This unit introduces students to the essential academic skills required for success in tertiary studies. It employs an explicit pedagogy approach to teach students how to become independent, active, and reflective learners. The unit also includes essential research and writing skills specific to the Diploma in Islamic Studies.

This unit introduces students to the essential academic skills required for success in tertiary studies. It employs an explicit pedagogy approach to teach students how to become independent, active, and reflective learners. The unit also includes essential research and writing skills specific to the social sciences and policing.

This unit introduces students to the essential academic skills required for success in tertiary studies. It employs an explicit pedagogy approach to teach students how to become independent, active, and reflective learners. The unit also includes essential research and writing skills specific to the social sciences.

Australian Studies aims to inform students of some of the aspects of the historical development of Australia and highlight some of the important physical, social, political and economic issues and events which have helped shape the development of Australia as an independent, modern nation. The study of issues, events, attitudes and values in the Australian context along with the development of academic skills will assist students in their study of Humanities units at the tertiary level. In addition, all students, especially international students, should acquire a better appreciation of the environment in which they live and learn to think more critically about issues facing people in the 21st century.

This unit introduces students to the internally diverse and dynamic nature of religions in the world today. It explores the values and beliefs of religious traditions around the world, their points of difference and similarity. It aims to equip students with an understanding of the way that religions are embedded in culture. The unit provides students with a social science and humanities based vocabulary for discussing theological notions and debating the influence of religion on history, culture and contemporary issues. The unit also provides students with an opportunity to apply academic research and writing skills.

This unit is designed to help students understand why people from diverse cultures and historical periods may think differently, behave differently and have vastly different worldviews. This unit is designed to help students understand more about themselves, their family and friends and the reasons why people do things in particular ways and believe the things that they do. It has a strong theoretical base but is also designed to encourage reflection.

Cultural Perspectives is designed to help students to understand why people from diverse cultures and historical periods think differently, behave differently and, generally, have vastly different worldviews. This course is designed to help students to understand a little more about themselves, their family and friends and the reasons why people do things in particular ways, and believe the things that they do. It has a strong theoretical base but is also designed to encourage reflection.

This unit explores some of the most influential ideas in the humanities and social sciences, including democracy, imperialism, romantic love and secularisation. The unit traces the origins of these ideas and their manifestation in the world today. The unit will equip students with the ability to identify and evaluate some of the central ideas underpinning public discussion on a range of political and cultural issues today. In addition, it will provide students with a solid foundation of cultural and historical knowledge which is assumed knowledge in many University level units.

The University Foundations Studies Literacy for Tertiary Studies course aims to develop and consolidate some key academic skills which will assist students, especially those with limited exposure to quantitative and analytical study, successfully complete their Foundation Studies and future undergraduate study.

This unit aims to help students develop an understanding and appreciation of Australian society. The unit will provide general information and familiarise students with key structures, events, concepts and terminology used in relation to Australian's modern society. At the end of this unit, students should have greater knowledge and understanding on Australia's history, governmental and political systems. They will learn about consumer laws, civilian rights and responsibilities as well as the composition of Australia's population and relevant variations and trends.

This unit introduces students to the skills needed for success in academic life. It introduces students to a range of topics to facilitate and develop an increased confidence in fundamental academic skills, develop planning and goal setting skills necessary for university. This unit forms a pre-requisite to 700168 Tertiary Study Skills in Criminal and Community Justice, 700174 Tertiary Study Skills in Social Science and 700175 Tertiary Study Skills in Policing.

The unit is designed to introduce students to the scientific basis of the social sciences, its basic research methodologies, and the impact social science has on social policy, social justice, and social change. The unit is also intended to provide students with an understanding of key disciplines that comprise the social sciences in order that students can make an informed choice about majors and sub-majors when they progress to a Bachelor degree. The unit will also provide students with an opportunity to acquire and apply basic research and digital literacy skills.

The discipline of Sociology has witnessed a transformation reflecting significant changes in society and social life. This unit re-examines the sociological dimensions of a variety of social concerns, for example: environmental issues, global migration, health, religion, indigeneity, gender, ethnic conflict and sub-cultural groups and asks: In the 'brave new world' of contemporary society we need to re-evaluate the conventional sociological concern of social structure and inequality in the face of these broad social changes. This unit will examine the social transformations which characterise contemporary social life; in particular the pace of social change and the implications of social media. In exploring these social concerns the links are drawn between more recent theoretical constructs and the more traditional focus on national social structures and inequalities. The unit will place special emphasis on concepts such as risk, individualism and uncertainty.

This unit is a keystone in the Geography and Urban Studies major. It aims to introduce students to the major urban challenges that will shape our society in the future and to the major substantive concerns in the field of urban management and planning It will develop students' understanding of how their own urban experiences are shaped by broader historical, cultural, economic, and social forces, and will enable students to compare the Australian urban context and issues with those in other world regions.

Contemporary Society introduces students to central issues in social analysis and a range of perspectives that have been used to understand the social world. It provides them with a theoretical grounding in the central concepts and methods of social theory through an encounter with problems raised when social theory directly engages with practical problems such as racism, environmentalism and inequality.

This unit provides students with the understanding and context for working collaboratively with Aboriginal and Torres Strait Islander peoples in the professional practice of community and social development. Students will learn the core concepts of community development theory and practice in Australian and international contexts, and will then apply them within the context of Indigenous Australia in light of the history of colonisation, the Stolen Generation, self-determination, and reconciliation. Emphasis is placed on ethical standards for Community Work practice and principles for working with Aboriginal and Torres Strait Islander peoples.

This unit will provide a comprehensive overview of Indigenous Australian cultures, histories and identities. The scope of the unit spans pre-colonisation to the twenty-first century across Australia and all relevant fields of study. A cross-section of institutional, community and popular culture contexts will be explored through flipped mode of delivery supported by face to face tutorials. This body of knowledge will provide a context for various professions and discussions. Students will have the exciting opportunity to hear from a diverse range of Indigenous educators from academics to artists through to performers and community elders. A broad understanding of Indigenous Australia will position students to be advocates for change in contemporary Australia.

The unit introduces the basic concepts relating to sustainability and development, and explores their relevance to real-world situation at the local, national, and global levels. The causes of unsustainability as well as their short-term and long-term effects on society and the environment will be evaluated. Students will analyse, using appropriate sustainability indicators and social change theories, a social change initiative (i.e., program, project, policy) designed to integrate the socio-economic, cultural and environmental dimensions of sustainability within the context of a specific developmental focus (e.g. poverty alleviation, gender equality, human/social development, heritage conservation, biodiversity, tourism, green accounting, sustainable livelihoods). Students will engage in problem-based learning skills in order to critically analyse and discuss current issues in development, and provide solutions to sustainability.

The key and foundational focus of Social Anthropology is the relationship between people and their cultures. This unit provides an introduction to key concepts, methods and theories of classical and contemporary Social Anthropology. It will guide the students to an informed and critical understanding of the nature and extent of human diversity and differences, as well as the similarities which unite us as people. The unit has two parts. The first part introduces students to the history and scope of Social Anthropology through selected work of some classical anthropologists, introducing key concepts and conceptual frameworks. The second part is designed around selected case studies of Indigenous Peoples in Australia, the Asia Pacific, and the Americas, providing the students with critical insight into the application of anthropological theory and the epistemological contribution of the discipline of Social Anthropology.

This unit introduces students to key themes and issues in the study of everyday life. It draws on different disciplinary areas - especially anthropology, sociology and cultural studies - and different theoretical and methodological perspectives to examine the ways cultural practices and meanings are used to shape human identities and societies in everyday life. It will focus on rituals and routines in the different spaces of everyday life, and the ways these contribute to the production of local worlds and the key cultural categories that give meaning to these worlds. It will include a focus on how we research everyday life.

This unit introduces students to key themes and issues in the study of everyday life. It draws on different disciplinary areas - especially anthropology, sociology and cultural studies - and different theoretical and methodological perspectives to examine the ways cultural practices and meanings are used to shape human identities and societies in everyday life. It will focus on rituals and routines in the different spaces of everyday life and the ways these contribute to the production of local worlds and the key cultural categories that give meaning to these worlds. It will include a focus on how we research everyday life.

Globalisation has created a world of convergence and, at the same time, of division. Nations appear now to be less sovereign and more limited, as their political, economic and cultural systems become enmeshed within, and in some instances subordinate to, a world system. Similarly, certain cultural styles, from the choice of footwear to neo-liberal politics, have become part of a global culture. However, while we as citizens are becoming increasingly international, we as humans are looking for meaning in smaller, local, communities. Globalisation has not, it seems, created an homogenous world culture, but rather, a world in which citizens participate in, and identify with, both global and local cultures. This subject traces the emergence of a global society and culture and, through the use of case studies drawn from throughout the world, examines the links between global structures and local cultures.

The Universal Declaration of Human Rights (UDHR) was written in response to the atrocities of World War II. Since its ratification, the UDHR has been a 'roadmap' for peace, forming the basis for international responses to conflicts, poverty and disadvantage. This unit examines and critiques the concept of human rights. It will be shown how differentials of political and economic power between countries and groups within countries are used to prioritise and preference different rights so as to justify selective humanitarian efforts in the initial phases of peace-making and the policy requirements for peace-building in human social, economic and cultural development.

The Universal Declaration of Human Rights (UDHR) was written in response to the atrocities of World War II. Since its ratification, the UDHR has been a "roadmap" for peace, forming the basis for international responses to conflicts, poverty and disadvantage. This unit examines and critiques the concept of human rights. It will be shown how differentials of political and economic power between countries and groups within countries are used to prioritise and preference different rights so as to justify selective humanitarian efforts in the initial phases of peace-making and the policy requirements for peace-building in human social, economic and cultural development.

This subject introduces students to the major events and ideas that have shaped Europe in the late modern period. There is a strong focus on the dramatic events of the twentieth century following the demise of empire, and the subsequent rise of competing nationalisms and radical politics. The subject is concerned equally with the cultural and social contexts in which these events occurred. Students will study the diverse ways in which historians have approached the history of the twentieth century from the study of high politics to the focus on daily life. Methodological questions that will be addressed include the relative role of individual agency and of structural constraints in explaining historical change. The subject will encourage students to evaluate the period as a whole, drawing on scholarship which engages the modernity - democracy - violence nexus.

This unit focuses on the local experiences of cultural and socio-economic difference. This includes applied social science approaches to inequality, diversity, community, sense of place, and environmental sustainability in the urban setting. There is an emphasis upon spatial literacy for social scientists (fieldwork, mapping, data analysis and place description).

This unit focuses on the local experiences of cultural and socio-economic difference. This includes applied social science approaches to inequality, diversity, community, sense of place, and environmental sustainability in the urban setting. There is an emphasis upon spatial literacy for social scientists (fieldwork, mapping, data analysis and place description).

In this unit students examine their own personal identity as a context for understanding Aboriginal and Torres Strait Islander clients in professional practice. Students will examine the constructions and meanings of Indigenous identity and compare non-Indigenous theories of identity. Research and presentation skills will be developed to create and describe a family tree. The unit will also focus on key social and political issues that have impacted on the lives and identities of Aboriginal and Torres Strait Islander peoples and implications for practice.

This is an introductory level unit that forms part of the Islamic Studies major. The unit will contribute to the development of sound disciplinary expertise in the academic study of Islam - historical and sociological. The unit will familiarise students with critical approaches to the study of Islam that touch on its origins and development, formation of traditions, social structures and institutions as well as familiarising students with issues regarding Islam in the Western context. The unit will assist students to develop cross-cultural awareness and interaction, communication and interpersonal skills, inventiveness and a capacity for independent thinking and analysis and problem solving skills.

Visual media are a major feature of everyday life in contemporary society. The circulation of images shapes our sense of who we are individually and collectively; how we move through the world; and the possibilities that exist for enacting social change. This unit introduces students to the histories and theories of visual culture, from painting and photography, through cinema and television, to digital media, including social media and user-generated content. Students will gain practical skills in analyzing visual and audiovisual texts as well as a comprehensive understanding of the role of visual culture in the production and maintenance of power relations. These skills are crucial to engaging critically with contemporary culture.

This unit is available to all Undergraduate students who have open electives. Who do you think you are? will provide students practice in the analysis of historical documents, family narratives, autobiography, political and social issues around a project that will give a context for their own personal story. Students will develop skills in oral history work, locating and retrieving archival documents and compiling their own 'family tree'. Students will also develop skills in practising speaking and writing genre appropriate to their own family history. An introduction to the theory of identity and identification will enable students to appreciate the complexities of becoming.

We live in an increasingly interconnected world where international trade, foreign policy, digital communication and flows of migrants and cultures across borders appear to undermine the importance of national communities. Despite this, everyday life is still profoundly influenced by the decisions which national governments make and the powers they exercise. This unit introduces Australian political institutions, processes and contemporary issues. It traces democracy beyond Parliamentary representation to encompass active citizenship, through which public opinion is formed and expressed. Students will identify key political issues in contemporary Australia, understand how political institutions respond, and develop the skills to contribute to public debates.

The purpose of this unit is to equip students with skills to understand and navigate a culturally and linguistically diverse society, including that of Greater Western Sydney. Students will gain an historically informed, critical understanding of the meaning of culture, the impact of colonisation, indigenous Australian cultures, and of approaches to diversity, multilingualism and multiculturalism. They will explore the value of their existing and emerging skills in bilingualism and cross-cultural communication as tools to navigate a rapidly changing global environment. Students will practice their intercultural communication skills in a team setting through a virtual field trip to an Australian community.

