
1. Write a 2500 word Critical Analysis that persuasively argues the personal position you have taken in
relation to your chosen topic. Your argument should be supported by your theory and appropriate
academic references.
Your analytical essay will start with a statement of topic and persuasive argument that tells the reader
what to expect from the rest of the essay. A persuasive argument convinces others that you have an
interesting, well-informed point of view on your topic. Your statement of argument is your interpretation
of the topic that makes a claim that others might challenge. This statement of argument should feature
in the Introduction of your Critical Analysis. The rest of the introduction should foreground the points
you intend to make throughout the body of your essay. These points will support/demonstrate your
statement of argument which will be developed across the body of your essay. To ensure a strong
argument, you should make clear links to the chosen theory and resources you have cultivated across
Assessments 1 and 2 and extended in this Critical Analysis.
Guidelines for writing a Critical Analysis essay
The Critical Analysis in the form of an essay typically has three main components: Introduction, Body
and Conclusion. In addition to these three main sections, careful selection of headings and
sub¬headings improves the structure and flow of the text. This suggested structure is a guideline only,
and variations to this structure are acceptable in negotiation with one of the teaching team. These
components are therefore a guide to the content required rather than a structure that must be followed.
1) Introduction: The Introduction will incorporate the statement of topic and an indication of the
argument. After reading the introduction the reader should have a clear picture of the scope of the
paper and its argument or purpose. Make your position on the topic clear and summarise the key points
of the argument or position you intend to develop in the paper. Indicate which of the key theories,
concepts, or questions discussed in the unit you will draw on.
2) Body of the paper: In the body of the paper you will develop the review of the relevant theoretical
literature undertaken in the scoping paper. In this version of the paper you will extend the theoretical
literature you have already reviewed through the addition of new references and elaboration of the
issues, debates and complexities associated with your selected topic. You should do more than
describe these issues and debates, but develop your views about them through careful reflection,
analysis and critique. You can use examples relevant to your topic (news reports, films, books,
magazines, policies and other documents, and personal or professional experience) but again, make
sure to include reflection, analysis and critique when discussing these examples. This section is
evidence of your grasp of your topic, and of your capacity to work with theories o f difference and
diversity relevant to you topic.
3) Conclusion: Sum up your discussion and reiterate your key points and arguments. Clearly state how
the theories you have worked with have informed your thinking. The conclusion should clearly restate
the key argument or position developed in both the Introduction and in the Body of the paper. Do not
introduce new points or arguments that haven’t been covered in the essay already.
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
9
Details
Submit online via vUWS (turnitin), under the ‘Assessments’ link.
Marking Research Topics – Criteria
Please see vUWS for detailed Marking Research Topics – Criteria
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
10
Learning resources
Overview of learning resources
Prescribed
Textbook Readings are available on vUWS.
Essential
References Set readings by workshop
Workshop 1
Familiarisation with Learning Guide, review of topics for Assessment 1, browse readings
for each Assessment 1 topic (available on vUWS).
1. Lock them up: the off-shore detention of refugees;
2. The “Me Too” movement;
3. Marriage Equality and Religious Freedom;
4. Change the date: challenging colonisation.
Workshop 2
Butler, J. (2004) Undoing Gender: Chapter 9; The end of sexual difference? Routledge:
NY (pp174–203).
Weedon, C. (1997) Feminist Practice and Poststructuralist Theory: Chapter 2; Principles
of poststructuralism. NY: Routledge.
Davies, B. (1989). Frogs and Snails and Feminist Tales: Pre-school children and gender:
Chaper 1; Becoming male or female. North Sydney: Allen Unwin (pp. 1 -20).
Jagose, A. (1996). Queer theory: An introduction. Chapter 5; Lesbian feminism. New
York: New York University Press. (pp. 44-57)
Workshop 3
Berlant, L., & Warner, M. (1995). What Does Queer Theory Teach Us about X?
Publications of the Modern Language Association of America, 110(3), 343- -349.
Rich, A. (1980) Compulsory Heterosexuality and Lesbian Existence. Signs, 5(4) 631 –
-660.
Jagose, A. (1996). Queer Theory: An Introduction: Chapter 7; Queer. New
York University Press: New York. (pp.72-96)
Halperin, D. M. (2003). The normalization of queer theory. Journal of Homosexuality,
45(2), 339-343.
Workshop 4
Crenshaw, K. (1989) Demarginalizing the intersection of race and sex: A black feminist
critique of antidiscrimination doctrine, feminist theory, and antiracist politics (pp.
139-167). : University of Chicago Legal Forum.
Crenshaw, K. & Harris, L. (2009) A Primer on Intersectionality Booklet. African American
Policy Forum, Vassar College. Poughkeepsie, NY: Columbia Law School
http://aapf.org/tool_to_speak_out/intersectionality-primer
Davis, Kathy (2008). Intersectionality as buzzword: A sociology of science perspective on
what makes a Feminist Theory successful. Feminist Studies, 9(67), 67-85.
