Faculty of Education and Arts

School of Humanities and Social Science

http://www.newcastle.edu.au/school/hss

SOCA1040 COURSE OUTLINE

Newcastle Campus University Drive, Callaghan 2308 Room: MC127 McMullin Building Phone: +61 2 4921 5213 Fax: +61 2 4921 6933 Email: Humanities-SocialScience@newcastle.edu.au Hours: 9:00am 5:00pm

SOCA1040: Constructions of Childhood, the Family and Society

Callaghan Campus
Course Coordinator: Email: Phone: Consultation: Student Hub Natacha Hes Natacha.Hes@newcastle.edu.au Room W329, Behavioural Sciences Building, Callaghan (02) 4921 5703 Email to organise For general enquiries please see the student HUBs located in the Shortland and Student Services Buildings on the Callaghan campus, Phone 4921500 Email enquiry@newcastle.edu.au Semester 1 2012 10 Lecture 1 hour Tutorial 1 hour Course Overview Brief Course Description The course provides an introduction to the study of children and families within a social and political context. The course encourages a critical perspective by examining debates about the historical and sociocultural constructions of childhood in relation to families. The diversity of family forms in contemporary Australia will be examined in the context of class, gender and sexuality, race and ethnicity. There will be a particular focus on how those constructions impact upon young children and how young children understand them. An analysis of the role of the family in liberal democracy and the policing of families will form the foundation for a critical understanding of current policy debates. Contact Hours Tutorial for 1 Hour per Week for the Full Term Lecture for 1 Hours per Week for the Full Term Learning Materials/Texts Students are required to purchase a Course Reader which covers all the weekly tutorial readings. Course readers will be sold at the Shortland Union, in the Brennan room for two weeks from February 27, 2012. Course Objectives On successful completion of this course, students will be able to demonstrate: 1. An understanding of a sociological approach to children in Australian families. 2. Ability to understand the complexity and diversity of family life in Australia. 3. Ability to analyse and deal critically with different viewpoints on family policy, especially concerning child protection issues. 4. Skills in writing an academic essay, reading critically and doing research.
Course Outline Issued and Correct as at: Week 1, Semester 1 - 2012 CTS Download Date: 13 February, 2012

Semester Unit Weighting Teaching Methods

Course Content 1. The history of the family and childhood. 2. Sociological theories of the family. 3. Families in multicultural Australia and Aboriginal families. 4. Family types, sexualities and the construction of gender. 5. Gender, power and the family in Australia. 6. Children, risk and child protection. 7. The family, social policy and the nation state. Assessment Items Essays / Written Assignments Examination: Formal Group/tutorial participation and contribution Presentations Tutorial Minor essay: due the week following the tutorial presentation and based on the tutorial question. 1,500 words, worth 20% 2 hour formal examination, worth 50%. Tutorial participation and attendance, worth 10% and based upon evidence of completion of assigned reading tasks, informed conversation on weekly topics, ability to present opinions relevant to critical analysis of the reading set for each week. 500 words equivalent Tutorial presentation: due throughout semester and worth 20%. A 500 word summary and handout is expected as part of the presentation

Grading guide 49% or less

Fail (FF)

An unacceptable effort, including non-completion. The student has not understood the basic principles of the subject matter and/or has been unable to express their understanding in a comprehensible way. Deficient in terms of answering the question, research, referencing and correct presentation (spelling, grammar etc). May include extensive plagiarism. The work demonstrates a reasonable attempt to answer the question, shows some grasp of the basic principles of the subject matter and a basic knowledge of the required readings, is comprehensible, accurate and adequately referenced. The work demonstrates a clear understanding of the question, a capacity to integrate research into the discussion, and a critical appreciation of a range of different theoretical perspectives. A deficiency in any of the above may be compensated by evidence of independent thought. The work is coherent and accurate. Evidence of substantial additional reading and/or research, and evidence of the ability to generalise from the theoretical content to develop an argument in an informed and original manner. The work is well organised, clearly expressed and shows a capacity for critical analysis. All of the above, plus a thorough understanding of the subject matter based on substantial additional reading and/or research. The work shows a high level of independent thought, presents informed and insightful discussion of the topic, particularly the theoretical issues involved, and demonstrates a well-developed capacity for critical analysis.

50% to 64%

Pass (P)

65% to 74%

Credit (C)

75% to 84%

Distinction (D)

85% upwards

High Distinction (HD)

Essential Criteria in Assessment see pages 14-15.