This unit provides an historical investigation of the interaction between European empires - specifically the British and the Dutch - and the Americas and Asia-Pacific region, from 1600-1950. It examines the combination of domination and cultural negotiation between colonisers and colonised, which included, among other processes, the trans-Atlantic slave trade. It examines both how peoples were managed as imperial subjects, and how they responded to this management. The unit explores both the effect of imperial rule on the colonised, and of empire upon the colonisers. It draws upon historical literature from a variety of sources and perspectives, and from European and Asian history.

We live in an increasingly interconnected world where international trade, digital communication and flows of migrants and cultures across borders appear to undermine the importance of national communities. Despite this, everyday life is still profoundly influenced by the decisions which national governments make and the powers they exercise. This unit introduces Australian political institutions, processes and contemporary issues. It traces democracy beyond Parliamentary representation to encompass active citizenship, through which public opinion is formed and expressed. Students will identify key political issues in contemporary Australia, understand how political institutions respond, and develop the skills to contribute to public debates.

The purpose of this unit is to equip students with skills to understand and navigate a culturally and linguistically diverse society, including that of Greater Western Sydney. Students will gain an historically informed, critical understanding of the meaning of culture, the impact of colonisation, Indigenous Australian cultures, and of approaches to diversity, multilingualism and multiculturalism. They will explore the value of their existing and emerging skills in bilingualism and cross-cultural communication as tools to navigate a rapidly changing global environment. Students will practice their intercultural communication skills in a team setting through a field trip to a Western Sydney community.

With a focus on what it is that sociologists 'do' and why, this unit considers how sociology contributes to a better understanding of everyday life. That is, to the routine engagements, interactions and practices that make up our individual and social worlds. Where we live, what we consume, how we feel and the meanings we give our work, leisure, environments and relationships will all be analysed with reference to academic and popular content. Serving as an introduction to the discipline of sociology and its various sub-fields and methods, 'Doing Sociology' places emphasis on how sociological knowledge can be applied. In this way, the unit provides students with the opportunity to consider what they might do with sociology; how a sociological perspective might help them better understand the social world and contribute in a meaningful way to resolving contemporary social issues.

Indigenous Landscapes aims to explore 'traditional' Indigenous Australian ways of knowing landscape in contemporary, meaningful, and relevant ways. Specifically, the unit acknowledges and values pre-colonial Australian history and land-use practices. Content includes 'traditional' land management practices; cold-burning, protected area management, sustainable land use; cultural heritage and heritage landscapes, Sovereign land rights. This unit also aims to equip students with cultural competency in order to address issues of dispossession and disadvantage brought about by the historical destruction and disruption of ecological integrity.

This unit provides an historical investigation of the interaction between European empires-specifically the British and the Dutch-and the Americas and Asia-Pacific region, from 1600-1950. It examines the combination of domination and cultural negotiation between colonisers and colonised, which included, among other processes, the trans-Atlantic slave trade. It examines both how peoples were managed as imperial subjects, and how they responded to this management. The unit explores both the effect of imperial rule on the colonised, and of empire upon the colonisers. It draws upon historical literature from a variety of sources and perspectives, and from European and Asian history.

This unit introduces students to the rich diversity: past, present and future of Aboriginal and Torres Strait Islanders in Australia with emphasis placed on the importance of identity, diversity, representation and resilience. You will engage directly with Indigenous sources and learn to critically analyse content from Indigenous Standpoints. Presenting as a challenging and thought-provoking experience of Aboriginal and Torres Strait Islander peoples, places and philosophies, this unit provides a solid theoretical foundation of Indigenous perspectives for the knowledges and professional practices in your chosen field.

This is an introductory level unit that forms part of the Islamic Studies major. The unit will contribute to the development of sound disciplinary expertise in the academic study of Islam - historical, anthropological, and sociological. The unit will familiarise students with critical approaches to the study of Islam that touch on its origins and development, formation of traditions, social structures and institutions, and with issues regarding Islam in the Western context. The unit will aid students in developing cross-cultural awareness and interpersonal communication skills.

This subject introduces students to the rich diversity: past, present and future of Aboriginal and Torres Strait Islanders in Australia with emphasis placed on the importance of identity, diversity, representation and resilience. You will engage directly with Indigenous sources and learn to critically analyse content from Indigenous Standpoints. Presenting as a challenging and thought-provoking experience of Aboriginal and Torres Strait Islander peoples, places and philosophies, this subject provides a solid theoretical foundation of Indigenous perspectives for the knowledges and professional practices in your chosen field.

This subject is designed for high-achieving students enrolled in Bachelor of Creative Leadership or Advanced degrees. It enables students to develop high-level critical thinking skills that are essential for life-long career success. Students engage with key theoretical frameworks and concepts in critical and systems thinking using interdisciplinary approaches to enable them to think and act outside the silos of their disciplines. Throughout the subject, students are challenged to consider how they think as opposed to how they think they think (biases and heuristics). A clear understanding of the necessity of systems thinking approaches in leadership paradigms equips students to be the leaders of tomorrow.

This subject examines identity in a digitalising society. It asks questions such as: who are we becoming with digital technologies? How are digital experiences shaped by long standing social inequalities? Students learn about identities as the flows of data across formalised systems of governance and commerce, and as the ways we make ourselves in interactions with others in social media spaces. Pressing issues are explored such as online harm, privacy, surveillance, and human rights. Students reflect upon personal and professional digital identities, and reimagine digital technologies and social media for new possibilities of identity, equity and justice.

The purpose of this subject is to equip students with skills to understand and navigate a culturally and linguistically diverse society, including that of Greater Western Sydney. Students will gain an historically informed, critical understanding of the meaning of culture, the impact of colonisation, Indigenous Australian cultures, and of approaches to diversity, multilingualism and multiculturalism. They will explore the value of their existing and emerging skills in bilingualism and cross-cultural communication as tools to navigate a rapidly changing global environment. Students will practice their intercultural communication skills in a team setting through a field trip to a Western Sydney community.

Introduction to Culture and Society examines the ways culture - as both representation and practice - shapes individual and collective identities. It will focus on the rituals and routines of everyday life, and their connection to our wider social relationships. The unit will also explore inequality both in Australia and globally, the social structures that generate this inequality and the cultural processes by which we mark status and social distinction.

Introduction to Culture and Society examines the ways culture – as both representation and practice – shapes individual and collective identities. It will focus on the rituals and routines of everyday life, and their connection to our wider social relationships. The unit will also explore inequality both in Australia and globally, the social structures that generate this inequality and the cultural processes by which we mark status and social distinction.

A history of Buddhism and its spread through Asian and more recently to the West, introducing its principal beliefs and practices, the diversity of its manifestations, its political, cultural, and social impact. This unit is a history of this current global religion in its social, cultural and political context.

The Athens of Pericles is studied from three perspectives: philosophy, politics, and history. The use of reason and rhetoric is examined through the works of some pre-Socratics, Sophists and Socrates. The focus on philosophy and politics will be placed in the context of the history of the city-state and democratic citizenship.

In 2021, this unit replaced by 102844 - Society, Culture and Human Diversity. Although people's lives vary significantly depending on ethnographic context, it is also through everyday practices and rituals that the universality of the human condition becomes most obvious. Close studies of how people create a living and make meaning of their everyday experiences in various contexts can thus provide valuable lessons about cultural difference as well as about what it means to be human, and is consequently a core aspect of anthropological inquiry. In this unit students engage with this overarching theme via ethnographic case studies as well as through inquiries into their own everyday lives.

This unit is intended to give students an understanding of the social development of the People's Republic of China (PRC). It will engage with some of the key concepts that scholars have utilised to understand social changes. In this vein, the unit will consider China's socio-political transformation from a civil society perspective. It will consider a range of stakeholders - from non-governmental organisations to trade associations - and examine the events that have contributed to the development of China's civil society.

Dismantling oppressive and complex forms of disadvantage and inequality are social justice and human rights issues demanding collective action. Activism is not solely about disruption and disobedience. This unit focuses on local, national and global social movements, the use of digital technologies and differing forms of activism using theories of social change. We identify and reflect on diverse perspectives, challenging normative constructs between individual and structural explanations of inequality and explore tactics and strategies adopted by activists, from the early 20th century through to contemporary campaigns. Students are enabled to take part in meaningful ways as active change agents through design, planning and participation in a social action campaign, thereby building knowledge and skills in community engagement, relationship building and the strategies and methods involved in bringing about positive social change.

Over the last five decades, the world has experienced a significant number of disasters, which have occurred in many different forms including natural (e.g. Tsunami or drought) and human-induced (e.g. wars or ethnic conflicts), leading to an unplanned exponential increase in the number of international non-government organisations. This unit examines the causes and consequences of disasters and the application of international guidelines governing humanitarian responses. It provides an outline of theoretical approaches to the understanding of the political aspects of emergencies and introduces real-life case studies that aim to engage students in critical thinking and improve their knowledge of the core humanitarian standard on quality and accountability; the humanitarian charter and minimum standards; and the challenges related to interagency coordination in emergencies

Examines the nexus between society, culture and place. Considers contemporary social and cultural planning issues including: local community relations, place management, place redefinitions, ethnic concentration, cultural precincts, and the spatial politics of gender and sexuality. The roles of cultural products in carrying spatial information and reinforcing identity are examined. Introduction to cultural and social geography, and developments in cognate fields of cultural studies and anthropology. Key theories of identity. Case studies range across ethnicity, religion, age, gender, sexuality, class and nationalism. The analysis and assessment advances an appreciation of social and cultural difference and social justice.

This unit investigates the methodological possibilities of digital technologies for interdisciplinary humanities and social sciences research. It covers several major digital research methods, exploring previous applications and examining their orientations and implications. Digital research methods and applications may include digitisation, online curation, visualisation, network analysis, geographical information systems, data mining and simulation. In the context of these, the unit will probe histories of technology and knowledge production, the evolution of digital texts and practices, and issues in contemporary culture such as digital design, gamification, virtual identity, and digital rights.

This unit is primarily aimed at acquainting undergraduate students with the academic theory and debates surrounding China's business etiquette and its globalizing economy. Drawing on a wide range of English-language studies, unit lectures will cover in broad strokes the historic background of the economic reforms carried out in China over the last three decades, as well as their societal implications. They will discuss, for example, the evolution of corporate law and property rights in the PRC since 1949, and the underlying differences and interdependence between the Chinese and Australian economies.

This unit will equip students with the required skills to assess organisational capacity to respond to disasters and other complex humanitarian emergencies. The unit will cover logistical frameworks and tools for planning, the sustainable deployment of goods and services, and monitoring and evaluating the effectiveness of local and global supply chains. It will discuss the challenges, ethical, and political dimensions of supply chains and contingency plans in emergency and disaster response contexts.

A historical investigation of the experience of the 19th century European empires from the perspectives of both the colonised and colonisers. It examines the combination of domination and cultural negotiation between colonisers and colonised. It examines both how peoples were managed as imperial subjects and how they responded to this management. It looks both at the effect of imperial rule on the colonised, and of empire upon the colonisers. It draws upon historical literature from a variety of sources and perspectives, and within European and Asian history. The focus is chiefly, though not exclusively, upon the British empire and its subject peoples.

This unit will introduce students to ethnographic field study through a close examination of the anthropology of two regions with which Australia is geographically and politically aligned; the Pacific Islands and South-east Asia. Drawing upon classic and contemporary ethnography the unit will provide opportunities for comparative and trans-historical studies of how cultures in these regions have been constructed and changed in relation to larger global dynamics. It will also provide an insight into the ways in which anthropological theory is developed in the context of attempts to explain and interpret cultural difference. Key topics of study, explored through case studies, will include the colonial experience, traditions and modernities, nations and nationalism, transnationalism, religion, social conflict, and material cultures. The unit will include ethnographic films.

This unit will critically examine sociological perspectives on families and intimate life, building on the approaches and theories introduced in the first year of Sociology studies. The familiarity of families and intimate relationships will be thrown into question. Students will be asked to examine their beliefs, unpack myths of the 'naturalness' of family, and question the 'personal'. Families and intimate relationships will be viewed as part of the wider social structure, their constitutions shaped by culture, economies, social policy, technology and globalisation. The unit will demonstrate the historical and cultural specificity of the nuclear family and its role in the creation and reproduction of social inequality and social difference.

In Growing the Indigenous Economy, we examine Australia's Indigenous economies and their dynamics. Students are challenged to reflect on the significant contribution Aboriginal and Torres Strait Islander peoples have made and continue to make to Australia's economy. They are also challenged to rethink the politics of the welfare economy as it relates to Aboriginal and Torres Strait Islander peoples; whilst reviewing relevant community development frameworks. Students are introduced to a number of enterprise development case studies, for example: The Arts, mining and land development, environmental and cultural tourism, sport, and small business.

The Sociology of Medicine and Health Care starts from the basic premise that illness and health are social as well as biological processes. Traditional areas of the discipline are explored and in each case their applicability to public health is stressed. At the same time, an important goal is to suggest how that field is being redefined and reinvigorated by social and cultural studies of science and technology. The theoretical perspectives and substantive issues raised and developed to study them are critically examined. The provision and organisation of health care are examined with emphasis on the social and political context in which public health is pursued and ill health treated within Australia.