Oleksy. E. (2011) Intersectionality at the cross-roads. Women’s Studies International
Forum, 34, 263–270.
Monaghan, O. (2015). Dual imperatives: Decolonising the queer and queering the
decolonial. In D. Hodge (Eds.) Colouring the rainbow: Blak queer and trans perspectives.
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
11
Mile End: Wakefield Press. (pp. 195-207).
Workshop 5
Barad, K. (2003) Posthumanist Performativity: Toward an Understanding of How Matter
Comes to Matter. Signs: Journal of Women in Culture and Society 28(3).
Coole, D. (2013) Agentic capacities and capacious historical materialism: thinking with
new materialisms in the political sciences. Millennium – Journal of International Studies
41 (3), pp. 451–469.
Grosz, E. (2010) Feminism, Materialism, and Freedom. In D. Coole and S. Frost (Eds.)
New Materialisms: Ontology, Agency, and Politics. Duke University Press (pp139- -157).
Significant Differences: Interview with Elizabeth Grosz. www.interstitialjournal.com ·
March: 2013 · 5.
Recommended
readings See vUWS
General Readings relevant to the unit content and Difference and Diversity in
general:
Adekunle, J. and Williams, H.V. (Eds) (2010) Color struck: essays on race and ethnicity
in global perspective. Lanham, Md. : University Press of America.
Ahmed, S 1998, Differences That Matter: Feminist theory and postmodernism, Cambridge
University Press, Cambridge, UK.
Connell, R. W. (2009) Gender: in world perspective. Cambridge: Polity.
Coole, D. (2013) Agentic Capacities and Capacious Historical Materialism: Thinking with
New Materialism in the Political Sciences. Millennium: Journal of Internation al Studies
Docker, J., & Fischer, G. (Eds) (2000). Race, Colour and Identity in Australia and New
Zealand. Sydney: UNSW Press.
Durie, J. (2010) Locating whiteness in Western Sydney: theory, pedagogy, identity.
Saarbrücken, Germany: LAP Lambert Academic Publishing.
Formichi, C. (ed.) 2014. Religious pluralism, state and society in Asia. Abingdon:
Routledge.
Hall, S. (Ed.) (1997) Representation: Cultural Representations and Signifying Practices.
London: Sage Publications in association with The Open University.
Haynes, J. (2013) Music, difference and the residue of race. New York: Routledge.
Mills, S & Mullany, L 2011, Language, gender and feminism: theory, methodology and
practice, Routledge, Abingdon, Oxon; New York.
Nam-Kook, K. 2014. Multicultural Challenges and Redefining Identity in East Asia.
Farnham, Surrey, GBR: Ashgate Publishing Ltd
Seidman, S. (1997) Difference troubles: queering social theory and sexual politics.
Cambridge; New York: Cambridge University Press.
Smith, B.J. & Woodward, M.R.( Eds) 2014. Gender and power in Indonesian Islam:
leaders, feminists, Sufis and pesantren selves. Abingdon, Oxon; New York: Routledge.
Vasu, N. Chin, Y and Luo, J. (Eds) (2014) Nations, national narratives and communities
in the Asia-Pacific. Abingdon, Oxon; New York: Routledge.
Literacy and/or
numeracy The referencing requirement for units in Social Science is the Harvard style. Full details
on the Harvard style of referencing can be found at:
https://library.westernsydney.edu.au/main/sites/default/files/pdf/cite_Harvard.pdf
1 0 2 1 7 6 T H E O R I E S O F D I F F E R E N C E A N D D I V E R S I T Y
A U T U M N 2 0 1 8
12
Additional
resources or
materials
Referencing and citation requirements
The School of Social Sciences and Psychology uses APA and Harvard Western Sydney referencing
styles. Full details and examples are available on the library website at
http://library.westernsydney.edu.au/main/guides/referencing-citation
Check the assessment details in this learning guide for the required referencing style in this unit.
Other resources that might help with university life
University life Find out about life outside the lecture theatre – news and events, services and facilities,
career information and more!
www.westernsydney.edu.au/westernsydneyconnect
vUWS Check your vUWS sites regularly for unit announcements and to keep up with online
discussions.
vUWS.westernsydney.edu.au/
Disability
Service Students with a disability or chronic health condition should visit:
westernsydney.edu.au/currentstudents/current_students/getting_help/disability_services
The Learning
and Teaching
Unit The Learning and Teaching Unit provides valuable online resources for academic writing.
Visit the Learning and Teaching Unit:
https://monkessays.com/write-my-essay/uws.edu.au/currentstudents/current_students/services_and_facilities
Policies This site includes the full details of policies that apply to you as a Western Sydney
University student.
http://policies.uws.edu.au/students.php