Assumed Knowledge None

School of Humanities and Social Science

Callaghan Timetable for SOCA 1040 Constructions of Childhood, the Family and Society Lecture Wednesday 12:00 13:00 [RW149 - NURSTH] and Tutorial Wednesday 14:00 15:00 [HA68] or Wednesday 14:00 15:00 [HA142] or Wednesday 15:00 16:00 [HA55] or Wednesday 15:00 16:00 [HA142] or Thursday 10:00 11:00 [HA116] or Thursday 10:00 11:00 [HA142] or Thursday 11:00 12:00 [HA58] or Thursday 11:00 12:00 [HA116] or Thursday 12:00 13:00 [HB11] or Thursday 12:00 13:00 [HA142] or Thursday 13:00 14:00 [HA142] or Thursday 15:00 16:00 [HB11] Online Enrolment and Tutorial Registration:

Students are required to enrol in the Lecture and a specific Tutorial time for this course via the Online Registration system. Refer to http://www.newcastle.edu.au/study/enrolment/regdates.html
NB: Registrations close at the end of week 2 of semester. When you log in to myHub and select "My Schedule and Enrolment", you will be asked to choose your courses and the associated classes such as tutorials, laboratories, practicals etc. Then check your "Weekly Schedule" and myHub will show you your timetable for each week. Studentmail and Blackboard: Refer to www.blackboard.newcastle.edu.au/ This course uses Blackboard and studentmail to contact students, so you are advised to keep your email accounts within the quota to ensure you receive essential messages. To receive an expedited response to queries, post questions on the Blackboard discussion forum, or if emailing staff directly use the course code in the subject line of your email. Students are advised to check their studentmail and the course Blackboard site on a weekly basis. Important Additional Information Details about the following topics are available on your course Blackboard site. Written Assignment Presentation and Submission Details Online copy submission to Turnitin Penalties for Late Assignments Special Circumstances No Assignment Re-submission Re-marks & Moderations Return of Assignments Preferred Referencing Style Student Representatives Student Communication Essential Online Information for Students

IMPORTANT UNIVERSITY INFORMATION

This information is now available to students via the For Students tab within every Blackboard account. The modules within this tab include: Student Services Learning Development Assessment and Exam Information Academic Integrity Rules Governing Awards and Programs Complaints Further information is available within the Course Outline Policy and Procedure. Course Outlines Policy [000937] Course Outlines Procedure [000938]

School of Humanities and Social Science

Academic Integrity
Integrity, honesty, and a respect for knowledge and truth are the bases of all academic endeavours in teaching, learning and research. To preserve the quality of learning, both for the individual and for others enrolled, the University imposes severe sanctions on activities that undermine academic integrity. There are two major categories of academic dishonesty: (A) Academic Fraud, in which a false representation is made to gain an unjust advantage by, for example, the falsification of data reusing ones own work that has been submitted previously and counted towards another course (without permission) misconduct in Examinations (B) Plagiarism, which is the presentation of the thoughts or works of another as one's own. Plagiarism includes copying, paraphrasing, or using someone elses ideas without appropriate acknowledgement failure to identify direct quotation through the use of quotation marks working with others without permission and presenting the resulting work as though it were completed independently. Please note that aiding another student to plagiarise (e.g. by lending assignments to other students) is also a violation of the Plagiarism Policy and may invoke a penalty. For further information on the University policy on plagiarism, please refer to the Policy on Student Academic Integrity at the following link - http://www.newcastle.edu.au/policylibrary/000608.html

Penalties for Late Assignments

Assignments submitted after the due date, without an approved extension of time will be penalised by the reduction of 5% of the possible maximum mark for the assessment item for each day or part day that the item is late. Weekends count as one day in determining the penalty. Assessment items submitted more than ten days after the due date will be awarded zero marks. Refer to Guide to the Assessment Policies and Procedures of the University of Newcastle Guideline 000779 available @ http://www.newcastle.edu.au/policylibrary/000779.html (section 6.8.2.ix) Refer to Rules Governing the Administration of Assessment Items - Rule 000113 available @ http://www.newcastle.edu.au/policylibrary/000113.html (section 18)

Special Circumstances
Students wishing to apply for Special Circumstances or Extension of Time should apply online. Refer to Special Circumstances Affecting Assessment Items - Procedure 000641 available @ http://www.newcastle.edu.au/policylibrary/000641.html

No Assignment Re-submission
Students who have failed an assignment are not permitted to revise and resubmit it in this course. However, students are always welcome to contact their Tutor, Lecturer or Course Coordinator to make a consultation time to receive individual feedback on their assignments.

Re-marks & Moderations

A student may only request a re-mark of an assessment item before the final result - in the course to which the assessment item contributes - has been posted. If a final result in the course has been posted, the student must apply under Refer to Procedures for Appeal Against a Final Result @ http://www.newcastle.edu.au/study/forms/ Students concerned at the mark given for an assessment item should first discuss the matter with the Course Coordinator. If subsequently requesting a re-mark, students should be aware that as a result of a
School of Humanities and Social Science

