57062 Social Change
UTS: Communication: Social and Political ChangeCredit points: 8 cp
Result Type: Grade and marks
Handbook description
The focus of this subject is on theorising and debating collective action and the subject is organised around three theoretical strands in social movement theory: political process models, 'new social movement' post-Marxist approaches, and neo-Marxist interpretations. These three perspectives offer contrasting interpretations of social movements. The subject begins with discussion of definitions, methodologies and historical contexts to help narrow the focus on collective action. This is followed by theoretical debate, outlining the three approaches to understanding social movements. Understanding of the theories is then deepened with analysis of cross-movement themes – questions of globalisation, redistribution/recognition and identification. This leads into discussion of cases, with discussion of movements centred on the state, communities and corporations. The course ends with some discussion of the Australian context.
Subject objectives/outcomes
On completion of this subject students are expected to be able to:
- engage in theoretical debates, and to deploy theory to drive presentations and seminar discussions
- have a capacity for theoretically-informed research on collective action through in-depth discussion of case studies
- conduct research into secondary sources, summarise these sources and lead discussions on them.
Contribution to graduate profile
This subject will:
- enhance student capacity to evaluate theoretical claims and address strategic questions through in-depth research and analysis
- contribute to the development of theoretical knowledge in social inquiry
- contribute to the development of critical thinking, analytical skill and research capacity
- contribute to the development of ethical behaviour and practice
- contribute to an appreciation of the importance of theory in understanding social and political life
- contribute to the development of critical understanding of international processes
- open up new perspectives on political life, widening horizons, facilitating greater commitment to lifelong learning.
Teaching and learning strategies
Students are offered a series of seminars for discussion and debate. Required readings help to guide these seminars. Students prepare a seminar paper and presentation, comment on each others papers online, and write a research essay.
Content
What produces social change? The question hangs over much of social inquiry, both in theory and practice. This subject surveys contending approaches, evaluating theories, with a view to gleaning conceptual tools and mechanisms for in-depth analysis. The subject evaluates various forces for social change – from institutions to interests, from ideas to feelings. It questions the origins and dynamics of social change in the depths of historical experience. It seeks to develop transformative theory for contemporary contexts, and inspire present-day sociological imagination.
The subject is organised around a number of strands in social change theory, offering contrasting interpretations. The subject begins with discussion of definitions, methodologies and historical contexts, to help narrow the focus. This is followed by several weeks of theoretical debate, outlining a series of distinct theoretical approaches and conceptual tools for understanding social change. Possible fields of inquiry include historical sociology, political sociology, political geography, feminist sociology, international relations, political ecology, political communication. The week-by-week subject outline is available in Week 1.
Assessment
Assessment item 1: Seminar Paper and Presentation
| Objective(s): | a, c |
| Weighting: | 30% |
| Length: | 2,000 words (max) |
| Task: | Each student prepares a seminar paper and presentation one of the weekly topics. All students read the readings for each week; the presenter reads additional material and prepares a short paper of up to 2,000 words, with bibliographic details, for e-distribution, presentation and discussion in class. This should be a statement of the key issues in the readings, citing examples, with a set of focus points or questions to provoke discussion and comment about issues arising from the readings. In addition the presentation may draw information from newspaper articles, magazine articles, academic articles or books; it must contain details of sources. The Presenter posts this paper on UTS Online one week prior to the seminar, and uses it as the basis for seminar discussion, leading debate for about an hour. |
| Assessment criteria: | Evidence of having read the set readings carefully and thoughtfully; identification of the issues raised; salient focus points/questions for discussion. |
Assessment item 2: Online Commentaries
| Objective(s): | a, c |
| Weighting: | 20% |
| Length: | 200 words (max) |
| Task: | Short commentaries of up to 200 words on each of the six student seminar papers pre-distributed via UTS Online (see assessment item 1) |
| Assessment criteria: | Students are expected to demonstrate active engagement with the subject texts, through contributions to on-line and in-class debates. |
Assessment item 3: Research Essay
| Objective(s): | b |
| Weighting: | 50% |
| Length: | 3,000 words (max) |
| Task: | A research essay analysing case studies, evaluating existing and alternative approaches and frameworks for social change. Students focus on at least one form of social change to debate some of the theoretical concerns of the course. The essay should be no longer than 3000 words |
| Assessment criteria: | as follows (xxxx = most important):
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Minimum requirements
Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.
Indicative references
These appear in the detailed Subject Outline which will be handed out in class.
