Course Outline
ENP300 Culture and Identity for Just Cities
Course Coordinator:Greg Mews (gmews@usc.edu.au) School:School of Law and Society
2024Semester 1
UniSC Sunshine Coast |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
What is this course about?
Description
In this advanced course you will gain deeper knowledge on theory and concepts related to culture and identity for just cities. You will explore and uncover knowledge in interactive hands-on exercises that are rooted in foundational insights on a range of modules and themes such as human rights, ethnicity, indigenous perspectives and decolonising design. Alignment between progressive thinking and doing will set you up on a pathway in which you can approach complex problems in planning and design practice towards contributing to the realisation of the seven generation civics.
How will this course be delivered?
| Activity | Hours | Beginning Week | Frequency |
| Blended learning | |||
| Tutorial/Workshop 1 – On campus tutorial | 2hrs | Week 1 | 13 times |
| Learning materials – 5 modules over the period of 13 weeks | 1hr | Week 1 | 13 times |
Course Topics
- Indigenous and first nations perspectives
- Ethnicity
- Human rights
- Decolonising design for just cities
- Right to the City
- Urban sociology
- Social and cultural planning
- Critical anthropology
What level is this course?
300 Level (Graduate)
What is the unit value of this course?
12 units
How does this course contribute to my learning?
| Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Education for Sustainable Development Goals | |
| 1 | Identify and interpret knowledge associated with spatial justice in the context of culture and identity in cities. |
Knowledgeable Empowered Ethical |
1, 2, 3, 4, 5, 9, 10, 11, 16 |
| 2 | Outline theory, concepts and the need for and use of qualitative and post-qualitative data to decolonise professional planning and design practices by examining the implementation of current strategies. |
Knowledgeable Creative and critical thinker Empowered Ethical |
4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.2.2, 4.3.2, 4.3.4, 4.3.5, 4.1, 4.2 |
| 3 | Perform critical evaluation of contemporary practices and develop a strategy based on creative thinking and doing skills as well as collaborative learning on issues related to culture and identity in cities. |
Creative and critical thinker Empowered Ethical Engaged |
11
|
| 4 | Describe and reflect on personal values and professional practice to demonstrate a capacity to effectively communicate the subject matter. |
Ethical Engaged Sustainability-focussed |
1.1.4, 1.2.4, 3.2.4, 4.1.2 |
* Competencies by Professional Body
| CODE | COMPETENCY |
| Education for Sustainable Development Goals | |
| 1 | No poverty: End poverty in all its forms everywhere |
| 1.1.4 | The learner understands how extremes of poverty and extremes of wealth affect basic human rights and needs. |
| 1.2.4 | The learner is able to identify their personal experiences and biases with respect to poverty. |
| 2 | Zero Hunger: End hunger, achieve food security and improved nutrition and promote sustainable agriculture |
| 3 | Good Health and Well-being: Ensure healthy lives and promote well-being for all at all ages |
| 3.2.4 | The learner is able to create a holistic understanding of a life of health and well-being, and to clarify related values, beliefs and attitudes. |
| 4 | Quality Education: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all |
| 4.1.1 | The learner understands the important role of education and lifelong learning opportunities for all (formal, non-formal and informal learning) as main drivers of sustainable development, for improving people’s lives and in achieving the SDGs |
| 4.1.2 | The learner understands education as a public good, a global common good, a fundamental human right and a basis for guaranteeing the realization of other rights. |
| 4.1.3 | The learner knows about inequality in access to and attainment of education, particularly between girls and boys and in rural areas, and about reasons for a lack of equitable access to quality education and lifelong learning opportunities. |
| 4.1.4 | The learner understands the important role of culture in achieving sustainability. |
| 4.1.5 | The learner understands that education can help create a more sustainable, equitable and peaceful world. |
| 4.2.2 | The learner is able through participatory methods to motivate and empower others to demand and use educational opportunities. |
| 4.3.2 | The learner is able to promote gender equality in education. |
| 4.3.4 | The learner is able to promote the empowerment of young people. |
| 4.3.5 | The learner is able to use all opportunities for their own education throughout their life, and to apply the acquired knowledge in everyday situations to promote sustainable development. |
| 4.1 | Cognitive Learning objectives for “Quality Education” |
| 4.2 | Socio-emotional Learning objectives for “Quality Education” |
| 5 | Gender Equality: Achieve gender equality and empower all women and girls |
| 9 | Industry, Innovation and Infrastructure: Build infrastructure, promote inclusive and sustainable industrialization and foster innovation |
| 10 | Reduced Inequalities: Reduce inequality within and among countries |
| 11 | Sustainable Cities and Communities: Make cities and human settlements inclusive, safe, resilient and sustainable |
| 16 | Peace, Justice and Strong Institutions: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels |
Am I eligible to enrol in this course?
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Pre-requisites
Not applicable
Co-requisites
Not applicable
Anti-requisites
Not applicable
Specific assumed prior knowledge and skills (where applicable)
Not applicable
How am I going to be assessed?
