SOCI 2013EX - Public Scandals and Moral Panics II

External - Semester 2 - 2017

Media attention is regularly focused on individuals and/or groups who flout societal norms and/or advocate for change. In this course we explore the way these challenges are framed particularly within mass mediated public discussion and by using a sociological lens (scandal, moral panic, stigma and risk). Case studies include: terrorism, surveillance of civilians, gay marriage, drugs in sport, border protection, climate change, assisted reproduction and the application of gene technology. The course utilises contemporary sociological and gender studies approaches to analyse these and other public issues. In particular students will investigate the ways in which gender, sexuality, religion, ethnicity and class are mobilised within morally charged discourses (for example, surrogacy, abortion and same sex parenting) as well as in more objectively based concerns such as global warming. The course provides the opportunity to collaborate in small groups while learning how to apply social theory. Considerable student choice is available for the topic of the research assignment.

  • General Course Information
    Course Details
    Course Code SOCI 2013EX
    Course Public Scandals and Moral Panics II
    Coordinating Unit Gender Studies and Social Analysis
    Term Semester 2
    Level Undergraduate
    Location/s External
    Units 3
    Contact Up to 3 hours per week online
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of Level 1 undergraduate study
    Incompatible GSSA 2109/EX, GSSA 3005/EX, SOCI 2013EX, SOCI 3011/EX
    Course Description Media attention is regularly focused on individuals and/or groups who flout societal norms and/or advocate for change. In this course we explore the way these challenges are framed particularly within mass mediated public discussion and by using a sociological lens (scandal, moral panic, stigma and risk). Case studies include: terrorism, surveillance of civilians, gay marriage, drugs in sport, border protection, climate change, assisted reproduction and the application of gene technology. The course utilises contemporary sociological and gender studies approaches to analyse these and other public issues. In particular students will investigate the ways in which gender, sexuality, religion, ethnicity and class are mobilised within morally charged discourses (for example, surrogacy, abortion and same sex parenting) as well as in more objectively based concerns such as global warming. The course provides the opportunity to collaborate in small groups while learning how to apply social theory. Considerable student choice is available for the topic of the research assignment.
    Course Staff

    Course Coordinator: Dr Erica Millar

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    On successful completion of this course students will be able to:

    Understanding of several key concepts in sociology and their application to contemporary events in Australian society; 

    Understanding of the role the media plays in fomenting moral panics in Australian society. Critically analyse and apply different methodological approaches to research; 

    Understanding of the way in which laws are made in response to moral panics; 

    Ability to prepare and deliver coherently and logically argued writing; 

    Ability to engage productively and respectfully with their peers;

    Confidently engage with unfamiliar texts; 

    Ability to seek a range of resources available to support critical writing and research

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,3,6,7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1,2,3,6,7
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4,5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,4,5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Throughout the semester students will be required to attend a 1 hour lecture and 2 hour tutorial each week. Each tutorial has a mixture of open discussion and structured activities. The teaching and learning also involves a number of contemporary media to provide further avenues for discussion of key themes.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    WORKLOAD

    TOTAL HOURS

    1 * 2-hour online participation l per week

    20 hours per semester

    1 * 1-hour lecture per week

    10 hours per semester

     4 hours reading per week

     40

     5 hours research per week 

    60

     2 hours assignment preparation per week 

     24

     Communication with group for WIKI

     2

     

     TOTAL = 156 hours per semester 

    Learning Activities Summary

    WEEK

    LECTURE TOPIC

    1

    Introduction

    2

    Moral Panic Theory

    Workshops: Introductions and Presentation Signup

    3

    The Media

    Case Study: ‘Ethnic Gangs’

    4

    Foucault

    Case Study: Children and Sex

    5

    Settler Colonialism

    Case Study: ‘NT Intervention’

    6

    Race & Ethnicity

    Case Study: Asylum Seekers

    7

    Religion

    Case Study: Muslim Others

     

    8

    Class

    Case Study: The ‘obesity epidemic’

    9

    Gender

    Case Study: Abortion

    10

    Sex & Sexuality

    Case Study: Sexting and Sex Scandals

    11

    Student Consultations

    12

     

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    ASSESSMENT TASK

    TASK TYPE

    WEIGHTING

    COURSE LEARNING OUTCOME(S)

    1000 word essay

    Formative and Summative

    25 %

    1, 4, 6

    Tutorial Attendance & Participation

    Formative and Summative

    10 %

    1, 2, 3, 5, 6

    Online presentation (wiki)

    Formative and Summative

    20 %

    1, 4, 5, 6, 7

    2000 word essay

    Summative

    45 %

    1, 2, 3, 4, 6, 7

    Assessment Detail
    1000 Word Essay: students will be required to write a 1000 word essay on the sociological definition of ‘Moral Panic’. - 25 % weighting.

    Online tutorial participation: students are expected to attend tutorials, demonstrate that they have read at least one of the set readings, contribute to discussion based on the set readings, and engage in class activities. – 10 % weighting.

    Online presentation: students must work in groups to create a MyUniWiki and pose questions to the Discussion Board Group in order to stimulate discussion. – 20 % weighting.

    Research Report: students must write a 2000 word essay on a specific public scandal or moral panic. – 45 % weighting.
    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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