Identity and belonging are foundational concepts in sociology. This unit commences with an overview of the ways in which these concepts are understood in the social sciences and how these understandings have been impacted more recently by processes of globalisation. Through engagement with films, documentaries and academic texts the unit explores different modes and sites of identity and belonging as they circulate on both local and global scales. Specifically, we will examine topics like gender and sexuality, home and neighbourhood, the nation state and nationality, social class, consumption, work and leisure, ethnicity, youth cultures and new media. The unit equips students with the concepts and theories necessary for an understanding of social continuity and social change and encourages them to reflect on their own identities and social and cultural positionings.

This unit introduces students to Islam and its adherents within contemporary global context. It looks at key Muslim intellectuals from the 19th Century until the present and examines their attempts to come to terms with modernity as a Western project, while addressing critical issues facing Islam. Areas for consideration include: renewal and reform; the impact of colonialism and globalisation on Muslim discourse; independent judgement (ijtihad) versus emulation (taqlid); and issues associated with civil society. Students will also explore the challenge of shaping a Muslim identity in the modern world - in the context of key Muslim institutions and social movements.

This unit introduces students to Islam and its adherents within contemporary global context. It looks at key Muslim intellectuals from the 19th Century till the present and examines their attempts to come to terms with modernity as a Western project while addressing critical issues facing Islam. Areas for consideration include: renewal and reform; the impact of colonialism and globalisation on Muslim discourse; independent judgment (ijtihad) versus emulation (taqlid); and issues associated with civil society. Students will also explore the challenge of shaping a Muslim identity in the modern world in the context of key Muslim institutions and social movements.

This unit introduces students to the field of international development, where the divide between the rich world and poor world takes a centre stage. While development has created prosperity around the world, it is not without discontents. Social and economic inequality at the global level is a real problem and has been increasing. The 'developed' and 'developing' world paradigm will be critically examined. Students will be equipped with theories and practicum examining development, underdevelopment and their related issues within a contemporary political, economic and social framework. Students will also have exposure to current global development debates such as poverty, global inequality, sustainable development, democracy and security.

This unit introduces students to the field of international development, where the divide between the rich world and poor world takes a centre stage. While development has created prosperity around the world, it is not without discontents. Social and economic inequality at the global level is a real problem and has been increasing. The 'developed' and 'developing' world paradigm will be critically examined. Students will be equipped with theories and case studies examining development, underdevelopment and their related issues within a contemporary political, economic and social framework. Students will also have exposure to current global development debates such as poverty, global inequality, sustainable development, democracy and security.

Legislation requires the preservation of natural, built and movable heritage, but choices about what to keep often produce controversy and reveal starkly varying opinions about what is historic. From the choice of people commemorated in statues to modest buildings on the site of new developments, local communities and central governments are divided about whose past is protected and praised. The historian's investigation of places and objects is an important part of the formal assessment process and may be part of controversial debates. Parramatta has a rich selection of heritage places. How does heritage fit in a modern CBD? Site visits around the city will identify archaeological and architectural heritage to promote discussions, museums will showcase objects from the past, documents preserved in archives will offer insights and historical research techniques will help to answer the questions "What should be kept from the past?" and "Why should it be kept?"

This unit explores aspects of Aboriginal science and medical science in the treatment and prevention of illness. The unit has a particular focus on the knowledge of the local D'harawal People. The culture and history of Indigenous Australians is introduced to provide a contextual backdrop to the study of Indigenous medical remedies from eastern Australia, the deserts, and the tropics. To complement this study, Indigenous perspectives on the seasons, weather and land management will be studied.

The concept of Peace is more than just an absence or cessation of conflict, but also the achievement of social justice and equitable standards of living. Humanitarian work/interventions in response to war and natural and human-made disasters that result in refugee crises are referred to as peace-making whilst the implementation of sustainable Community Development programs aimed at achieving the empowerment and improved standards of living for vulnerable groups is referred to as peace-building. This unit examines and critiques some of the strategies of peace-making and peace-building that have been adopted both within Australia and internationally.

This unit is available to all Undergraduate students who have open electives. Pigments of the Imagination challenges the accepted view that there is such a thing as 'race' based on skin colour and that identity is based on it. This unit will encourage students to consider their own definitions of race and explore the view that it is an imaginary concept. Students will examine the various ways race as an imaginary concept permeates our education practices and cultural representations influencing the construction of racially classified positions for Indigenous Australians as well as all Australians. Students will be encouraged, by critically analysing a range of cultural texts to re-imagine Indigenous and Non-Indigenous relations through flipped mode of delivery supported by face to face tutorials.

Since the terrorist attacks of 11 September, 2001, threats of terrorism have been entrenched in both headlines and the collective psyche. Across the globe, terrorism, anti-terrorism and the politics of fear are influential factors in the formulation of domestic and foreign policies. The current wave of terror and counter-terror raises important questions. What do we mean by terror? Is the war on terror really a war like no other? Is the current terrorist threat unprecedented? This unit will examine historical precedents and theories of terrorism.

This unit provides an introduction to the study of the contemporary politics of sex and gender. Students study key concepts and learn to apply these concepts in the analysis of current issues. Concepts covered include the meanings of sex, gender and sexuality; biology and social constructionism; gendered bodies; doing gender; equality and difference. The concept of intersectionality - how gender intersects in complex relationships of power with other differences such as ethnicity, sexuality, dis/ability and class - is central to this area of study. The unit explores the meaning and potential for social change for a more equitable society and the obstacles to that. Strategies examined range from the use of targets and quotas, to social and cultural activism. Students have the opportunity to explore areas of personal and scholarly interest.

This unit explores how the realm of everyday life has been imagined and represented in a range of literary traditions and visual and media cultures. It examines what we understand by this concept, realist and experimental approaches to its representation, and how everyday life is shaped by various historical, social and cultural factors (e.g. technology, gender, class, war). With a focus on modern and contemporary texts and contexts, students will study primary works in relation to key theories of the everyday. Possible topics include: Victorian realism, Surrealism, stream of consciousness narration, social documentary photography, social realist cinema, postmodern narrative, blogs.

This unit introduces students to the diverse field of cultural research. It outlines and explains qualitative research methods and methodologies used by cultural researchers. Tutorials and assessment tasks involve 'hands-on' activities designed to familiarise students with the research process and research practices that explore taken-for-granted aspects of everyday life such as interviews, focus groups and observation based research; as well as sensory research, the use of diary methods, and the critically important ethical dimensions of social and cultural research. Through completion of this unit, students will gain critical literacies in creating and analysing a range of qualitative data.

Revaluing Indigenous Economics will examine Australia's Indigenous economy and its dynamics. It will challenge students to reflect on the significant contribution Indigenous Australians have made and continue to make to our growing economy. It will also challenge students to rethink the politics of the welfare economy as it relates to Indigenous Australians. Students will be introduced to a number of enterprise development case studies for example, The Arts, Mining and Land Development, Tourism and the Environment, Sports and Small Business.

In this unit students are introduced to the research process and different approaches to research. Key research themes and concepts are examined, and students learn methods and techniques for gathering, analysing, and interpreting research data. The ethical and practical implications of research and the use of research results are discussed. Indigenous research issues are addressed, particularly for research with Aboriginal and Torres Strait Islander participants and communities.

'Economics of cities and regions' introduces the major political-economic issues facing cities and regions. Class discussions investigate how political-economic forces (such as globalisation, structural change etc) shape the development of cities and regions. Class activities enable students to apply economic principles to urban and regional planning and policy decisions, and teach students to analyse the social and distributional impacts of policy and planning decisions.

Racism is often thought of as both primordial and pathological. Racist states, such as Apartheid South Africa or Nazi Germany, are usually considered to be exceptions rather than the rule and mainly a thing of the past. This unit examines the ways in which, despite the challenge to racism, race remains a fundamental organising idea in modern western states, one that has a direct affect on our everyday realities. We will examine how race is reproduced through politics, culture, socialisation and economic structures. We will consider the effects this has on individual and societal lived experience in complex post-immigration, postcolonial societies.

In this unit students approach tourism as a cultural and social phenomenon and tourism industries, tourist behaviour, the tourist experience and tourism impacts are examined through a socio-cultural lens. Considering tourism as an agent of social change, the unit explores the interplay between tourism, mobility and globalisation, tourism and development, and tourism and world events. The unit will also unpack some of the common motivations for leisure travel, explore the role of tourism in everyday life, and examine the interconnections between the media, consumer culture, visual culture and the tourist experience.

Big cities can be frantic, difficult, polluted and often dangerous places in which to live. Yet cities also contain possibilities for social and cultural stimulation not available elsewhere. This unit traces the origins and development of modern cities in all of their complexity. It looks at how industrial cities emerged in Europe and Australia, and at the threat that uncontrolled urban growth posed to social order. We examine the conditions of urban life that promote alienation and anonymity, and how people overcome social fragmentation. There is discussion of modern cities - from those that sprawl, like Sydney, to the relatively compact and dense centres of Europe, the north-eastern United States and Asia. We look at the gendered nature of public space, and how class and ethnic tensions are played out in cities. Students read a range of texts on urban culture and society. These include classic works by writers like Friedrich Engels, George Simmel and Walter Benjamin, to the contemporary work of David Harvey, Richard Sennet and Mike Davis.

An exploration of perceptions of Muslim women and of the meaning and significance of Muslim identity for women today. Students will analyse ways in which Muslim women perceive themselves and are perceived by others in the context of contemporary Islamic revivalism, focussing on differences and relationships among various outsider's and insider's perceptions. A central focus will be the resurgence of the veil in the context of contemporary Islamic revivalism; Students will explore the meanings of veiling in the context of discussions and debates on the role of women, equality and freedom, cultural diversity, religious values and secularity.

Young people have long been the focus of social fears. Public figures regularly express concern about the disorder created by unruly youths, or the effects of change on young people. This is the case in relation to popular music, 'youth gangs', new technologies and other areas. This unit will consider how young people became defined as a problem by politicians, policy, the media and others. Resulting 'moral panics' represent social anxieties around economic, social and technological change, producing calls for 'solutions' which often entail repressive laws or policing. Students will examine a range of case studies from Australia and elsewhere.

This elective unit, focused on "responses to disaster", is applicable to all undergraduate degree programs with an elective component in the School of Social Sciences. Students will undertake a 14-day international field trip where they will be immersed in a rich intercultural learning and student-centred environment. Students are given the opportunity to apply their discipline specific skills and knowledge in understanding how natural disasters impact various facets of a local community, and how these are managed in a real-world setting. Students must have a medical clearance letter and any requisite vaccinations. They should provide this letter to the Unit Coordinator prior to enrolment and departure.

This core theory unit for sociology majors introduces students to traditional and contemporary debates in social thought and provides tools for sociological analysis. The unit outlines the development of sociological thought in the context of changing social realities and relations between the individual and society, with a particular focus on the formation of the Self. A number of theorists and theoretical areas are addressed, spanning over 150 years of evolving sociological analysis. This enables students to better grasp the relation between theory and application, the diversity of sociological analysis, as well as providing the capacity to think across a number of different sociological schools of thought.

This unit builds interdisciplinary social science skills to investigate and engage with social challenges that impact contemporary society. Students are introduced to the methods and principles of research for community consultation, strengths assessment and capacity building. Data literacy skills will be developed, with a focus on understanding and creating qualitative and quantitative data and how they are used within contemporary society. Students will be asked to investigate and intervene in social challenges using ethical and evidence-based analyses. The unit is aimed to suit students who are pursuing either a research or occupational trajectory and assessments are tailored to discipline-appropriate learning.

Students explore the rise and fall of major civilizations in the ancient world. The unit surveys empires from Europe to East Asia. The unit surveys the transition from hunter gatherers to the age of agriculture and the rise of city states, and vast empires with far-flung trading networks. It also looks at the impact of ancient pandemics, technology and alcohol, mythology, religion and philosophical ideas. The unit allows students to explore how ideas of nature and spirituality defined imperial power centres and how these empires in turn drove trade and created vast cultural zones that still impact the world today. Students will read and respond to the voices of the past and forge their own interpretation of the broad outline of the ancient world.

This unit will introduce students to ethnographic field study through a close examination of two regions with which Australia is geographically and politically aligned; Oceania (the Pacific Islands) and South-east Asia. Drawing upon classic and contemporary ethnography the unit will provide opportunities for comparative and trans-historical studies of how cultures in these regions have been constructed and changed in relation to larger global dynamics. The unit will also provide an insight into the ways in which social theory is developed in the context of attempts to explain and interpret cultural difference. Key topics of study, explored through case studies, will include the colonial experience, tradition and modernities, nations and nationalism, transnationalism, religion, social conflict, and material cultures. The unit will include a close study of visual and virtual research methodologies.

In this unit students will conduct comparative studies of how people create a living and make meaning of their everyday experiences in various contemporary contexts. By using cultural diversity as an analytical lens, students will engage with the broader questions about what it means to be human, how cultures change and adapt and how studies of human diversity can provide answers to many of the challenges of the future. Through case studies, critical analyses and self-reflection students will also examine how key unit themes such as cultural competence, ethnographic inquiry and comparativism are applied in anthropology and other key employment areas for social science and humanities graduates.

