JSB171 Unit Information 2020 PDF

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Queensland University of Technology SCHOOL OF JUSTICE Justice and Society JSB171 Unit Information

This Unit Information booklet was prepared by Associate Professor Matthew Ball, School of Justice, QUT. Published by the School of Justice © Queensland University of Technology, February 2020

Contents

page Rationale

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Aims

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Objectives

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Structure Content/Study Schedule Risk management Teaching and learning approaches

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Textbook and Other Resources

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Assessment General assessment criteria Assignment 1: Report (internal and external) Assignment 2: Essay (internal and external) Assignment 3: Discussion Forum (internal and external) Assessment submission and extensions Assessment policy Assignment presentation Assignment referencing Plagiarism

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About your lecturer and unit coordinator

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JSB171Uni tI nf or mat i on

Important Contact Information

School of Justice (Student Support and Information) ph: email:

(07) 3138 7132 [email protected]

UNIT COORDINATOR Associate Professor Matthew Ball Ph: (07) 3138 7115 Email: [email protected]

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Rationale Australia has always made claims to being a just and fair society. It is a land of opportunity, where anyone can make it, and where mateship rather than class underpins social relations. Why is it then, that our criminal justice system is host to the most disadvantaged and disenfranchised in our community? By examining justice in the wider Australian society, this unit will demonstrate the intimate connections between a lack of social justice and a lack of criminal justice. Relevant contemporary social issues like asylum seeking, sex trafficking, homelessness, mental illness and Indigenous policing will be examined through this approach, which sees such issues in their historical, social and cultural context, linked to local, national and global debates. As a consequence, such analyses will go beyond state and national boundaries and will examine the broader implications of these criminological, social and legal issues for those excluded from justice in Australian society.

Aims The aims of this unit are threefold. First, the unit aims to introduce you to the social construction of ideas and, more specifically, the notion of structural inequality through a critique of the more popular yet individualistic concept of individual achievement. Second, the unit aims to introduce the social divisions of class, gender, race, ethnicity and sexuality as they impact on life chances. Third, the unit aims to discuss the relationship between structural inequality, life chances and social justice.

Objectives 1. Describe the principle of structural inequality and explain its relationship to the social divisions of class, gender, race, ethnicity, sexuality, and age (1.1, 1.2, 2.3). 2. Articulate the relationship between structural inequality and life chances in producing social injustice in Australia (1.2, 2.3). 3. Discuss and debate the ways in which social concepts (race, gender, class, sexuality, age) and legal concepts (human rights, citizenship, justice) interact to produce social injustice (1.1, 2.2, 2.3, 4.2). 4. Relate issues of social justice to questions of criminal justice in Australia (1.2, 2.2, 2.3).

Structure This unit consists of three parts or modules. The first establishes the broad conceptual and theoretical framework upon which discussions in the unit are based. The second and third sections provide more grounded examples. Each lecture in modules 2 and 3 explores one specific issue or case study in order to clearly and fully present the various facets of the interactions between social and criminal justice. The second module uses important sociological concepts and social justice issues to fully unpack the link between social and criminal justice, and examine the ways in which we respond to injustice. The third module explores significant criminal justice issues and institutions through which we seek to achieve justice, to highlight the impact that a lack of social justice has on the operation of the criminal justice process and beyond.

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Content/Study Schedule Week

Content

Module 1

Thinking about Justice Justice and Injustice Introduction and Chapter 1 Space, Place, and Chapter 2 Time Class, Race, and Sex Chapter 3 Social and Criminal Justice Poverty Chapter 4 Indigenous Chapter 7 Australians Women Chapter 5

1 (24th February) 2 (2nd March) 3 (9th March) Module 2 4 (16th March) 5 (23rd March) 6 (30th March) 7 (6th April) Mid-Semester Break 8 (20th April) Module 3 9 (27th April) 10 (4th May) 11 (11th May) 12 (18th May) 13 (25th May)

Readings (from Textbook)

Transgender People 13th-19th April

Chapter 6

Sexuality Justice Institutions Criminal Justice 1 Public Holiday Criminal Justice 2 Human Rights and Citizenship 1 Human Rights and Citizenship 2 and Conclusion

Chapter 8

Assessment

Report (due Friday 3rd April)

Chapter 11 (no classes) Chapter 12 Chapter 13 Chapter 13 and Conclusion

Essay (due 29th May)

Friday

Please note: because of some public holidays this semester, including on days when there are tutorials in the unit, the following adjustments to the class schedule have been made: For week 7 only: because of the Good Friday public holiday, there will be no Friday tutorials. Students in Friday tutorials will have the option of attending another class that week or completing a series of online tutorial tasks in lieu of your class. Please check the list of classes that you are able to attend closer to the date. For week 10 only: because of the May Day public holiday, there will be no classes at all this week. Normal classes will resume in week 11. Risk management There are no out of the ordinary risks associated with this unit. Teaching and learning approaches This unit incorporates a variety of different learning and teaching approaches, incorporating both online and face-to-face modes. There is a one hour lecture every week throughout the semester (starting in week one) for all students. The lectures will introduce students to the basic information as well as introduce video and other media