re-mark the original mark may be increased or reduced. The case for a re-mark should be outlined in writing and submitted to the Course Coordinator, who determines whether a re-mark should be granted, taking into consideration all of the following: 1. whether the student had discussed the matter with the Course Coordinator 2. the case put forward by the student for a re-mark 3. the weighting of the assessment item and its potential impact on the students final mark or grade 4. the time required to undertake the re-mark 5. the number of original markers, that is, a) whether there was a single marker, or b) if there was more than one marker whether there was agreement or disagreement on the marks awarded. A re-mark may also be initiated at the request of the Course Coordinator, the Head of School, the School Assessment Committee, the Faculty Progress and Appeals Committee or the Pro Vice-Chancellor. Remarks may be undertaken by: 1. the original marker; or 2. an alternate internal marker; or 3. an alternate external marker (usually as a consequence of a grievance procedure). Moderation may be applied when there is a major discrepancy (or perceived discrepancy) between: 1. the content of the course as against the content or nature of the assessment item(s) 2. the content or nature of the assessment item(s) as against those set out in the Course Outline 3. the marks given by a particular examiner and those given by another in the same course 4. the results in a particular course and the results in other courses undertaken by the same students. For further detail on this University policy refer to Re-marks and Moderations - Procedure 000769 available @ http://www.newcastle.edu.au/policylibrary/000769.html

Preferred Referencing Style

In this course, it is recommended that you use the use the Harvard in-text referencing system (similar to the APA system) for referencing sources of information used in assignments. Inadequate or incorrect reference to the work of others may be viewed as plagiarism and result in reduced marks or failure. An in-text citation names the author of the source, gives the date of publication, and page number(s), in parentheses (eg, Smith 2005: 41). At the end of the paper, a list of references provides publication information about the source; the list is alphabetised by authors' last names (or by titles for works without authors). For further information on referencing and general study skills refer to: Infoskills available @ www.newcastle.edu.au/services/library/tutorials/infoskills/index.html Referencing (citing) your information sources @ http://libguides.newcastle.edu.au/referencing

Student Representatives
Student Representatives are a major channel of communication between students and the School. Contact details of Student Representatives can be found on School websites. Refer to Information for Student Representatives on Committees available @ http://www.newcastle.edu.au/service/committees/student_reps/index.html

Student Communication
Students should discuss any course related matters with their Tutor, Lecturer, or Course Coordinator in the first instance and then the relevant Discipline or Program Convenor. If this proves unsatisfactory, they should then contact the Head of School if required. Contact details can be found on the School website @ http://www.newcastle.edu.au/school/hss/

Essential Online Information for Students

Information on Class and Exam Timetables, Tutorial Online Registration, Learning Support, Campus Maps, Careers information, Counselling, the Health Service and a range of free Student Support Services is available @ http://www.newcastle.edu.au/currentstudents/index.html
School of Humanities and Social Science

Mobile Phone Policy

Please turn off all mobile phones in lectures and tutorials and remove them from the top of your desks. Please do not send text messages in lectures or tutorials. If you need to have your mobile on due to family sickness or emergency then PLEASE see the Lecturer before the class.

Lecture Overview
Week Date
Feb 29 March 7 March 14 March 21 March 28 April 4

Lecture Topic
Introduction to Course Competing Definitions and Ideologies of the Family A Sociological View of the Family Gender, Socialisation and the Social Construction of Childhood Australian Family Trends: Divorce, Fertility, Population and the Distribution of labour Family Violence

1 2 3 4 5 6

University Recess 2 weeks

7 8 9 10 11 12 13

April 18 April 25 May 2 May 9 May 16 May 23 May 30

Gay and Lesbian Families Aboriginal Families Online lecture Multicultural Families Children, Families and the Spectre of Economic Rationalism Children, Families and Social Inequality: The Role of the State Future Visions: Families, Intimacies and Social Change Revision of Course

School of Humanities and Social Science

Tutorial Outline
Week 1: Introduction and allocation of topics
In this tutorial you will meet your tutor and discuss the course expectations and reading requirements for each week. Each student will be allocated a tutorial question which they will prepare a brief 5 to 10 minute presentation on. Please refer to the Tutorial Assessment on page 13 of this course guide. *All students must read and reflect on the Main Tutorial Reading each week regardless of whether they are presenting or not. You need to come to class each week with something to contribute about the main readings. All Main Readings for each week are in the Course Reader.

Week 2: Competing Definitions and Ideologies of the Family

Main Tutorial Readings: Gilding, M. (1998) Australian Families: A Comparative Perspective, Longman; Melbourne, pp. 18-27 and 39-42. Baker, M. (2001) The Personal and Social World of Families, Families, Labour and Love, Allen and Unwin; Sydney, pp. 1-14. Tutorial Questions: 1. Discuss the three main ways in which sociologists have defined the family according to Gilding (1998) and the implications of each definition. 2. What does Bakers (2001) mean by the myth of the monolithic family, and how does that relate to academic and government definitions of the family. Further Reading: Baker, M. (2001) Families, Labour and Love, Allen and Unwin; Sydney. Bernardes, J. (1997) Family Studies, An Introduction, London; Routledge. Gilding, M. (1998) Australian Families: A Comparative Perspective, Longman; Melbourne. Leeder, E. (2004) The Family in Global Perspective: A Gendered Journey, Sage; London. Lindsay, J. and Dempsey, D. (2009) Families, Relationships and Intimate Life, Oxford University Press; Melbourne. Poole, M. (ed) (2005) Family: Changing Families, Changing Times, Allen and Unwin, Sydney. Ribbens McCarthy, J. and Edwards, R. (2011) Key Concepts in Family Studies, Sage, London. Van Krieken, R., Smith, P., Habibis, D., McDonald, K., Haralambos, M. and Holborm, M. (2005) Sociology: Themes rd and Perspectives, 3 edition, Sydney; Pearson.