How does colonialism underscore the foundational narratives, knowledges and operation of the legal and criminal justice institutions of colonised nations? Focusing primarily on the Australian context of colonial invasion and settlement, this unit explores the plight of Indigenous peoples and their severe over-representation in the Australian criminal justice system. Studying the impact of colonisation and exploring Indigenous narratives, students will critically examine issues faced by Aboriginal and/or Torres Strait Islander people and their experience of criminal justice in Australia. Overall, the unit will equip students with an understanding of the relationship between dominant colonial narratives of race and institutional racism, while considering how Indigenous knowledge can inform better social and criminal justice outcomes for Indigenous populations. Comparative examples of criminal (in)justice for Indigenous populations in other colonised nations will also be considered.

This subject is designed for high-achieving students enrolled in the Bachelor of Creative Leadership or Advanced degrees. It examines sources of knowledge and how we learn. Students are supported to approach new knowledge as a journey of developing skills as independent, life-long, self-directed learners. Analysis of knowledge journeys of others, using creative enquiry, and Indigenous learning techniques, are key learning activities in the unit. A focus on knowledge and research journeys, rather than 'outcomes' alone, facilitates learning from mistakes in seeking solutions to real world problems. Fundamental research approaches will be considered and applied in the subject.

The subject is designed for high-achieving students enrolled in the Bachelor of Creative Leadership or Advanced degrees. This subject prepares learners for leadership roles by developing their skills in logical and rhetorical argumentation, and persuasive techniques. Throughout the subject, students will appraise the structure of logical and rhetorical arguments, apply persuasive techniques, and examine the influence of post-truth on global issues and public opinion.

Early Modern European culture was underpinned by religious conceptions of nature, society and morality. The Modern West sees itself as having emancipated itself from these religious underpinnings, and as being grounded in human naturalistic and scientific values. This subject traces the transition from the first of these conceptions to the second, through politics, philosophy, culture and science.

The key tenet of this unit is the belief that there are superior alternatives to violence for peace building. Holistic development (including socio-cultural, political, economic, governance, etc.) provides the best and most constructive alternatives to violence. The unit examines different alternatives to violence within the broader context of peace and development studies. Students will be equipped with theoretical approaches to alternatives to violence and an ability to evaluate and apply those alternatives in social development contexts.

This unit introduces the perspectives of Aboriginal people and communities and explores both diverse and unifying aspects of Aboriginal cultures. The unit is informed by a theoretical model of developing cultural competence - cultural knowledge, cultural awareness, cultural skills, cultural encounter and cultural desire (Campinha-Bacote, 2011). To maximize their learning, students will experience an 'on-country' field trip facilitated by Aboriginal Elders. The unit will interest anyone wishing to develop personal and organisational cultural competence related to Aboriginal Australia, extend their understanding of past and contemporary issues relating to Aboriginal people and communities and promote understanding of the intergenerational impacts of the past experiences of Aboriginal people and their communities.

In this unit students will undertake a guided personal inquiry project. Students will investigate and reflect on the practical, cultural and ethical complexities of being an Indigenous researcher. Students will examine ethics guidelines for research with Indigenous peoples and the realities of applying them in practice. They will study examples of Indigenous research scholarship to develop and present their own Statement of Research Philosophy.

This unit introduces students to the 18th and 19th century foundations of modern Australia, and to the social, economic, political and cultural events that shaped Australian history. Students will be encouraged to consider the process of historical change within an historiographical framework and will use primary sources to explore some of these debates. Some of the themes explored will be colonisation, convictism, class, urbanisation, gender, land, indigenous society, culture and political developments leading to the federation of the Australian colonies in 1901.

Historians are detectives, searching for clues and unravelling the puzzles of the past. A walk down your local street holds many clues about the history of a local area - from the name of the street, the architecture of the buildings, the trees planted by the road, even the new building that indicates a recent change. Local studies are used as the foundation for socio-economic studies across many disciplines while an understanding of local history contributes to establishing personal and community identities. In this unit students will learn research skills to uncover the lives of people from the past, re-imagine familiar places and consider events long forgotten that happened in the streets of their suburbs. The final assignment is a chance to turn these discoveries into a new history for their community.

In 2013 this unit replaced by 101999 - Twentieth Century Australia. This unit includes a general overview of major developments in Australian political and social history since 1920, and also focuses on particular issues such as the Great Depression, 1949 coal strike, the Petrov Affair and the Whitlam dismissal.

This unit aims to explore the history of the relationship between Indigenous and non-Indigenous Australians from Federation (1901) to the present. At the beginning of the twentieth century, Australia became a nation without paying much attention to the first Australians. It was widely assumed that they would die out or at least remain an insignificant welfare problem. Instead, these first Australians survived and grew as a minority population; they also increasingly made themselves heard as a people - so successfully that in 2008 the Parliament of Australia felt obliged formally to apologise for their years of mistreatment. This unit highlights two stories: the non-Indigenous transition from complacency to engagement, and the survival and increasing political effectiveness of the descendants of Australia's first peoples.

Until 1788, Australia was peopled by those who we now call Aborigines. Then Europeans arrived and began to spread across the continent, displacing and marginalising the Aborigines. This unit will tell the stories of that transformation, beginning with an account of the ideas and motivations of British authority in the late eighteenth century and concluding at the moment when six British colonies formed a federated nation. Topics to be covered will include: violence, humanitarianism, Christian missions, institutional authority. The course will emphasise and explain regional and temporal differences in the ways that Indigenous and non-Indigenous interacted. Students will study primary sources and learn to understand them in context.

This unit introduces the social, economic, political and cultural forces that shaped the society from which the first white Australians came. It considers processes of historical change and uses primary sources to explore historical debates concerning these changes. Themes covered include social class; sex and gender; crime and punishment; industrial revolution, urbanisation, and public health; the public sphere; political life; war, militarisation, and empire. This unit places special emphasis on the use of digitised primary sources, training students in their use. It also requires an extended piece of original primary source-based historical research. The unit spans the period 1760-1815.

This unit introduces climate change as a complex social, cultural and political phenomenon, one that is re-shaping the way we live in the world and future lifestyles. Because climate change is highly contested, the course critically examines the issue from different theoretical, disciplinary, social and cultural perspectives. Topics range from cultural theory and forms of social action to the history and construction of climate change as concepts and debates around nature, culture, science, economics and consumption; to social justice, Indigenous knowledge systems, popular culture, the media and Australian politics, global governance, cities and urban planning.

Nationalism, an ideology considered by many to have passed its peak, now dominates world politics and permeates political discourse. This phenomenon is crucial to understanding Trump's America First campaign, the problems affecting the EU and secession, the tensions and conflicts that are garbed in a religious rhetorical veil, and which constitute much of the agenda of today's "war on terror." What is nationalism? What is national identity? What are the main forms of its articulation in history and in the present, across geographical borders, class boundaries, gender and generational cleavages? This unit will survey the major theories of nationalism, and examine diverse examples of historical and contemporary nationalisms, predominantly within the European context. This is an upper level unit whose readings draw on a variety of approaches and examples and aim at providing a solid introduction to the scholarly literature.

The 'Muslim question' has been a topic of interest to Western scholarship for over four hundred years. This unit introduces students to multidisciplinary approaches to the study of Islam and invites students to consider the construction and deconstruction of Islamic Studies as a field of study at various stages of history. The unit provides students with the opportunity to gain increased awareness of both the debates within the field and those that scrutinise the field. That is, becoming comfortable with interrogating the cluster of theoretical and methodological strategies for scholarly inquiry into Islamic Studies.

In little more than half a century Australia was transformed from a convict prison to a parliamentary democracy. The people who made this transformation were the ex-convicts, free settlers and first generation of colonial born children. The survival of data about ordinary people between 1788-1840 makes it possible to investigate families, communities, employment, law and order and the daily experiences of urban and frontier life in these formative years. Using family history resources on the internet and sophisticated digital archives of historical records in Australia and overseas, this unit will challenge assumptions about "who do you think we were?"

The focus of this unit is on the ways in which crime and punishment are defined and practiced in a range of different cultures, and how different countries' social customs and cultural values influence the evolution of their understanding of, and response to, criminal behaviour. Drawing on both theoretical frameworks and practical examples, the unit will provide students with an opportunity to work in a collaborative learning environment, working with both instructors and other students to undertake and communicate research logically.

The world is being transformed by digital technologies. The same technologies that make life more comfortable for some can unleash violence and destruction for others. Cyber war and cyber terrorism offer new risks for the international community. Bullying, identity theft and bank fraud, on a more local level, are given a new life in the cyber world. Cyber technologies also provide enhanced opportunities for detecting and apprehending criminals, resolving disputes and modernising justice processes. New social spaces are opened up (social media networks, the 'dark web'), and new identities made possible (online grooming profile, avatars). How does the law keep up with the emergence of new crimes and technology-enhanced versions of old ones, and how do the cultural worlds of hackers, crackers and trackers work? The subject examines how justice processes and spaces, as well as criminal networks and strategies, are being reimagined to take advantage of the new technologies.

This unit is a critical introduction to the social practices surrounding death in modernity. Although primarily addressing social arrangements in the West, the unit examines the bio-politics of death in a wider cultural framework, with attention to geographies of power and economic influence. The unit traces the historical development of concepts of the individual; the impact on Western ideas around death of genocide and modern warfare; and assesses contemporary ethical, social and medical controversies (like euthanasia and the trade in body parts). The unit attempts to demonstrate the relationship of death to: social institutions; ideas of community and the construction of self in modernity.

This unit surveys the post-independence history of Indonesia, Australia's nearest and most important Asian neighbour. Commencing with the Japanese Occupation during World War ll, it traces Indonesia's often turbulent contemporary history through dictatorship and poverty to democracy and prosperity, bringing the story up to the latest developments at the time of teaching. Students will study Indonesia's struggle for independence and then equally challenging struggle to build a new nation able to take its place in the world amidst serious economic problems and profound political differences. The unit is also concerned with the historiographical problems confronting students of Indonesian history.

This is the compulsory Level 3 capstone unit for the Cultural and Society major and a compulsory unit in the Digital Cultures major. It gives students essential skills for researching and analysing contemporary cultural and social processes through a digital lens. Key topics include youth and digital culture, digital citizenship, racism and the digital, film and games, and digital work and economies. Through this unit, students gain an understanding of how digital technologies transform everyday practices, meanings and identities, create new opportunities and problems for addressing societal challenges and explore what it means to participate in a digital society, now and in the future.

This unit examines forms of cultural expression and collective selfunderstanding articulated as emotional identifications. Topics covered may include shame, pride, responsibility, forgiveness,resentment, hope, disgust, generosity, happiness, hate and love. The unit explores how these have been taken up in contemporary cultural analysis as a focus for understanding affinities and conflicts between individuals and communities and for how Australians imagine their historical interconnectedness. It introduces some key theoretical perspectives that have been, and might be, applied to the study of emotions, culture and community.

The Enlightenment and Age of Revolutions are pivotal moments in Western and global history and had lasting political and cultural repercussions. This module seeks to explore links between them and to place them in wider intellectual and cultural context. Particular focus will be placed upon the paradigmatic French revolution, but within a framework emphasising other revolutions of the period. Hence individual classes treat society and government in Europe; the moderate and radical strands of enlightenment; precursors to the French revolution in the Atlantic world; the public sphere; the French revolution and Terror; Revolutionary Imperialism and Napoleonic rule; the revolutionary legacy.

The unit provides an historical overview of the different types of ethical beliefs and practices that have been used in specific social settings from the classical world to the modern West. It looks at different types of spiritual and secular ethical behaviours, and the doctrines associated with each. It focuses upon the types of ethical argument and judgment-making specific to particular professions, occupations and social statuses over time. It concludes by surveying the different types of ethics taught to professionals today in the West, and on the differences between each, as well as the specific requirements of each. It will be of interest both to students with an interest in the history of ideas, and to students who want to learn more about ethics and moral decision-making.

The modern world seems obsessed by food. This unit will look at the historical development of sources of food, from archaeological evidence of the earliest human meals through the emergence of agriculture and its scientific modifications to the physical and cultural evidence of technological changes in methods of preservation, preparation, cooking and eating various foods. Food is also integral to our social, religious and cultural lives and the unit will investigate the historical origins of some of these customs. Students will have the opportunity to range across time and place (through readings, recipes and field trips) to explore foods that are part of their cultural heritage - or feasts that they wish they could have eaten from centuries long past.

Beginning with Mary Wollstonecraft's A Vindication of the Rights of Woman, this historical survey analyses the Western feminist ideas and action over the past two centuries, exploring examples from Australia, France, the UK and the US. Important stages in the history of Western feminism will be studied, from the early equality feminism of the eighteenth century, to domestic feminism and the woman suffrage campaigns of the nineteenth. Aspects of the history of more recent feminism will include such developments as the role of maternalism in the creation of the welfare state, and the shift to an emphasis on liberation in the 1960s and 1970s.

An international and cross-institutional discussion of immigration and settlement. Covering the theory and experience of immigration. Considers the international and national regulation of immigration and settlement policies, as well as refugee policy. Case studies are from Australia and Canada, and Singapore. Within mixed tutorial groups (with students from Singapore, Vancouver & Sydney) students will exchange experiences and opinions of immigration.