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for viewing and consideration. These lectures will be recorded and made available afterwards if you are unable to attend the lecture in person. The lectures will be supplemented by one hour tutorials (for all internal students) or frequent online discussion forums and chat sessions (for all external students), where students will be encouraged to reflect on and clarify the issues raised in the unit content and lectures. These will be supplemented by structured learning activities posted on the Blackboard site for every week (in the form of ‘Learning Modules’) for all students to complete at their own pace, offering opportunities for more in-depth explorations of the material for each week. Remember, the Blackboard site is the main point of reference for all students. From it you can access all written material, assessment instructions and criteria, and readings necessary for your study in this unit. Please access this site regularly as it will be constantly updated. Please also search on the Blackboard site for the answer to any query you might have about the unit, prior to asking your tutor or lecturer. For many students this unit will challenge preconceived ideas about the ways in which Australian society functions and their own position within such a society. Given the nature of the professional work and clientele with which you will be engaging in the future, it is imperative that you understand society from positions other than your own. This forms the basis of developing inter-cultural competence. This unit will make use of the popular media where appropriate to encourage discussion and debate about controversial issues which impact upon people from different cultures and classes. Please ensure that you engage in discussions within this unit professionally, and with respect to your fellow students. Textbook and Other Resources There are a number of resources that you are required to have access to during this unit. The set text for this unit is: 

Ball, M. & Carpenter, B. (2019). Justice in Society (2nd ed.). New South Wales: Federation Press.

You must ensure that you have access to this textbook throughout the semester. It is available to purchase at the QUT bookshop, online from the publisher, it is available to borrow from the QUT library, or available in the Faculty textbook loan scheme (if you are an Equity student). Where appropriate, various extra readings will be made available on the Blackboard site (through QUT Readings and the weekly learning materials pages) throughout the semester, so please make sure that you check the site regularly. This may be in the form of a media article, or a piece from a text or other academic source. We also encourage students to read widely and broadly beyond the unit materials, and also to make use of the wide variety of resources referred to in the unit materials and also listed below. Please consult the links provided on the Blackboard site for the most recent resources. Journals that may also be useful for your research include: The Australian and New Zealand Journal of Sociology The Australian and New Zealand Journal of Criminology International Journal of Crime, Justice, and Social Democracy British Journal of Criminology Gender and Society Journal of Sociology

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Australian Journal of Social Issues Journal of Gender Studies Social Alternatives Sociological Research Online We would, however, encourage you to seek other reference material, either general sociology or criminology texts, or books and articles specifically related to the topic under discussion. You may use the many sources we have cited throughout the Textbook as a starting point. Remember, the more widely you read on a topic, the greater will be your understanding and the better this will reflect in your written assessment for the unit. If you want to give a definition of a term, please use a specialist dictionary or a dictionary of sociology, rather than a general dictionary.

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Assessment General assessment criteria The grading of results in this unit will follow QUT and Department policy. Code

Description

Standard Percentage Grade Line

PASS GRADES 7

High Distinction Outstanding level of performance

6

Distinction Extremely high level of performance

75–84%

5

Credit High level of performance

65–74%

4

Pass Satisfactory level of performance

50–64%

FAIL GRADES 3 Marginal Fail Failure to demonstrate a satisfactory level of achievement in a small number of essential objectives

85%

40–49%

2

Fail Failure to demonstrate a satisfactory level of achievement in many essential objectives

25–39%

1

Low Fail Failure to demonstrate a satisfactory level of achievement in most essential objectives

1–24%

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Assignment 1: Report (internal and external) 

Friday 3rd April (week 6) 40% 1, 2, and 3. You will be required to choose one of the key groups explored in module 2 and compile a brief report offering a broad snapshot of the kinds of disadvantage and injustice that this group experiences in Australian society, and the barriers that are placed on the achievement of equality for that group. This report is to be 1000 words in length. This is a structured task, and you will be given guidance as to the kinds of information that you need to include and the key points that you need to consider. This task will allow you to gain feedback on your research and writing skills. This is an individual assessment.

Assignment 2: Essay (internal and external) 

Friday 29th May (week 13) 40% 1, 2, 3, and 4. You are required to choose one of the key institutions of justice explored in Module 3 and write a 1500 word essay in which you critically discuss that institution using the experiences/outcomes of the specific group that you chose to analyse in the previous assessment (Report). You must explore why the institution that you have chosen is important for that particular group when accessing justice, discuss the unique experiences/outcomes of the group in the context of this institution, the barriers they might encounter when accessing it, and make suggestions as to how access to that institution might be better achieved. This task will allow you to gain feedback on your critical thinking and essay writing skills. This is an individual task.