Week 3: A Sociological View of the Family

Main Tutorial Readings: Poole, M. (2005) Understanding The Family: Ideals and Realities in M. Poole (ed) Family: Changing Families, Changing Times, Allen and Unwin; Sydney, pp. 20-42. Gilding, M. (1998) Australian Families: A Comparative Perspective, Longman; Melbourne, pp. 27-38. Tutorial Questions: 1. Critically evaluate the functionalist view of the family? 2. What are the central tenets of the feminist perspectives on the family? 3. Assess the materialist (Marxist) perspective on the family? Further Reading: Bernardes, J. (1997) Theorising Family Lives, in Family Studies: An Introduction, Routledge; London, pp.27-50. Baker, M. (2001) Conceptualising Families, in Families, Labour and Love, Allen and Unwin; Sydney, pp.69-89. Leeder, E. (2004) Theories on the Family, in The Family in Global Perspective: A Gendered Journey, Sage; London, pp.48-66. Lindsay, J. and Dempsey, D. (2009) Families, Relationships and Intimate Life, Oxford University Press, Melbourne, Chapters 1 and 4.
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Poole, M. (2005) Understanding the Family: Ideals and Realities in Family: Changing Families, Changing Times, Sydney; Allen and Unwin, pp. 20-42. rd Van Krieken, R. et al (2005) Sociology: Themes and Perspectives, 3 edition, Pearson; Sydney.

Week 4: Gender, Socialisation and the Social Construction of Childhood

Main Tutorial Reading: Connell, R. (2002) The Question of Gender, in Gender, Polity Press; Cambridge, pp.1-11. Wearing, B. (1996) Socialisation, in Gender: The Pain and Pleasure of Difference, Longman; Melbourne, pp.92113. Tutorial Questions: 1. Discuss some of the key issues outlined by Connell in understanding Gender. 2. What is meant by Simone de Beauvoirs famous phrase, One is not born, but rather becomes a woman? 3. If the above quote by Simone de Beauvoir is true, can we say the same about men. That is, we are not born but become men. Discuss this idea in reference to the ways in which masculinity and manhood are socially and culturally learned. 4. Discuss any two of the agents of socialisation outlined by Wearing. (ie, The family, the education system, the peer group, the workplace, the media, leisure). Further Reading: Connell, R. (2011) Confronting Equality, Gender, Knowledge and Global Change, Allen and Unwin; Sydney. Chapters 1 & 2. Farrell, B. (2004) Childhood, in S. Coltrane (ed), Family and Society: Classic and Contemporary Readings, Thomson/Wadsworth: California. Gillis, John (2003) Childhood and family time: a changing historical relationship, in A. Jensen & L. McKee (eds), Children and the Changing Family. Between transformation and negotiation, Routledge/Falmer; London & New York, pp.149-164. James, A., Jenks, C. and Prout, A. (1998) The sociological child in Theorizing Childhood, Teachers College Press, Columbia University; New York. Kinder, M. (1999) Introduction, in M. Kinder (ed.) Kids Media Culture, Duke University Press; Durham, NC, pp.128. Loolan, P. (2004) Crybabies and damaged children in P. Holland (ed) Picturing Childhood: The Myth of the Child in Popular Imagery, Tauris: London, pp.143-177.

Week 5: Australian Family Trends: Divorce, Fertility, Population and the Distribution of labour
Main Tutorial Readings: Baker, M. (2001) Families, Labour and Love, Allen and Unwin; Sydney, pp. 14-25, and pp. 148-154. Lindsay, J and Dempsey, D. (2009) Separation, Divorce and Reconstituted Families,.Families, Relationships and Intimate Life, Oxford University Press; Melbourne, pp.180-196. Tutorial Questions: 1. Discuss the significance of the following family trends: rising life expectancy and fertility? What factors do you think contribute to the declining birth rate? 2. What factors have led to the increase of female participation in the workforce? 3. Discuss the impact of divorce and separation on mothers, fathers and children? 4. What social factors have contributed to divorce rates? Further Reading: Baker, M. (2001) Separation, Divorce and Remarriage, in Families, Labour and Love, Allen and Unwin; Sydney, pp. 176-207. Clarke-Stewart, A. and Brentano, C. (2006) Divorce: Causes and Consequences, Yale University Press; New Haven. Day Sclater, S. and Pipe, C. (1999) Undercurrents of Divorce, Ashgate Publishers; Aldershot.
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De Vaus, D. (2004) Divorce and Separation, in Diversity and Change in Australian Families, Statistical Profiles, Australian Institute of Family Studies, Melbourne, pp. 210-232. Available @ http://www.aifs.gov.au/institute/pubs/diversity/main.html Pocock, B. (2003) The Work/Life Collision, The Federation Press; Sydney. Poole, M. (2005) Changing Families, Changing Times in Family: Changing Families, Changing Times, Allen and Unwin; Sydney, pp.1-20. Sarantakos, S. (1996) Modern Families: An Australian Text, Macmillan; Melbourne. Chapter 3 and Chapter 11. st Summers, A. (2003) The Breeding Creed in The End of Equality: Work, Babies and Womens Choices in 21 Century Australia, Random House; Sydney, pp.229-258.