The experiences of globalization are explored from a variety of levels across time and space, from the individual to the local, the national to the international. The focus in this course will be on issues of politics, both domestic and international, but we will keep in mind that globalization is a phenomenon that is explored and assessed by a wide range of disciplines, including history, sociology, politics, law, economics, anthropology, gender studies, human geography, economics, regional and area studies, science and technology, health and epidemiology.

Globalisation and Sustainability introduces students to critical debates about the role of global and national institutions of power in determining economic, environmental, social and cultural outcomes. Students will be introduced to opposing and controversial theoretical perspectives on globalisation and sustainability and issues relating to Aboriginal and Torres Strait Islander peoples to improve policy and practice in the future. In the process students will be encouraged to consider problems relating to ethics, rights, justice and democracy in society. This unit can also be taken by students who have studied social science and humanities.

This unit takes as its starting point the idea that disease has social and cultural as well as biological origins. What people define as good health and illness, and how they treat the latter are profoundly shaped by cultural frameworks. Healing practices, including biomedicine, are underpinned by cultural understandings and larger configurations of power. We will examine notions of disease causality across cultures and explore the argument that good and ill health are about more than just the body. Popular understandings of illness and its origins, and techniques for responding to and seeking to remedy illness can be a reflection of how different societies imagine their place in the world.

This Asian history unit is concerned with the transformation of China in a social, political and intellectual context since the late eighteenth century. The unit focuses on China's modern transformation in the first half of the twentieth century and its relevance for contemporary China. The scope is broad, encompassing changes from the last phases of the Qing Dynasty to the Republican era and the rise to power of the Communists in 1949. The approach is issue-oriented, thematic and, where appropriate, chronological.

This unit focuses on intellectual, societal, institutional and technological developments within the Muslim world. It looks at comparisons and interconnections between regions and peoples and outlines the history and context of Muslim political thought from the death of Mohamed to the contemporary period. The unit will have a strong historiographical focus that examines 'Islamic data-sets' and assesses the concepts of primary and secondary source materials which conventionally are used to construct interpretations of the past.

This unit introduces students to some key debates about the definition and origin of sexuality as a concept, and to the historical origins of particular sexual identities and the political values attributed to them. It teaches students to take account of the differing ways that forms of desire, pleasure, obscenity, pornography, perversion, sin and transgression have been articulated across time and place. In the unit we traverse an array of temporal moments and geographic loci, drawn to the 'hotspots' of historiographic contention.

Using contemporary and historical sociological accounts of migration and ethnicity, this unit analyses the social, cultural and economic impact of international migration, with specific reference to Australia. It further introduces students to major sociological issues, both theoretical and empirical, relating to the construction of migrant groups within settler societies through interviews and qualitative analysis. Key concerns of the unit include the position of indigenous peoples, race and racism, ethnic identity, and ethnic conflict and cooperation in society.

Housing affordability and equity are central urban problems. This unit focuses on the history and current challenges of housing markets and policy in Australia. Comparisons are drawn between rental and home ownership, the roles of the public, social, and private sectors, and between Australian, European, and North American housing markets and policies. We will critically evaluate how policy, markets and the experiences and practices of households interact. We will consider key housing challenges including ending homelessness, housing for health, housing in an ageing society, and housing in times of crisis such as climate change, bushfire and pandemic.

This unit examines the cultural consequences of the rise of the global human rights regime. It introduces debates about cultural relativism and universal human rights and explores a number of areas of contemporary conflict between cultural practices and human rights norms. It also examines the role of human rights NGOs in creating a new global human rights culture, and asks what it means to be a subject of human rights.

Islam is a significant feature of Southeast Asia's past and present. Employing methodologies and insights drawn primarily from history, political science, and anthropology, this unit explores Islam's place in and contribution to contemporary Southeast societies and politics, as well as its history in the region. Major themes to be explored include: the debates about Islam's spread to Southeast Asia and its interaction with the region's established socio-religious features, the colonial experience, Islam's often contested place in the national life of Southeast Asian nations, its past and ongoing links with the rest of the Muslim world, as well as contemporary issues associated with the War on Terror and conflicts in Muslim societies.

The unit focuses on the question of Muslim presence in the West with reference to the dynamics of inclusion and exclusion. Its aim is to enable students to look at the question of Muslim presence in terms of an action-reaction phenomenon in which different outlooks, ideas, institutions and nodes of information and authenticity interact to create an environment in which identities are developed. These identities then go on to shape the cooperative and conflictual relationships between different subsections of Muslim minorities and the majority non-Muslim Western states and societies. While focusing on the contemporaneity of the question, the unit looks at the study of Muslim presence in the West in a socio-historical context by providing an understanding of how Muslim-Western contacts shaped the nature of their relationship in the past. Then, the unit looks to contrasting the changes before and after 9/11 with reference to a set of ideas, institutions and contexts.

Provides students with an understanding of global, regional and local news media production and representations of Islam and Muslim societies. It discusses new, emerging and alternative forms of media discourses of conflict in the Muslim world, and analyses selected news reports as forms of case studies. Taking the notion of 'Orientalism' as its starting point, the subject/unit critically examines the extent to which the mediatisation of conflict impacts relations between Islam and the West vis-a-vis debates on Orientalism, 'Asian values' and Islamic world views.

In the last decades there has been a surge in Islamic consciousness in Musllim communities across the globe. Islamic history has been punctuated by periods of revivalist activity and its hallmark always has been a desire for the return to Islamic origins - the basics of the faith as enshrined in the islamic scripture. This unit explores the phenomenon of contemporary Islamic revivalism. The unit contrasts contemporary Islamic revivalism with earlier expressions. It aims to demonstrate that contemporary Islamic revivalism has manifested itself in a multiplicity of forms as a defensive reaction to an epoch characterised as modernity.

This unit considers Japan's trajectory from the battle of Sekigahara in 1600 until the atomic bombings in 1945. We will examine the samurai and ritual suicide, the tea ceremony and Zen Buddhism. We will read tales told by those who frequented the "floating world," populated by wealthy merchants, geisha, and sumo wrestlers. We will consider the creation of Imperial Japan, and we will study its emergence as the only non-Western Great Power. We will enquire into Japan's fledgling democracy in the 1920s, and its descent into militarism and aggression in the 1930s. Finally, we will consider Japan's participation in World War II: its victories, its losses, its propaganda, and its abject defeat.

Global Islamism has projected a particularly severe, even militant face of Islam across much of the world. Much less well known is the fact that for much of its history Islam has had a quite different face: it has been mystical and contemplative more than proselytising. The Sufist tradition was formed within the first three centuries of Islamic history; its influence spread far and wide across the Muslim World where "Sufis" played a pivotal role in engaging non-Muslim peoples both within and on the fringes of their world. The unit explores religious pluralism and an alternative narrative in Islam.

This unit appraises the achievement of Napoleon Bonaparte and the manner in which he has been portrayed in his own propaganda, by his contemporaries and by historians. It also considers the historical impact of the Napoleonic and anti-Napoleonic myths in the history of France and Europe. At the heart of the module is the paradox of Napoleon's enduring popularity in France, despite his responsibility for crushing defeats in 1812-1814 and again 1815.

The Peace & Development major is concerned with understanding and addressing inequities of power, wealth & opportunity that contribute to international and local conflicts and environmental degradation. In this capstone unit students will have the opportunity to consolidate their understanding, knowledge and skills of peace and development issues through planning, implementing and writing up individual or collective projects. Students will identify individual and collective actions that can be taken to improve conditions so that opportunities for peaceful, equitable & sustainable living are created locally & globally.

This unit examines the effects of politics on society and of the social on politics. Politics is understood as a struggle for defining how we live in common with others. We examine how power is attained and maintained and how some ideologies dominate over others to shape opportunities for challenging the status quo. Our focus is the contemporary nation-state in the context of globalisation, increased transnationalism, and shifting balances of power. Key themes include economic and social inequality in the modern state, the colonial power matrix, discipline and punishment, gender and race, and resistance to oppression. Each week will combine theoretical approaches and case-study based 'perspectives' on the topic.

This unit will examine the role of cinema in forming images of national and cultural identity. The unit will explore the development of Indigenous and postcolonial cinema in Australia. The unit will discuss political debates and issues in postcolonial Australian cinema, and will raise questions about the nature of memory as it is mediated by cinematic experience, the representation of history, and the history of representation of indigenous cultures and peoples. The unit will examine these questions through a study of postcolonial Australian cinema produced by both Indigenous and non-Indigenous filmmakers.

In this unit students will explore notions of power, domination, authority and conflict from an anthropological perspective. Students will draw upon specific case studies of the social and political organisation of a variety of communities to understand how social order is perceived, achieved and maintained cross-culturally, through local systems of governance but also through social categories such as race, kinship, ethnicity and nations. Through these examinations students will also apply anthropological insights in order to understand how social practices such as participation, collaboration, resistance and violence operate in local political contexts. In the final part of the unit students will assess the various ways anthropologists work with and against local power structures and to what extent ethnography and applied anthropological work can intervene in systems of oppression.

Please note that this unit is no longer on offer. Please contact business.courses@uws.edu.au or phone (02) 9685 9200 for further information. The aim of this unit is to provide students with a thorough grasp of the complex relationships between power, politics and knowledge in organisational settings. It also highlights the need for managers to use power ethically and equitably in workplaces. These aims are addressed through an examination of a range of theories of power, and topics such as: distribution and exercise of power in organisations, organisational politics, gender and power, language and power, resistance to power, and others. Innovative class activities and assessment methods (e.g., brainstorming; storytelling; film analysis) are used in this unit to ensure that students are able to effectively apply theoretical concepts to real life situations.

This unit examines several different aspects of public health in emergencies including rapid assessment of the health status of the population, public health surveillance measures, and the priorities in an emergency phase. To effectively respond to complex emergencies, government and non-government organisations must enact policy and activity to prevent, protect against, and respond to injuries and threats posed by infectious disease outbreaks and hunger. The unit provides an outline of the principles of disaster prevention, preparedness and mitigation, and introduces students to aspects of human resources in the coordination of different operational initiatives.

Queer culture will introduce students to queer theory and provide opportunities to use these theories in the close study of cultural practice and politics. Queer theory counters the idea that people have stable sexes, genders and sexualities. Instead, queer theory argues that the experience of those that are homosexual, bisexual, transgender, and intersex highlight the frequent mis-matches in what are taken for granted to be 'normal' experiences of identity. Queer theory demonstrates the impossibility of a natural or normal sexuality, but it also demonstrates the problem with the terms 'man' and 'woman', 'male' and 'female', 'normal' and 'abnormal'. In Queer culture students will learn about queer theories and have the opportunity to apply these theories to an in-depth and personally engaging study of queer politics and activism; queer media, film and performance; and queer sex, selfhood, and identity trans/formations.

This unit will provide students with an exciting opportunity to undertake an Independent Study Project on an Indigenous topic. Students will gain greater knowledge of Indigenous people and develop effective communication skills as well as a level of cultural competency. The Independent Study Project will expose students to the complexities of the cultural inter-relationships and the politics of undertaking research with Indigenous people. It will also provide students with skills and ideas for future research projects that will add to Indigenous knowledge and provide a sound foundation for ethical research.

In Spring 2020 this unit replaced by 102788 - Self and Society. This core theory unit for sociology majors introduces students to traditional and contemporary debates in social thought. The unit reviews sociological thought in the context of changing conceptions of the relation between the individual and society and the formation of the self. A number of theorists and theoretical areas are addressed, employing as the focal point of study or analysis what has been called middle range theory. This enables students to better grasp the relation between theory and application and to uncover competing theorists and ideas that may complement or be opposed to the positions argued in the unit.

In this subject some of the main sociological approaches to the study of religion will be considered. The subject will be orientated particularly to the tension between religion and social theory in the evolution of sociological thought. It addresses the impact of religion and religious bodies on Australian society and politics. The unit will focus on the relation of theory and practice, on the research of contemporary religious practice, and on the contemporary relevance of major theorists in the sociology of religion. It will address issues such as Buddhism, Fundamentalism(s), gender in religion, globalisation, Islam, modernity/post modernity, neo-paganism, networks in spiritualities, New Age, popular culture, and new religious movements.

This unit examines the historical background of Indonesia's struggle to attain independent nationhood. Emphasis will be placed on social, cultural and political factors that shaped Indonesia prior to 1942, encompassing the classical period of the Hindu-Buddhist kingdoms, the rise of the early modern Islamic sultanates, the first encounters between Europeans and the peoples of the 'Malay world', the emergence of the Dutch East India Company (VOC) as a dominant force in the region, the subsequent imposition of the Dutch colonial rule, and, most significantly, the development of modern Indonesian nationalism.

In this unit we will explore the questions 'can we create a sustainable society? If so what would it look like and how could it be done; is it possible to live ethically with each other and the planet?' While major contemporary theoretical concepts will be explored the emphasis is on developing sustainable alternatives to the way we now live both locally and globally. Particular attention will be paid to thinking ecologically, postcolonial development and issues of race and gender.

Examining the social construction of gender has been central to anthropological inquiries since the 1930s. Early ethnographic studies were instrumental in debunking gender essentialism and challenging the hegemony of western constructs about 'masculinity' and 'femininity'. Since the 1930s, critical Anthropological theories and ethnographies have through cross-cultural comparison, demonstrated the great variation in expressions of individual sexuality/ies, the dynamics and confines behind the construction of gender roles and the cultural meaning and expression of gender categories across the globe. This unit will address the ongoing exploration of and challenges to the sex (biology) vs. gender (culture) dichotomy and contemporary cultural, social and political transformation (manipulation) of these categories.