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Assignment 3: Discussion Forum (internal and external) 

Weeks 1–13 20% 1, 2, 3, and 4. This task will assess your engagement with unit materials and learning activities as demonstrated through class discussions (for internal students) and online discussions (for external students) throughout the semester. Key to this task is critical engagement with the main concepts of the unit through a variety of discussion topics and activities. You will be given formative learning activities, particularly early in the semester, in order to provide you with feedback so that you can get a sense of how well you understand the unit concepts. For internal students: During each internal tutorial session, tutors will assess your engagement in a program of discussions and activities. Discussions will focus on the lecture material and readings for that week. Activities will often be interactive and require group work. For external students: External students will have the opportunity to demonstrate their engagement with the unit via the discussion forums and scheduled online chats during the semester. All students are expected to have read the relevant material and engaged with the online activities for each week’s topic(s), to have thought about the set question(s), and to have prepared some responses and ideas for contribution. A final grade will be allocated after the last tutorial or discussion forum. For this aspect, you will be graded on your engagement with these discussions and the quality of your contributions. It is expected that you will attend all scheduled classes or contribute to all discussions in order to do this. You will also be assessed on your level of preparation for each session, as well as your level of participation in discussion and activities. Participation here requires genuine engagement – simply talking/contributing a lot does not guarantee a good mark. Participation is graded on the quality of your contribution and evidence of preparation for the session. We appreciate that discussion is difficult for some students, and we will endeavour to grade students on level of effort, rather than outcome. This piece of assessment is formative and summative. Your tutor will give you verbal/written feedback about your level of participation and understanding of the unit material throughout the semester. It is an individual task.

Assessment submission and extensions For all students The assessment in this unit must be submitted by being uploaded through Turn It In software via the link on the blackboard site by 11:59pm on the due date. All students please note:

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Assessment submitted after the due date without an approved extension will not be marked and will receive a grade of 1 or 0%. If special circumstances prevent you from meeting the assessment due date, you can apply for an extension. If you don’t have an approved extension you should submit the work you have completed by the due date and it will be marked against the assessment criteria. You may request an extension by contacting the Law and Justice Enquiries desk on level 4 of C Block, or by following the directions on the School of Justice Community Blackboard site. Applications for an extension must be submitted PRIOR TO THE DUE DATE. Do not send this form directly to your Unit Coordinator, Lecturer, or Tutor, as they do not decide on extensions.

Assessment policy For further details of assessment policy (extensions on due dates, etc.), you should refer to the Justice Undergraduate Student Handbook, the School of Justice Community Blackboard site, or the Blackboard site for this unit.

Assignment presentation When writing an assignment students are advised to refer to the QUT publication QUT Cite|Write. This publication is available online (www.citewrite.qut.edu.au) where you can print out the referencing guide that you need for this and other units in the School of Justice. We use the APA in-text referencing system – please do not use footnotes. The planning, organisation, writing, and referencing of written assignments is also discussed in this resource. PLEASE READ IT CAREFULLY. Note: Students must retain a copy of all assignments until the original submitted is marked and returned. In the case of missing assignments students must produce their copy within 24 hours at the request of the Unit Coordinator.

Assignment referencing Students are formally advised that the only acceptable practice allowed in relation to providing referencing at the end of an assignment, essay or research paper, is a list of references that have been cited in the assignment, essay or research paper. Students may title this ‘Reference List’ and this list will only include cited references. This means that students must not include in their reference list any material that is not clearly cited in the body of their assignment. Furthermore, the referencing system that must be used is the APA system. This is outlined at QUT Cite|Write (www.citewrite.qut.edu.au).

Plagiarism Students should familiarise themselves with scholarly conventions regarding sources and their acknowledgment (see QUT Cite|Write: www.citewrite.qut.edu.au). Plagiarism, the unacknowledged use of the work of others, is not tolerated and a range of disciplinary measures are in place at QUT for sanctioning this (see Justice Studies Student Handbook). Plagiarism is the act of taking and using another person’s work as one’s own. Where plagiarism occurs in items of assessment contributing to the result in a unit, it shall be regarded as, and treated in the same manner as, cheating in an examination. For the purpose of these rules, any of the following acts constitute plagiarism unless the work is appropriately acknowledged: copying the work of another student; directly copying any part of another person’s work; summarising the work of another person; using or developing an idea or thesis derived from another person’s work; using experimental results obtained by another person.

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About your lecturer and unit coordinator Associate Professor Matthew Ball is an academic in the School of Justice, and is the unit coordinator for this unit. He is a foundational scholar in the field of Queer Criminology, having written and edited three ground-breaking texts exploring the intersections of queer theory, criminology, and criminal justice: Criminology and Queer Theory: Dangerous Bedfellows?, Queering Criminology (with A. Dwyer and T. Crofts), as well as a special issue of Critical Criminology on queer crimino...