Week 6: Family Violence

Main Tutorial Reading: Poole, M. (2005) Violence in Family: Changing Families, Changing Times, Sydney, Allen and Unwin, pp.199-222. Tutorial Questions: 1. What are the features of family violence? 2. How do different theories explain the causes of family violence? 3. Discuss the impact of domestic violence on children? 4. Why is family violence largely a male phenomenon? Discuss in relation to ideas of masculinity. Further Reading: Edleson, J. (2006) Emerging Responses to Children Exposed to Domestic Violence, VAWnet, The National Online Resource Centre on Violence Against Women. Available @ http://new.vawnet.org/category/Main_Doc.php?docid=585 Hague, G. and Malos, E. (2005) Domestic Violence: Action For Change, New Clarion Press; Cheltenham. Crawford, V. and Neville, M. (2004) Domestic Violence, Legal Information Access Centre; Sydney. Kitzinger, J. (1997) Who are you kidding? Children, power and the struggle against sexual abuse, in A. James and A. Prout (eds) Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood, RoutledgeFalmer; New York, pp. 165-189 Kovacs, K. and Tomison, A. (2003) An analysis of current Australian program Initiatives for children exposed to domestic violence, Australian Journal of Social Issues, Vol 38, No 4, pp.513-539. Lindsay, J and Dempsey, D. (2009) Violence and Intimate Relationships, in Families, Relationships and Intimate Life, Oxford University Press; Melbourne. McKie, L. (2005) Families, Violence and Social Change, Open University Press; Berkshire. Mullender, A. (ed) (2002) Children's Perspectives on Domestic Violence, Sage; London. Sarantakos, S. (1996) Family Violence: spouse abuse in Modern Families: An Australian Text, Macmillan; Melbourne.

Week 7: Gay and Lesbian Families

Main Tutorial Readings: Vivien, R. and Gregory, R. (2001) School Experiences of the Children of Lesbian and Gay Parents, Family Matters, No 28, pp.1-10. Weeks, J., Heaphy, B., and Donovan, C. (2001) Same Sex Intimacies: Families of Choice and other Life Experiments, London; Routledge, pp.1-6 and 156-179. Tutorial Questions: 1. Discuss some of the issues identified by Vivien and Gregory (2001) concerning children of gay and lesbian families? 2. Discuss some of the issues concerning parenting in non heterosexual relationships? 3. What is meant by the terms heterosexism and heterosexual privilege? In what ways do they reinforce the discrimination and marginalisation of gay and lesbian people? 4. In what ways can the opposition to gay marriage be seen as a form of homophobia?
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Further Reading: Bozett, W. and Sussman, M. (eds) (1990) Homosexuality and Family Relations, Harrington Park Press; New York. Garner, A. (2004) Families Like Mine: children of gay parents tell it like it is, Harper Collins; New York. Goss, R. and Strongheart, A.S.S. (eds) Our Families, Our Values: Snapshots of Queer Kinship, The Hawthorn Press; New York. Kendall, C. and Sidebotham, N. (2004) Homophobic Bullying in Schools: Is there a Duty of Care? Australian and New Zealand Journal of Law and Education, Vol. 9, No1, pp.71-94. Available @ http://www.anzela.edu.au/index.php?option=com_content&task=view&id=53&Itemid=28 Lehmann, J. (ed) (2001) The Gay and Lesbian Marriage & Family Reader, University of Nebraska Press; Nebraska. Lindsay, J and Dempsey, D. (2009) Families, Relationships and Intimate Life, Oxford University Press, Melbourne. Millbank, J. (2003) From here to maternity: a review of the research on lesbian and gay families, Australian Journal of Social Issues, Nov 2003, Vol. 38, No. 4, pp. 541-600. Robinson, K. (2002) Making the Invisible Visible: Gay and Lesbian Issues in Early Childhood, Contemporary Issues in Early Childhood, Vol. 3, pp.415-434.