This unit explores whether the 21st century can be referred to as the Asian Century. It addresses itself to a host of questions, including: What is the Asian Century? How does it differ from the American Century (20th Century) and the British Century (19th Century)? What are the historical, cultural and philosophical foundations of the Asian Century? How has Asia been transformed since World War II, and more recently? What are the risks and challenges for Asian states in the Asian Century? What are the challenges and the opportunities for the West (including Australia) in the Asian Century?

This unit introduces students to the history of Southeast Asia, and to the major ideas and debates pertaining to the historical development of Southeast Asia as an important and distinctive world region in its own right. The course will examine the historical, cultural and religious factors that have shaped Southeast Asian societies, from antiquity to the modern era. Key topics include the origins and characteristics of early civilisations, traditional patterns of state formation, global trade networks and European imperialism, popular resistance and the nationalist challenge to the colonial order, decolonisation in Cold War Southeast Asia, and nation-building in the twentieth century.

This unit offers a historical study of the international relations of the Middle East from 1945 to the present. It examines the relations of Middle Eastern states to global structures of power; the pattern of relations between regional states; the causes of regional wars and international co-operation; the impact of domestic factors on the foreign policy of states; the importance of oil to international politics and the global economy; and the role of ideologies and non-state forces in international relations and between states in the Middle East.

This unit is available to all undergraduate students who have open electives. The Making of the 'Aborigines' explores the complex human relations and historical forces that have constructed Australia's indigenous people as 'Aboriginal' and/or 'Torres Strait Islander'. It will involve a critical examination of a range of contemporary social and political issues impacting on and being engaged by Indigenous people. A more comprehensive understanding of the position of Indigenous people in contemporary Australian society will enable students to engage more effectively with Indigenous people.

Why do humans kill? What is the nature of war? This course is a selection of different established theories offering explanations of human violence and social conflict. Both theories of individual violence and aggression, and collective conflict are studied to give students a perspective on the forces behind these phenomena. Theories from politics, philosophy, psychoanalysis, sociobiology, sociology, and cultural studies are introduced to exemplify the classic positions and lines of reasoning. These are used to question and explain current forms of violence and conflict, and to give students better understanding of the issues behind attempts to forestall, manage or end conflict.

This survey unit provides an overview of major events in Australian political, cultural and social history of the twentieth century. The unit will examine key events such as World Wars and the Great Depression, but will also discuss broader changes that affected Australians, black and white, male and female, rich and poor. In doing so, it will examine some of the ideas and political movements that dominated twentieth century Australia, including class politics, feminism, imperial loyalty, indigenous politics, nationalism, racism and sectarianism.

"Understanding Freedom" consists of a close analysis of major theories of freedom from ancient times to the contemporary world. It explores the relation between freedom and imprisonment, freedom and politics, freedom and the everyday, as well as the way that freedom informs the production of culture.

This unit aims to explore contemporary understandings of power and its various manifestations in the modern world. Numerous themes are considered including informal and formal mechanisms of power, the uses and abuses of power, resistance, plus various examples of "powered" sites. The unit examines the relation between power, violence and the state. The unit concentrates on a few, influential theorists of power. Particular attention is paid to how power has an impact on the production of culture.

The unit provides an overview of the 'dark side' of human society and culture - violence. It examines how violence shapes, threatens and informs aspects of everyday life at home, work, school, the sports field and the street. Through a series of structured learning activities students engage with a range of documents and images to explore practices and experiences of violence. The role of institutions like the state, churches and sporting bodies in regulating violence will be considered. Students will gain skills in understanding the cultural milieu of marginal groups, languages of power and the emotions of excitement, fear and terror produced by acts of violence, skills useful for effective functioning in the workplace and family. The unit provides skills for honours level research in social and cultural analysis, law and legal studies, criminology, and history and political thought.

This unit provides inquiry into the origins, course, and aftermath of WWII in Asia and the Pacific. We will ask why Japan and China went to war with each other in the 1930s; we will also seek understanding of why and how that war came to include the United States, Britain, the Soviet Union, the Netherlands, Australia, New Zealand, and practically all of Asia. We will examine the atomic attacks against Hiroshima and Nagasaki: Was the bomb a necessary evil? Or could/should the US have avoided using the bomb? We will also look intensively at post-WWII Asia. How did two wartime allies - the US and the Soviet Union - become bitter enemies within months of the war's end? Why did China descend into civil war? What was the war in Korea all about? Were wars of independence throughout SE Asia unavoidable? How was it that Japan escaped much of this postwar misery?

Have you ever wondered what war is good for? Edwin Starr thought it was good for "absolutely nothing." This unit will take you on an intellectual journey, around the globe and across history, as you reach your own answer to this question. You will evaluate the norms associated with war as well as the experiences of warriors from ancient through modern times. You will assess the role of militias, armies, navies, and air forces in the broad sweep of history. You will consider nuclear weaponry, terrorism, guerrilla warfare, just war theory, as well as anti-war movements.

This unit explores the social and cultural history of warfare in the twentieth century, with a particular emphasis on the experience of 'ordinary' men and women during the First and Second World Wars. Drawing on case studies and scholarship from Australia, Britain and the United States, students will examine a diverse range of topics and themes, including the politics of gender, class and race in wartime.

This unit examines theories of human nature from a variety of historical and disciplinary perspectives. It engages with, and encourages the student to evaluate, conceptions of the human - some of which have had wide currency in the broader culture and some which have not. The unit also engages the idea of whether a unified conception of human nature is tenable at all.

This unit encourages students to critically reflect on how their own identities and experiences of genders and sexualities are shaped by broader social practices that define what is natural and what is normal. The unit focuses on two substantive topics: the body and institutions. Bodies are usually understood through biological explanations of gender and sexuality. However, this unit will consider how the body is shaped by the social discourses and practices through which genders and sexualities are produced. The unit investigates how age, race, class and ability are coded differently in terms of gender and sexuality. Institutions - families, schools, workplaces and religions - will be studied as sites where genders and sexualities may be observed but also produced and negotiated.

This unit is designed to equip students with the knowledge and skills required to successfully undertake a placement abroad, or in the case of those students who need to undertake a local placement, an organisation in Australia that is focused on international development. To this end, to prepare students for 102724 Social Sciences International Placement (II) the unit examines issues of sustainability and the political and ethical dimensions of volunteering, development and/or fieldwork. It interrogates the rise of volunteering and learning for development abroad experiences, and provides opportunities for students to reflect on their own part in this growth 'industry'. Workshops and online activities will cover practical topics such as health and wellbeing, and living and working in development contexts. They will also provide students with opportunity to learn more about their placement country and/or organisation and to begin developing skills in intercultural communication and interaction, ethnographic observation and reflexivity.

This unit provides students with the opportunity to apply skills and knowledge acquired during the first two years of their degree to a 'real world' setting. Students will undertake a 14 week internationally focused placement with organisations in, for example, the community, not-for-profit or government sectors. The unit coordinator will partner students with an international organisation, and together with the placement host(s) will jointly supervise the student. The work that students undertake during placement will vary, but may include: community visits, community consultation, development of educational programs, policy evaluation, research and report writing. Relevant activities may also be undertaken at another university in the placement country. The work placement will provide students with invaluable experience working in social sciences related fields in cross-cultural contexts. Prior to commencing the placement, students are required to complete pre-placement coursework (in co-requisite unit 102723 Social Sciences International Placement (I)). On return from placement the experience will be rounded out with the completion of 102725 Social Sciences International Placement (III). Students are required to complete a Working with Children Check, and medical clearance may also be required to undertake placement in a developing country, along with a Working With Children check for certain organisations. Those students unable to undertake an internationally based placement for health or personal reasons should contact the Unit Coordinator before enrolment in this unit to discuss available options for being placed locally. Students should also note that NSW Health facilities have further, specific requirements, and should seek advice from the Unit Coordinator.

This unit is the final component of the Social Sciences International Placement. Facilitated by the unit coordinators the unit comprises a series of workshops and assessments, which will provide opportunities for students to debrief and re?ect critically on their placement experience. Assessments and workshops are designed so that students learn how to convey newly acquired skills, perspectives and life choices in different settings (classroom; job interviews and applications), and to apply the placement experience in immediate and life-long educational, professional and personal endeavours. For those students who have undertaken a placement overseas, the unit is also designed to encourage reintegration into their home culture. Speci?cally, assessments and workshops are designed so that students intentionally process and analyse the layered meanings of their time spent abroad, and the feelings and experiences of coming 'home'.

This unit is designed to extend the employability, professional skills and networks of Bachelor of Arts students. Every year, a range of options will be offered to students. These may involve activities as diverse as group research projects with existing available databases; simulation projects with 'real world' problems determined in partnership with an external agency or internal Western organisational unit; the development of a small-scale event that services a School objective and a community need; or a disciplinary or inter-disciplinary capstone project. The common objective is the development of students' skills in collaboration and team work through a focus on authentic tasks and problem-solving.

The unit is an overview of Western historical thought and writing, from Herodotus to Foucault, demonstrating different approaches to historical knowledge. We examine some of the many ideas and sources that have influenced historical writing as well as some of the enduring questions, such as 'What is historical truth?' and 'Can history ever be objective?' Our exploration will include both close reading of texts and more 'hands-on' exercises to gain insight into different historical methodologies.

This unit will investigate 'religion' as an object of historical study. Students will consider a variety of approaches to historical considerations about beliefs, scriptures, and rituals that have come to be defined as religion, as well as those that have not. The unit will examine the development of various religious traditions from its foundation to its present state by exploring them in light of their cultural, political, and social context.

This unit provides students with opportunities outside the usual classroom experience. It is designed particularly for students who (1) enrol in short course study tours and/or (2) take a placement with an international or domestic workplace. A number of WSU partners offer short course study programs either internationally or domestically. The study tours offer an opportunity to spend up to three weeks off campus and experience real-life settings that allow for application of academic knowledge and understanding of on-the-spot discoveries.

In recent history, social, economic, political and technological forces have produced profound changes to work and working life, undermining the stability of jobs and vocational skills, and disrupting and fragmenting career structures. This unit traces 1) the history of work, from pre-industrial to post-industrial times, 2) the rise of the factory system, 'Fordism' and scientific management of production, 3) the modern idea and experience of leisure and recreation as an adjunct to wage labour, and, in post-Fordist times, of culture and creativity as a central part of work, 4) the influence of technology on skills, and the rise of the 'knowledge economy' in the digital era, 5) the role of worker organisations in securing and protecting conditions of work.

This project-based unit offers students a chance to learn, negotiate and practise change-making skills in, and for, our University, Western Sydney University. At the heart of this unit is student partnership, curriculum co-creation, and an invitation for students to be involved in improving the educational experience at Western. Working in groups and alongside a university mentor, students will have an opportunity to contribute genuine solutions to an authentic education challenge that might be (a) commissioned by senior staff of the University; (b) intended to support students' aspirations to become a student leader; or (c) offers students a chance to undertake a project that advances their existing student leader or representative role. By choosing this elective unit, students not only receive credit for the partnership work they undertake, the University will have a new way of involving students in its decision-making processes. This is a unit intended to sharpen students' analytical skill-set and provide a taste of what it's like to operate as a change-maker inside a large and complex institution. This unit is recommended for all students, regardless of discipline.

This unit examines past human interactions with the environment with its primary focus on the ancient Mediterranean and Near East between 2000 BC to 1600 AD. Case studies include Sumer, the lost civilisations of the Sahara, Egypt, Greece, Rome, the Maya and later European colonial empires. Students will assess, evaluate and synthesize data drawn from environmental history to analyse how the limits of natural resources constrain civilisations. The unit asks how catastrophic collapse of civilisations informs the sustainability of our own societies. Key topics will be soil fertility, deforestation, desertification, and climate change from ancient times to the Anthropocene.

Examining the social construction of gender has been central to social science inquiries - including anthropology and sociology - since the 1930s. Early ethnographic studies were instrumental in debunking gender essentialism and challenging the hegemony of western constructs about 'masculinity' and 'femininity'. Since the 1930s, critical social theories and ethnographies have through cross-cultural comparison, demonstrated the great variation in expressions of individual sexuality/ies, the dynamics and confines behind the construction of gender roles and the cultural meaning and expression of gender categories across the globe. This unit will address the ongoing exploration of and challenges to the sex (biology) vs. gender (culture) dichotomy and contemporary cultural, social and political transformation (manipulation) of these categories.

This unit is concerned with the historical complexities during the period between the establishment of the People's Republic in 1949 and up to the present day. It will equally focus on the Mao Zedong era (1949-1976) and on the post-1976 period, which saw the adoption and implementation of an "open-door" policy, and the launch of the "Four Modernisations". Due attention will also be paid to the Xi Jinping era (2012-present). We will explore a wide range of social and political issues that have a bearing on China's future as a potential world leader in the twenty-first century.

This unit provides an introduction to Indigenous research methodologies. It will develop the conceptual and theoretical knowledge of Indigenist, decolonial and anti-racist research methodologies to research with Indigenous peoples, and research that is of significance to Indigenous Australians. The unit also addresses ethical considerations and processes providing students with the skills and knowledge to engage in ethical research praxis.