Grading Scale
Standard Grading (GRD)
| High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Details of early feedback on progress
Formative feedback on academic progress progressively throughout the course
Assessment tasks
| Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
| All | 1a | Journal | Individual | 0% | 300 words per module (module 1and 2) total 600 words |
Week 4 | Online Assignment Submission with plagiarism check |
| All | 1b | Journal | Individual | 30% | 300 words per module (module 3, 4 and 5) total 900 words - At least one high quality entry and commentary on Padlet board on each of the 5 modules progressively entered throughout the course. |
Week 12 | Online Assignment Submission with plagiarism check |
| All | 2 | Report | Individual | 30% | 2000 words total (excluding references). |
Week 8 | Online Assignment Submission with plagiarism check |
| All | 3 | Portfolio | Individual | 40% | 3 x A1 panels and oral presentation (15 minutes) |
Week 13 | Online ePortfolio Submission |
| All - Assessment Task 1a:Creative ethnographic diary | |
| Goal: | To demonstrate evidence of how theory and practice inform each other and related to your own ethics and ontology of practice. |
| Product: | Journal |
| Format: | Write a personal diary entry on each module addressing a current planning/ design practices in relation to culture, identity and just cities, and comment and explain how the theory(including ethics) critically can be applied in your own practice and others. There will be formative feedback on the structure and progress in week 4. |
| Criteria: |
|
| All - Assessment Task 1b:Creative ethnographic diary (full) and discussion contribution | |
| Goal: | To demonstrate evidence of how theory and practice inform each other and related to your own ethics and ontology of practice. |
| Product: | Journal |
| Format: | Complete writing a personal reflective diary on each module addressing a current planning/design practices in relation to culture, identity and just cities, and comment and explain how the theory (including ethics) critically can be applied in your own practice and others. The full journal with all 5 module entries and evidence of active discourse contribution in the padlet board will be assessed. |
| Criteria: |
|
| All - Assessment Task 2:Strategy paper | |
| Goal: | To analyse a contemporary planning and design issues and develop a strategic approach on the topic of decolonisation related to the issue making use of actions plans, methods, tools and/ or policy amendments. |
| Product: | Report |
| Format: | Imagine you are a cultural planning consultant working for a client such as a council or corporate entity. Write a strategy for executive staff and officials recommending how to address a culture and identity issue (e.g spatial justice, equity, ethnicity, intergenerational justice, decolonial practices) through introduction of action plans, tools and methods that are not yet readily available. Your strategic will include: 1) An analysis of how the issue is identified in the literature, and assess relevant policy approaches, as well as the existing strategies of the client consistency with best practice and novel concepts and emerging ideas. 2) Examples of how the relevant concepts and ideas can contribute to a practice shift of the client and make recommendations how the strategy could be implemented (regulatory and non-regulatory such as corporate plan). |
| Criteria: |
|
| All - Assessment Task 3:Creative portfolio and presentation | |
| Goal: | To learn how to apply novel communication methods that are aligned with decolonising design approaches and tools to convincingly tell a transformative story on complex emerging issues related to culture and identity for just cities. |
| Product: | Portfolio |
| Format: | Prepare a compelling panel portfolio that captures relevant ideas (one foundation theory), at least two key concepts (e.g. culture, meaning, or identity) and map out innovative approaches (novel practices, methods or tools) on your suggested pathway in which a shift towards decolonising our contemporary planning and design practice should occur. The group can make use of qualitative and post-qualitative data (interactive component) to tell the story of spatial justice by focusing on either a particular ethnic group or a generalisable topic (e.g. loss of community). As a group you will prepare 3 x A1 panels and present orally your story to a captured audience. Panel one needs to be framed around space, the second panel around time and the third around action for togetherness. Presentation length is 15 minutes maximum |
| Criteria: |
|
Directed study hours
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
What resources do I need to undertake this course?
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Prescribed text(s) or course reader
Specific requirements
Material and printing associated with 3 x A1 posters, Laptops and padlet devices
How are risks managed in this course?
What administrative information is relevant to this course?
Assessment: Academic Integrity
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Assessment: Additional Requirements
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: - The final mark is in the percentage range 47% to 49.4% - The course is graded using the Standard Grading scale - You have not failed an assessment task in the course due to academic misconduct
Assessment: Submission penalties
Late submission of assessment tasks will be penalised at the following maximum rate (the rates are cumulative): - 5% (of the assessment task’s identified value) per day for the first two days from the date identified as the due date for the assessment task - 10% (of the assessment task’s identified value) for the third day - 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task A result of zero is awarded for an assessment task submitted seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension, you must contact your Course Coordinator and supply the required documentation to negotiate an outcome.
SafeUniSC
UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
Study help
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
Wellbeing Services
Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
AccessAbility Services
Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
Links to relevant University policy and procedures
For more information on Academic Learning & Teaching categories including:
- Assessment: Courses and Coursework Programs
- Review of Assessment and Final Grades
- Supplementary Assessment
- Central Examinations
- Deferred Examinations
- Student Conduct
- Students with a Disability
For more information, visit https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
Student Charter
UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
General Enquiries
-
In person:
- UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
- UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
- UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
- UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
- UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
- UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
- Tel:+61 7 5430 2890
- Email:studentcentral@usc.edu.au