Week 8: Aboriginal Families

Main Tutorial Readings: Edwards, C. (1982) Is The Ward Clean? in B. Gammage and A. Markus (eds) All That Dirt, Aborigines 1938, Canberra, ANU History Project Incorporated, pp.1-6. Haebich, A. (2000) Broken Circles: Fragmenting Indigenous Families 1800-2000, Fremantle, Fremantle Arts Centre Press, pp.37-64. Tutorial Questions: 1. Discuss the life of Jane King against a backdrop of assimilation policies? How did assimilation policy shape her identity and life course? 2. What historical lessons can be illuminated by an examination of the life and death of Warren Braedon? 3. What is the difference between individual and institutional racism? How has racism effected the family life of Indigenous Australians? Further Reading: Bessarab, D. (1999) Working with Aboriginal families: a cultural approach, in W. Weeks & M. Quinn (eds) Issues rd Facing Australian Families, 3 edition, Longman; Melbourne, Haebich, A. (2000) A Boys Short Life in Broken Circles: fragmenting indigenous families, 1800-2000. Fremantle Arts Centre Press; Fremantle, pp.17-64. Kociumbas, J. (1997) Where are my first-born? Aboriginal children in Australian Childhood, a History, Allen & Unwin: St Leonards, pp.1-20. Link Up (NSW) and Wilson, T.J. (1997) In The Best Interest Of The Child? Stolen Children: Aboriginal pain/White shame, Canberra, Aboriginal History Monograph 4. Lindsay, J. and Dempsey, D. (2009) Families, Relationships and Intimate Life, Oxford University Press; Melbourne, Mellor, D. and Haebich, A. (eds) (2002) Many Voices: Reflections on Experiences of Indigenous Separation, National Library of Australia; Canberra. Scheppers, A. (1994) Working with Aboriginal children and their families, in F. Briggs (ed) Children and Families: Australian Perspectives, Allen & Unwin; St Leonards.

Week 9: Multicultural Families

Main Tutorial Readings: Quinn, M. (2001) Working with Australian Families: Towards Anti-Racist and Culturally Affirming Practices in W, rd Weeks & M, Quinn (eds) Issues Facing Australian Families: Human Services Respond, 3 edition, Longman; Melbourne, pp.101-118. nd Hollinsworth, D (1998) Post-War Immigration and Racism, in Race and Racism in Australia, 2 edition, Social Science Press; Sydney, pp. 224-255.
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Tutorial Questions: 1. Multiculturalism can be viewed at a number of levels: a) as government policy, and b) as population reality of contemporary Australian Society. Discuss. 2. What is meant by racism, culture and ethnicity? Are Australians of English, Irish, Scottish heritage an ethnic group? 3. Discuss the concepts of anti-racism in policy and practice? 4. What is meant by the concept of white privilege? How does it perpetuate the otherness of non AngloSaxon Australians? Further Reading: Docker, J. & Fisher, G. (eds) (2000) Race, Colour and Identity in Australia and New Zealand, UNSW Press; Sydney. Gray, K.M. (2009) Bananas, Bastards and Victims?: Australian Intercountry Adoptees and Cultural Belonging, VDM Verlag Publishers; Saarbrucken, Germany, Gray, K. (2009) Australian intercountry adoptees' diverse experiences returning to the 'homeland, in C. Spark and D. Cuthbert (eds) Other People's Children: Adoption in Australia, Australian Scholarly Publishing; Melbourne, pp. 222-240. Lindsay, J and Dempsey, D. (2009) Families, Relationships and Intimate Life, Oxford University Press; Melbourne. Penny, J. & Khoo, S. (1996) Intermarriage: A Study of Migration and Integration. AGPS; Canberra. Said, E. (1978) Orientalism, Vintage Books; New York. Jupp, J. (1996) Understanding Australian Multiculturalism, Bureau of Immigration, Multicultural and Population Research, AGPS; Canberra. Vasta, E. and Castles, S. (eds) (1996) The Teeth Are Smiling: The persistence of racism in Multicultural Australia, Allen and Unwin; Sydney.

Week 10 Children, Families and the Spectre of Economic Rationalism

Main Tutorial Readings: Zajdow, G. (2005) Families and economies: What counts and what doesnt? in M, Poole (ed) Family: Changing Families, Changing Times, Allen and Unwin; Sydney, pp. 88-112. Pusey, M. (2003) Working Families Struggling with the cost of Reform, in The Experience of Middle Australia: The Dark Side of Economic Reform, Cambridge University Press; Cambridge, pp. 76-83. Tutorial Questions: 1. What pressures have economic reforms placed upon families? 2. How do experiences of these economic changes differ on the basis of social class, gender, and generation/age? 3. What view of the family is advocated by economic rationalism? st 4. Why are children in the 21 century referred to as the consumer generation? Further Reading: Bittman, M. and Pixley, J. (1997) Economics, breadwinning and family relations, in The Double Life of the Family, Allen and Unwin; Sydney. Connell, R. (2011) The Neoliberal Parent: Mothers and Fathers in Market Society, in Confronting Equality, Gender, Knowledge and Global Change, Allen and Unwin, Sydney, pp. 41-57. Langer, B. (2005) Children: The Consumer Generation in M. Poole (ed) Family: Changing Families, Changing Times, Allen and Unwin; Sydney, pp. 155-179. Manne, R. And McKnight, D. (eds) (2010) Goodbye To All That? On The Failure of Neo-Liberalism and the Urgency of Change, Black Inc Books; Melbourne. Chapters by Pusey and Manne. Pusey. M. (1999) The impact of economic restructuring on women and families, in L. Hanncock (ed) Women, Public Policy and the State, Macmillan; Melbourne. Pusey, M. (2003) The Experience of Middle Australia The Dark Side of Economic Reform, Cambridge University Press, Cambridge. In particular Chapter 4, Working Families: struggling with the costs of reform.