This unit will address the key concepts and issues of migration particular to settler colonies like Australia as well as nations in Europe and the Asia Pacific. It will consider the lives of first and second generation migrants and the spaces they inhabit, that is, rapidly growing suburbs and urban fringes. Attention will be paid to how migrant identities intersect with their class, gender and other categories. This includes a close examination of how their livelihoods are impacted by increasing gentrification, health and environmental crises, and intensified forms of border control and anti-immigration sentiment. Finally, the unit will encourage student to understand the contemporary influences such as solidarity movements and online cultures that impact our understanding of migration and prompt social change.

This subject is designed for high-achieving students enrolled in the Bachelor of Creative Leadership or Advanced degrees. The subject supports students to successfully navigate innovation and entrepreneurship journeys by pushing boundaries, experimenting, learning from mistakes, and adapting to find new ways of approaching technical and social problems. In this subject, students will develop knowledge and skills in pitching and communicating solutions, creating material for crowdsourcing platforms and collaborating in multi-disciplinary teams to design solutions to contemporary problems affecting both local and global communities.

This unit is an introductory survey of European history from the Middle Ages to the Early Modern period. It begins chronologically with the fall of the Roman Empire, and concludes with the Protestant Reformation. Students will be introduced to three core themes. The first is the gradual emergence of a distinction between church and state in the Christian west, the second is the feudal organization of medieval societies, and the third is the development of intellectual life, including the origin of universities, natural law, and the Renaissance. Students will develop their knowledge as well as their skills in interpreting a variety of primary sources, including Medieval epic, theology, Renaissance art, political tracts, and archival documents including the Domesday book.

Research is the process of using knowledge to generate new understandings of the world. Research is also a social enterprise, with communities and norms of behaviour, and is an industry that is shaped by numerous cultural and economic forces. Taking a holistic approach that includes general research skill development, this unit focuses on four main topics: (1) critical reading, (2) effective writing, (3) research as a professional industry, and (4) the ethics of stewardship and personal responsibility. The unit equips students with vital skills that underpin their discipline-specific learning, and lays the ground for their development as professional researchers.

An essential skill required by researchers is the ability to propose research and justify it in a persuasive manner. Through interactive workshops, Researcher Development 2 helps students develop and refine a research proposal. The unit includes workshops on research ethics that will help students articulate the significance and relevance of their work and will assist those requiring ethics clearance. The written proposal is defended through the oral Presentation of Proposal (POP). After successful completion of this unit, students will have demonstrated an ability to design and justify a research project in their discipline.

It is now more important than ever for researchers to explain their research to the public. Although it can be challenging to translate specialist knowledge for non-specialist readers, this is the skill students will receive training for in Writing Beyond the Academy. By following the model of The Conversation, a widely popular knowledge translation platform, students will learn the principles of public audience writing, how to pitch to an editor and how to work with their feedback, and produce their own public audience essay.

This unit is the second unit of the research project and thesis of the BSS Honours program and consists of a research project designed and implemented under the direction of an academic supervisor and research mentor. It is only available to students who have been accepted into the honours programmes for the following Bachelors degrees - Community Welfare, Policing, Social Science and Tourism Management. This unit is the culmination of studies for students who have completed their undergraduate degree and provides substantial training in research. Under staff supervision, students choose the particular topic for their research, design their own programme of research , perform the research and analyse the results. The production of a thesis is at the end of this process. Students describe the rationale for their topic, their research programme, ethical issues, results and their conclusions.

This unit is the fourth unit of the research project and thesis of the BSS Honours program and consists of a research project designed and implemented under the direction of an academic supervisor and research mentor. It is only available to students who have been accepted into the honours programmes for the following Bachelors degrees - Community Welfare, Policing, Social Science and Tourism Management. This unit is the culmination of studies for students who have completed their undergraduate degree and provides substantial training in research. Under staff supervision, students choose the particular topic for their research, design their own programme of research , perform the research and analyse the results. The production of a thesis is at the end of this process. Students describe the rationale for their topic, their research programme, ethical issues, results and their conclusions.

This unit supports the Social Work Thesis. It is an intensive study in two parts. Part 1 is an introduction to Honours study and to the research thesis. Topics covered include the research proposal, the literature review, research methodologies, ethics in social research and ethics applications. Part 2 focuses on the writing stage of the thesis. Topics covered include data analysis and thesis writing.

Students in Advanced Social Research Methods concentrate on methods for collecting and analysing research data. The unit builds on the key research concepts established in 102175 Research in the Social Sciences, in particular research methodology. Advanced Social Research Methods provides students with an overview of research design and the methods for collecting and analysing research data within the broad spectrum of the social sciences. This includes purposes, strengths and limitations and applications to professional domains and/or discipline contexts. Students attend in-depth workshops on specific methods offered by practicing researchers to evaluate the merits of different research methods.

This unit asks students to reflect upon imagination and its use in research, inquiry, and social action. It challenges students to develop an applied understanding of imagination in the development of creative responses to personal and social concerns. Underlying this exploration is a challenge to students to reflect upon the relationship between form, content and communication, objectivity and subjectivity, arts theory and practice, the writer, performer, artist and educator. The unit considers mediums for expression and communication; imagination as an analytical tool, and imagination as a means for understanding, communicating and enabling intentions and outcomes.

Entrepreneurial & innovative skills are more important than ever for today's graduates where applying creativity to drive commercial outcomes is commonplace both for those working inside organisations and those developing their own business. This unit, based on the fundamental principle of 'doing', proposes to deliver principles and content through a highly applied approach. This is a unit that teaches entrepreneurship in a fundamentally different way to the traditional course structures. The unit is delivered through Western Sydney University's highly successful "Launch Pad Innovation Centre" which provides both Tech Start-up and SME business support. This unit maximises the opportunity for real-world application by delivering through a case study driven approach and utilising a mix of presenters including: academia, business mentors, industry specialists from Launch Pad partners such as KPMG, NAB and government industry representatives, and actual start-up and SME business owners as guest lecturers.

Understanding of Australia's cultural identity is essential for those who intend to engage in its promotion or in the management of cultural exchanges between Australia and other countries. This unit will describe the main features of Australian cultures including Indigenous culture, Western culture as inherited through settlement from Britain and elsewhere, and of multiculturalism arising from recent migration patterns. Students will study the history and current status of Australia's political institutions, its important international alliances and treaties, and the development of its independent foreign policy. An introduction will be given to Australia's major cultural management organisations and arts institutions (including invited guest speakers).

A key skill in becoming a professional researcher is learning how to manage your career options. Fundamental aspects of this include making strategic choices regarding research focus and employment directions, learning to build professional networks both locally and internationally, and undertaking self-directed learning to continually expand your abilities and knowledge. This unit is designed to provide a structured approach to these aspects of career planning, and will include collaborative workshops where experienced researchers join the group to discuss the art of navigating around external constraints while forging your own path forward. As an early application of these principles, the unit involves completion of your Confirmation of Candidature proposal.

This unit provides students with opportunities outside the usual classroom experience. The unit uses knowledge acquired previously in the unit Chinese Cultural Policy and Practice and offers a real life application of this knowledge within a Chinese cultural context. Students will be required to travel to China for two to three weeks during their inter session break. While in China, they will visit important cultural and academic institutions and keep a daily diary of this experience. On their return to Australia students will be finalising assessment tasks required as part of this unit.

China's relationship with Australia and the rest of the world is critical to Australia's future success. This unit offers a broad introduction to Chinese society, history and politics and will cover in more detail cultural developments, including the creative arts such as music, literature, visual arts and film, together with popular arts and the digital transformation of media and the arts. An outline of Chinese aesthetic theories, cultural policies and the work of critics will be presented. The roles of art institutions such as museums, galleries, performance companies and publishers will be considered, together with agencies involved in international cultural exchange such as translators, censors and copyright agencies. The study of the interplay of Chinese language, thought and culture will be an integral part of this unit. A case study of a particular cultural medium may be presented by an invited guest speaker. This unit may be further developed through the China Culture Study unit which is an alternate unit within the Master of Chinese Cultural Relations course.

Covering Australia and other parts of the world, this unit explores current social theories of religion at the micro, meso, macro, and cyber levels. Starting from the micro or individual level, it deals with theories on the emergence of post-dogmatic religion and the growth of subjectivised forms of religion in the non-institutional field. It then moves to the group or meso level and covers the activities of religious and non-religious groups in the public and post-secular sphere. It then reaches the global (macro) level to discuss notions of multiple modernities, transnationalism and civilizational analysis. Finally, at the cyber level the unit analyses recent theories on the impact of new social media on religion.

This unit is designed to extend students' capacity to undertake critical and creative research in the arts therapies. Students will have the opportunity to work together and extend each other's work while undertaking a small research project that does not involve human research subjects. The theories and ethics of difference and diversity will be central to the process of enquiry. This includes formulation of research questions or problems, the choice and articulation of appropriate methodologies; data gathering and analysis; and the preparation of a research report. Students will learn to systematically question the dominant assumptions of their field and generate alternatives to a tendency for practitioner research to reproduce 'the same'.

This unit provides an introduction to key topics and debates in diplomacy and international relations. Relationships with other governments depend on diplomacy, which has been defined as the art of persuasion. Diplomatic modes, including those based on universalist values and those based on pragmatic self-interest will be considered and tested in the context of contemporary bilateral, regional and multilateral relations. The concepts of soft power and international public relations will be considered in the light of current cultural diplomacy campaigns, and tested through simulated role-play.

This subject explores the evolving relationship between digital technology, justice and crime. How are the temptations and risks associated with harmful or illicit behaviour being re-shaped by information and communication technologies, by social media and the computer networks that increasingly hold organisations together? Cyber crime is typically understood as use of information and communication technologies to assist in the commission of other crimes, actions that target computer networks or software, or new offences that could only exist with the technology. Cyber justice meanwhile emphasises the use of information and communication technologies to improve access to justice and the efficiency of justice procedures, not just to deal with cyber crime. How does the law keep up with the emergence of new crimes and technology-enhanced versions of old ones, and how do forensic investigators and analysts contribute to this process? The subject examines how justice processes and spaces, as well as criminal networks and strategies, are being reimagined to take advantage of the new technologies.

The unit considers the history of the ways that different regions of humanity have interacted, since 1400. The unit will consider such topics as: ethnic-centrism (how to address it in historical and political knowledge?); the era of 'Pan Asia' (what does the rise of China and India mean for historical and political studies?); the prominence of 'nation' in historical knowledge (how to treat human history as 'global'?); the relationship of ethno-nationalism to globalization; the periodization of global history (turning points in the emergence of a global humanity); the determinants of difference and commonality in human history; the characteristics of 'empires'; the natural limits of humanity.

This unit investigates the methodological possibilities of digital technologies for interdisciplinary humanities and social sciences research. It covers several major digital research methods, exploring previous applications and examining their orientations and implications. Digital research methods and applications may include digitisation, online curation, visualisation, network analysis, geographical information systems, data mining and simulation. In the context of these, the unit will probe histories of technology and knowledge production, the evolution of digital texts and practices, and issues in contemporary culture such as digital design, gamification, virtual identity, and digital rights.

This unit offers students the opportunity to systematically apply the theories and concepts developed in the Difference and Diversity and /or Religion and Society Specialisations to a project relevant to students' areas of professional practice, or interest. The focus of the project will be drawn from those issues of race, class, sexuality, disability, gender, religion and ethnicity embedded in the theoretical and conceptual work undertaken in the earlier units of the named specialisations.

In simplest terms, ecopedagogies is teaching and learning in partnership with Nature. This interdisciplinary unit examines place-based theory and outdoor-experiential education. Research has repeatedly shown that outdoor experiential learning promotes health, well-being, cognitive advancement, growth and development for children, youth and adults. Correspondingly, the importance of ecopedagogies in this historical era cannot be underestimated. The precariousness of human/nature interrelationships compels us to explore new ways of learning and knowing and ecopedagogies provides new ways of connecting with the natural world. Further insight is gained through engaging with First Peoples' knowledge systems through the conceptualisation of 'country' and relational frameworks.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. Ecopsychology is concerned with the relationship between human consciousness, human actions and environmental issues. It seeks to understand the sources, both phenomenological and socio-cultural, of the disjuncture between nature and psyche and to develop possibilities for personal and cultural re-connection and healing. Through applying experiential methods, critical inquiry and engagement with ecopsychological writings, students develop their awareness of "self", "nature", "culture" and explore the dynamics between them. The unit incorporates perspectives on ecological identity, ecospirituality and sense of place as ways of re-imagining the human-nature relationship and effecting ecologically-oriented change.

This unit uses comparative analysis of different emergency responses to humanitarian disasters to provide students with the skills and knowledge required to play a role in future emergency and disaster management. Students will gain knowledge of the geo-political forces and key international frameworks and standards that shape humanitarian responses, and of the motivations and approaches of aid donors and humanitarian NGOs when intervening in states. They will also gain foundational knowledge of assessment of NGO capacities and organisational infrastructure for managing emergencies, for example their organisational structures and cultures, donor priorities, support systems and personnel.