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Week 11: Children, Families and Social Inequality: The Role of the State
Main Tutorial Readings: st nd Jamrozik, A. (2005) Social Policy in the Post-Welfare State: Australian Society in the 21 Century, 2 edition, Longman; Sydney, pp. 7-11, 114-121 and 129-134. Saunders, P. (2005) The Consequences of Poverty, in The Poverty Wars, UNSW Press; Sydney, pp.102-129. Tutorial Questions: 1. What is meant by the post-welfare state? 2. Discuss the dimensions of inequality in Australia. How do they impact on children and families? 3. Is poverty an individual attribute or a structural problem? 4. According to Saunders (2005) what are the consequences of living in poverty? How does this affect children and family life? Further Reading: Bittman, M. and Pixley, J. (1997) The greatest welfare system ever devised, in The Double Life of the Family, Allen and Unwin; Sydney. Fincher, R. and Nieuwenhuysen, J. (1998) Australian Poverty: Then and Now, Melbourne University Press; Melbourne. Fincher, R. and Saunders, P. (eds) (2001) Creating Unequal Futures? Rethinking Poverty, Inequality and Disadvantage, Allen and Unwin; Sydney. st Jamrozik, A. (2005) Families and Children, in Social Policy in the Post-Welfare State: Australian Society in the 21 Century, Longman; Sydney. Taylor, J. (2002) Unemployment and Family Life in P. Saunders and R. Taylor (eds) The Price of Prosperity, The Economic and Social Costs of Unemployment, UNSW Press; Sydney, pp.65-85. rd Weeks, W, and Quinn, M, (eds) (2000) Issues Facing Australian Families, 3 edition, Longman; Melbourne.

Week 12: Future Visions: Families, Intimacies and Social Change

Main Tutorial Readings: Lindsay, J. and Dempsey, D. (2009) Conclusion: New families, New Relationships, in Families, Relationships and Intimate Life, Oxford University Press; Melbourne, pp. 230-233. Baker, M. (2001) The Future of Family Life, in Families, Labour and Love, Allen and Unwin; Sydney, pp. 228-245. Jamieson, L. (2002) Intimacy Transformed? in S. Jackson & S. Scott (eds) Gender: A Sociological Reader, Routledge; London, pp.259-267. Tutorial Questions: 1. Discuss the future trends in families as outlined by Baker in reference to any three of the following, intimate relationships outside marriage, the future of marriage, the future of gender relations, the future of parenting and Midlife? How conceivable do you think these suggested trends might be? 2. Discuss some of the issues of the ageing population and its impact on family life. 3. How might we define pure relationships and in what ways has intimacy been transformed in the 21 Century? Further Reading: Baker, M. (2001) Families, Labour and Love, Allen and Unwin; Sydney, pp. 90-117. Bittman, M. and Pixley, J. (1997) The Rise of Intimacy, in The Double Life of the Family, Allen and Unwin; Sydney. Duncombe, J. and Marsden, D. (1999) Love and Intimacy: The Gender Division of Emotion and Emotion Work: a neglected aspect of sociological discussion of heterosexual relationships, in G. Allan (ed) The Sociology of the Family: A Reader, Blackwell Publishers; Oxford, pp.91-110. Dozier, R. and Schartz, P. (2001) Intimate Relationships in J. Blau (ed) The Blackwell Companion to Sociology, Blackwell Publishing; Oxford, pp.114-127. Giddens, A. (1997) The transformation of intimacy: sexuality, love and eroticism in modern societies, Polity Press; Cambridge. Giddens, A. (2005) The Theory and Practice of the Pure Relationship in A. Cherlin (ed) Public and Private Families: A Reader, McGraw Hill; New York.
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Lindsay, J. and Dempsey, D. (2009) Ageing, Care and Intergenerational Relationships, in Families, Relationships and Intimate Life, Oxford University Press; Melbourne. Jamieson, L. (1998) Intimacy, Polity Press; Cambridge.

Week 13: Revision

Essential Criteria in Assessment

This course contains compulsory components or assessment items that must be satisfactorily completed in order for a student to receive a pass mark or better for the course. These essential elements are described in the CTS. Refer - http://www.newcastle.edu.au/policylibrary/000648.html

Tutorial Presentations Due throughout semester Worth 20%

Each student will be allocated a tutorial question which they will prepare a brief 5 to 10 minute presentation on. Each presentation should be accompanied by a 1 page handout to all students in your tutorial class. The handout can be a summary of your presentation, or key points, or a table, or newspaper article, or any other relevant information pertaining to your topic. The handout represents the 500 word summary that is expected as part of the presentation.
The essay must include at least two additional references to the Main Readings for that week. The two additional references must be either academic journal articles or books. The two additional references can be chosen from the Further Readings section or you may choose to find other references from the library. Students are allowed to use internet sources or newspaper articles but these must be in addition to the two references. The essay should be properly referenced using the Harvard system of referencing. The essay should include a bibliography. Always write the Essay question at the beginning of your essay.

Minor Essay Due week following tutorial presentation and based on the tutorial question 1000-1500 words Worth 20%

Important Notice: Tutorial essays must be handed in to your tutor in the tutorial class on the due date and not at the student Hub.

Tutorial attendance, participation and contribution Worth 10% Formal 2 hour examination Worth 50%

Based upon evidence of completion of assigned reading tasks, informed discussion on weekly topics, ability to present opinions relevant to critical analysis of the reading set for each week. All students must read and reflect on the Main Tutorial Reading each week regardless of whether they are presenting or not. You need to come to class each week with something to contribute about the main readings.

At the end of the Semester, in the Examination period, there will be a 2 hour multiple choice exam based on the material covered in the Book of Readings and lectures.

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Written Assignment Presentation and Submission Details Students are required to submit assessment items by the due date. Late assignments will be subject to the penalties described below. Hard copy submission: Type your assignments: All work must be typewritten in 12 point black font. Leave a wide margin for markers comments, use 1.5 or double spacing, and include page numbers. Word length: The word limit of all assessment items should be strictly followed 10% above or below is acceptable, otherwise penalties may apply. Proof read your work because spelling, grammatical and referencing mistakes will be penalised. Staple the pages of your assignment together (do not use pins or paper clips). University Assessment Item Coversheet: All assignments must be submitted with the University coversheet available at: http://www.newcastle.edu.au/study/forms/

All Essays for SOCA1040 should be submitted directly to your tutor in the tutorial class and will be returned to you by your tutor in the tutorial class

Do not fax or email assignments: Only hard copies of assignments will be considered for assessment. Inability to physically submit a hard copy of an assignment by the deadline due to other commitments or distance from campus is an unacceptable excuse. Keep a copy of all assignments: It is the students responsibility to produce a copy of their work if the assignment goes astray after submission. Students are advised to keep updated back-ups in electronic and hard copy formats.

Online copy submission to Turnitin In addition to hard copy submission, students are required to submit an electronic version of their essay to Turnitin via the course Blackboard website available @ www.blackboard.newcastle.edu.au/ Prior to final submission, all students have the opportunity to submit one draft of their assignment to Turnitin to self-check their referencing. Assignments will not be marked until both hard copy and online versions have been submitted. Marks may be deducted for late submission of either version. Your Essay must score a familiarity rate of under 20%

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Websites
Australian Bureau of Statistics, Children and Youth http://www.abs.gov.au/Websitedbs/c311215.nsf/20564c23f3183fdaca25672100813ef1/35f3e8ef ed45ce47ca256de2008194bd!OpenDocument Australian Bureau of Statistics, Family and Community Statistics http://www.abs.gov.au/websitedbs/c311215.nsf/22b99697d1e47ad8ca2568e30008e1bc/f01de1 4b31b9fc0dca2568f2001fcdb2!OpenDocument Australian Centre for the Study of Sexual Assault http://www.aifs.gov.au/acssa/index.html Australian Domestic and Family Violence Clearing House http://www.austdvclearinghouse.unsw.edu.au/ Australian Government, Australian Institute of Health and Welfare: A Picture of Australias Children http://www.aihw.gov.au/publications/index.cfm/title/10127 Australian Government, Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) http://www.facsia.gov.au/ Australian Institute of Family Studies http://www.aifs.gov.au/institute/research/researchplan2008.html http://www.aifs.gov.au/institute/pubs/fammats.html Childrens Rights International http://www.childjustice.org/html/index.htm Childrens Services, NSW http://www.csnsw.org.au/ Communities and Families Clearinghouse Australia http://www.aifs.gov.au/cafca/index.html Family Assistance Office http://www.familyassist.gov.au/ Family Court of Australia http://www.familycourt.gov.au/ Family Planning NSW http://www.fpahealth.org.au/ Family Relationships Online http://www.familyrelationships.gov.au/ Murdoch Childrens Research Institute http://www.mcri.edu.au/ National Child Protection Clearinghouse http://www.aifs.gov.au/nch/index.html New South Wales Commission for Children and Young People http://www.kids.nsw.gov.au/ Northern Territory Government, Inquiry into the Protection of Aboriginal Children from Sexual Abuse http://www.nt.gov.au/dcm/inquirysaac/ Raising Children Network http://raisingchildren.net.au/

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