Working overseas is demanding and poses unique research challenges as well as risks to personal security and safety. This seven-day intensive subject teaches a range of applied research approaches, field skills, techniques and technologies to prepare students for operating safely overseas. The immersive scenario-based role-play learning is delivered at an off-site location. Drawing on United Nations accredited curriculum, the subject equips students with an appreciation for the major methodological, ethical, legal, logistical and personal challenges they are likely to confront when working 'in the field.' The unit is of special relevance to students seeking employment in Government and NGO sectors.

Global criminology is concerned with the process of respecting and fostering ideals of justice, the rule of law and human rights in an expanding range of transnational and domestic locations. These include stable, divided and post-conflict societies that are variously dealing with issues of discrimination, exploitation, insecurity and violence via international agreements, judicial and political means. The global development of justice initiatives has challenged the traditional criminological concern with individual offenders prosecuted by the sovereign nation state acting on behalf of a sole victim. In this unit students will gain a critical understanding of theories and concepts of global criminology, detail of the key aspects and uses of international criminal law, and the potential of alternative modes of attaining social justice. Case studies from around the globe will be analysed along with an emphasis placed on assessing the significance of issues, rights and justice reforms in developing regions.

This unit introduces students to the intersection between global health, human migration and economic development. Students are introduced to international efforts to manage and support better health for all populations, particularly those under stress through civil conflict or epidemic. Through the lens of migration theories, the course will examine why and how people migrate, the dynamisms and complexities of migrants' settlement in their new environment, the socio-economic and political dimensions of forced migration and its consequences, and the relationship between voluntary migration and economic and development goals at regional, national and international level.

This unit enables students to map the emergence of international humanitarian and development agencies from the mid-20th century to the modern day. Students will consider and asses international efforts to end poverty, such as the United Nations Conference on the Human Environment, the Rome Declaration and Plan of Action on World Food security, the Millennium Development Goals (MDGs) and the post-2015 Sustainable Development Goals (SDGs). A particular emphasis is placed on developing the skills to gauge the accountability and ethical approaches of humanitarian actors and agencies in global development.

Knowledge translation looks at how knowledge created through research can be applied in real world contexts. It takes research from the theoretical stage (i.e. "that's interesting, but so what?") to the applied stage where it can be used to create real impact. In this unit, we explore the two main processes of knowledge translation - communication and implementation. This is a highly collaborative unit where the interdisciplinary group meets to engage in general theoretical discussion and practice various knowledge translation activities based on our various fields of research.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit explores change and leadership through a range of contexts. In this unit we critically analyse cultural, structural and political dimensions of change in organisations, systems and communities. This unit is grounded in leadership models that feature collaborative and relationship enhancing approaches to enable purposeful change.

Evaluation of development aid and relief programs is an instrument for accountability and effective learning in terms of what works, for whom, in what circumstances, and at what cost. This unit uses critical and practical analyses to provide students with the skills and knowledge required to plan, implement, manage, and evaluate development aid and relief programs. Students are introduced to program planning and management strategies, types of evaluation approaches and their application, and evaluation dissemination utilisation. They gain practical skills to translate evaluation into policy and practice

This is a 40 credit point year-long subject taken over two terms (20 credit points in each term). This yearlong subject requires the completion of a research thesis and associated activities. The purpose of this subject is the completion of a research study building on the research subjects so far completed in the core subjects of the Master of Social Science. Students will work with a supervisor to frame, conceptualise, conduct and complete a research study and present a final research thesis.

The unit introduces students to the main theories and the diverse political economy dimensions of development. It consists of three modules. The first deals with key concepts that interrogate the meaning of development, origins of prosperity and the concepts of poverty, inequality and redistribution, which are contentious in their applications to various groups. The second module examines core issues in the political economy of development, which include globalisation, foreign aid, democracy, conflict and the role of the state. The last module engages with pertinent case studies focusing on Asia, the Pacific as well as problems with development in the Western world.

The health, socio-economic, and political aspects of conflicts and disasters are complex and multidimensional, requiring political commitment and coordinated and effective prevention. This unit uses critical analyses to provide students with the skills and knowledge required to understand the politics of public health response in emergency situations. Students will be introduced to rapid health assessment protocols in, and health priorities and the prevention of public health effects of, complex emergencies. They will gain practical skills to evaluate and critically appraise the evidence used to inform public health policy and the effectiveness of different decision-making practices in emergency situations.

Debates over the role of religion as well as religious law in the public sphere have been ongoing themes in recent decades in many countries. Religion and law are two important yet rival sources of normative reasoning of public order in which they are constitutive, regulative and coercive forces. The unit introduces students to various understanding of the interrelations between religion and law in the societal and individual domains of the public sphere; and reflects on the contentious nature of the relationships given sensitive issues such as religious education, equal marriage, abortion, human rights. In the first part of the unit, students study the relationship between law and religion in various faiths such as Judaism, Christianity, Islam and Hinduism. The second part examines how different religious traditions interact and intersect with different legal traditions (common and civil law system) in a range of countries (for example Australia, UK, Israel, Indonesia, India, Iran).

In this unit you will undertake a research/development project in relation to cultural exchange with China. This may include professional involvement in a cultural exchange activity and/or a research project on an issue relating to cultural exchange. The activity will include researching the literature and interpreting this in relation to the chosen task in a research/project report. There is no class work. Each student will be supervised by a member of staff in the School of Humanities and Communication Arts.

Public policy can effect change in society at global, national and local levels. This unit examines public policy and the role of research in its development. Students will explore, analyse and understand the link between research and public policy, will receive guest lectures from experts in public policy development, and have the opportunity to produce a peer-reviewed public policy paper or article.

From 2016 this unit replaced by 102357 - Ethics and Diversity in Research and Therapy for students enrolled in 4595-Master of Art Therapy only. This unit provides foundational skills and knowledge for research in the Social Sciences including contemporary developments such as digital and online research. It introduces key research concepts of epistemology, ethics, theory and methodology drawing on different fields of studies within the Social Sciences. The unit canvasses critical debates and approaches to research in the Social Sciences; the processes by which knowledge is created through research; and the purposes to which knowledge is applied in the Social Sciences. Finally, the unit focusses on developing student's skills and knowledge for developing research questions and research proposals.

Maximising impact requires strategy. In addition to an extensive relationship-building with external parties as well as a general commitment to knowledge translation, achieving impact also means being strategic with research design from the earliest stages of project planning. Who is your research targeted to? What are the broader social aims of your research? Which individuals and organisations might have a stake in the outcomes of your research? What are the relevant disciplinary, policy, economic, industry, and social contexts for your research? What barriers or opportunities exist within these contexts? What social media and other communication platforms are available for you to transfer knowledge? What types of public communication should you engage in, and at what stages of your research? This unit will explore how to design research projects with such questions in mind, by combining collaborative workshops with assessments tailored specifically to your own circumstances. Whatever stage your research is at, you will have the opportunity to produce output that will feed into your broader impact or engagement objectives.

Researchers must have an in-depth knowledge of their research area and the appropriate methods used, as well as the ability to access and manage large amounts of information. This unit will provide students with the opportunity develop a range of literacies and cognitive abilities, culminating in the presentation of the student's Early Candidature Plan.

This unit focuses on learning in the context of social-ecological understanding. It asserts that ecological sustainability is a consequence of the understanding and enactment of social-ecological relationships. In this regard 'social ecology' describes a field of understanding while 'sustainability' describes praxis in a social-ecological context. Both experience and the understanding of experience - learning- are subject matter. This study is undertaken through reference to ecological systems of understandings in the context of challenges to that understanding. It is grounded in reference to learning, change, creativity, culture, politics and the physical environment. The unit introduces key theorists and invites students to examine their personal relationship to social-ecological learning.

This unit provides a critical introduction to the opportunities and challenges of digital social research as well as the theoretical, methodological, and ethical implications of carrying out research in and on the digital. The social web provides researchers both with a tool and an environment to explore the intricacies of everyday life. In this unit, students will be immersed in online environments to further understand the theoretical, methodological and ethical issues of social research in the digital world. Through such activities, students participate as active digital researchers in online social science spaces to result in a professional online web presence and an in depth understanding of current and future research trends in digital social research.

This unit explores the relevance and application of the 'spatial turn' across social sciences and humanities disciplines. It examines various ways of thinking spatially, theorizing processes that shape urban space, and researching in place. Through concrete engagements with Sydney as a living laboratory it explores how the spatial turn adds to and counters dominant ways of thinking that privilege temporality or deep structure. Space, Place and the Field is analysed at varying scales, including from bodies to species, streets to cities, interpersonal to macro politics, drawing on the wealth of social, cultural, economic and environmental studies of Sydney.

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.

This unit examines the notions that humans are intrinsically social beings who are at once products of and producers of their own circumstances. By providing an overview and critical engagement with a wide array of social theories, the unit explores key aspects of human society including structure and agency; knowledge and power relations; culture and identity; class, economy and consumption; self, society and the public sphere; social change and social justice. Students consider the social, political and discursive processes through which theories are made and applied, and how theories may both limit and create possibilities for research and practice. Throughout the unit students will be encouraged to use critical social theory to not only expose and analyse social systems but also to engage in reflection about how theoretical perspectives can inform practices of change.

In traditional criminology crimes have been understood as acts that breach the criminal code of a given nation state. By contrast, transnational crimes are defined as violations of law that embrace more than one nation in their planning, operation or impact. These crimes often have a much broader (though often veiled) relation to serious individual and collective social harm and can be especially difficult to prevent or investigate and prosecute. Students will be expected to understand the global and regional developments that foster transnational crime, its range and security impacts, and international agreements and conventions as well the new forms of policing developed to counter it.

What is race? What is racism? How are they related? Why do they continue to shape social, political and economic relations well after the biological concept of race was disproven? What are the links between race and colonialism and in Australia particularly, the invasion and settlement of Aboriginal land? How is race related to property? How do ideas of race become embedded in state institutions and why do they continue to shape disadvantage and inequality? Though race develops differently in different contexts, it is best thought about through relational readings that draw out both the differences but also the similarities between places and times. This unit will draw on race critical and decolonial texts to focus on race as a modern idea that is shaped in the contexts of colonialism, slavery, and persists in post-immigration multicultural societies.

In recent decades, a new wave of racial, ethnic and religious violence and terrorism has been linked to rapid patterns of globalisation and tensions over group and national identities. Specific knowledge about violence and considerations about its real extent, causes and cultural meanings remain uncertain. Yet there is evidence of a recent general decline in violence with a significant role for legal and quasi-legal bodies for acknowledging injury, punishing previously 'deniable' violence and promoting reconciliation. Seminar topics in this course will include the global patterns and forms of violence; individual versus societal and historical explanations; biology, evolution and culture; gender, race and inequality; hatred, genocide, collective identity and psychoanalysis; the role of states and law in countering and condoning interpersonal and collective violence; debates about victimhood and the cultural symbols of violence and its memorialisation.

This unit introduces students to specific styles of historical methodology, considering how each of these styles alter the kinds of questions historians ask, how they select their sources, and how they account for the differences between past and present. Students undertake an independent, guided Applied Project on a historical methodology relevant to their intended thesis project.

This unit requires students to design, plan and manage a research project using existing literature and/or data sets. Students will engage critically and analytically with the literature in the field, and undertake research to evaluate and report on research findings. Under the guidance of an academic supervisor students will develop a research question, conduct a systematic review of literature/write a case study/work on an existing dataset, and write a thesis on a topic related to the social sciences. Through this process, students will gain insight into the various components of the research process. Further, they will demonstrate an ability to identify issues, synthesise salient information, and articulate original ideas to make a practical contribution to the existing body of knowledge relevant to the social sciences.

This unit encompasses a three-month training placement (approximately 420 hours) which is designed to consolidate knowledge and skills in the area of contemporary humanitarian and development aid or in the overlapping arenas of international criminological issues such as trafficking, criminalisation and victimisation or other fields in the social sciences. Students will design, plan, implement and report their findings on a project or projects, during a placement with a domestic or international organisation in the community, the not-for-profit, or government sectors. Students will be required to undertake a specific, focused project or projects relevant to the host organisation's needs, as an opportunity to apply the skills, training and knowledge acquired through coursework in the Master of Humanitarian and Development Studies or the Master of International Criminology programs or other master's programs in social science related disciplines.

Early career researchers engage in an exceedingly dynamic and competitive research and academic environment. They are expected to possess skills to successfully develop research projects, identify appropriate funding opportunities and communicate their knowledge by applying for research funding in line with their program of research. In this elective unit students will develop the knowledge and skills required to draft complex grant applications - using a framework that includes research design, hypotheses, research questions, and results - while communicating information in an accurate but accessible manner. Students will develop and refine their ideas for future research funding based on their knowledge gained across all the GCREDI units as well as their research studies. Students will communicate those ideas in practice through development of grant writing skills relevant to funding opportunities associated with their chosen career paths.

In this experiential learning unit, Graduate Certificate in Researcher Engagement, Development and Impact (GCREDI) students undertake a 30-day internship placement to experience current research practice, to develop professional networks, and to demonstrate and strengthen the transferable, professional and technical research skills they have developed through the GCREDI course and their HDR candidature. Completion of an internship gives research candidates the opportunity to strengthen their research career options and allows for further development of skills in research, planning, management, strategy, professional communication and leadership. The 30-day internship placement can be undertaken in an industry, government or non-government organisation, and is self-sourced by the student in consultation with the Unit Coordinator.