What is What is Society and Society and

Culture?Culture?Jodi Arrow, Vice PresidentJodi Arrow, Vice President

Society and Culture Society and Culture AssociationAssociation

What Is Society and What Is Society and Culture?Culture?

2 Unit Stage 6 Course, since 19832 Unit Stage 6 Course, since 1983 HSC External Assessment – 2 hour exam HSC External Assessment – 2 hour exam

(60%) and Personal Interest Project (40%)(60%) and Personal Interest Project (40%) About 4000 students per year – 400 schoolsAbout 4000 students per year – 400 schools Multidisciplinary course drawing from Multidisciplinary course drawing from

sociology, anthropology, communication, sociology, anthropology, communication, cultural studies, media studies, philosophy, cultural studies, media studies, philosophy, psychology and social ecologypsychology and social ecology

NOT General Studies!NOT General Studies!

The Nature of the The Nature of the CourseCourse

The study of the interaction of persons, The study of the interaction of persons, societies, cultures and environments across timesocieties, cultures and environments across time

Enables students to develop an understanding Enables students to develop an understanding of:of: ThemselvesThemselves Their own society and cultureTheir own society and culture The societies and cultures of othersThe societies and cultures of others

Conceptually based course that fosters skills of Conceptually based course that fosters skills of independent thinking and research to develop independent thinking and research to develop the qualities of effective citizenshipthe qualities of effective citizenship

Objectives of the Objectives of the CourseCourse

Knowledge and UnderstandingKnowledge and Understanding Identity, cultures, interaction of the concepts across Identity, cultures, interaction of the concepts across

timetime Continuity and change and research methodologiesContinuity and change and research methodologies

SkillsSkills Conduct social and cultural researchConduct social and cultural research CommunicationCommunication

Values and AttitudesValues and Attitudes Social justice, intercultural understandingSocial justice, intercultural understanding Informed and active citizenshipInformed and active citizenship Ethical research practicesEthical research practices Lifelong learningLifelong learning

The Nature of Society and The Nature of Society and CultureCulture

The Role of the The Role of the ConceptsConcepts

Tools for organising and understanding the Tools for organising and understanding the contentcontent

Fundamental course concepts are persons, Fundamental course concepts are persons, society, culture, environment and timesociety, culture, environment and time

Four other basic concepts: gender, power, Four other basic concepts: gender, power, authority and technologyauthority and technology

Concepts are the metalanguage of Society and Concepts are the metalanguage of Society and CultureCulture

Highly abstract and conceptual course – Highly abstract and conceptual course – challenging for less able students challenging for less able students

Micro/MacroMicro/Macro

Central concern of the courseCentral concern of the course Synthesis of personal experience and public Synthesis of personal experience and public

knowledge of the micro and macro worldsknowledge of the micro and macro worlds Important that students can relate the reading Important that students can relate the reading

they do in class to their own personal experiencethey do in class to their own personal experience Validates and values studentsValidates and values students’’ own personal own personal

experiences, and everyone has something to experiences, and everyone has something to contributecontribute

However, important that students donHowever, important that students don’’t just t just ‘‘tell tell storiesstories’’ about their own lives, and reach a about their own lives, and reach a synthesis of the twosynthesis of the two

Macro/MicroMacro/Micro

Social and Cultural Social and Cultural LiteracyLiteracy

Another central aim of the course, the Another central aim of the course, the development of Social and Cultural Literacydevelopment of Social and Cultural Literacy

Reflection of the values and attitudes objectivesReflection of the values and attitudes objectives Not directly assessed, but essential for Not directly assessed, but essential for

achievement of the aims of the course and achievement of the aims of the course and underpin the contentunderpin the content

Central premise: the demonstration of Central premise: the demonstration of cultural cultural relativismrelativism and overcoming and overcoming ethnocentrismethnocentrism

Making better citizens!Making better citizens!

Research Research MethodologiesMethodologies

Key component of the course; separates Society Key component of the course; separates Society and Culture from most other Stage 6 subjectsand Culture from most other Stage 6 subjects

Students not only learn the theory of conducting Students not only learn the theory of conducting research, they become field researchers research, they become field researchers themselvesthemselves

Research methodologies employed in all sections Research methodologies employed in all sections of the course, most notably in the Personal of the course, most notably in the Personal Interest ProjectInterest Project

Develop skills in planning, applying and analysing Develop skills in planning, applying and analysing primary research instrumentsprimary research instruments

Quantitative and Qualitative Quantitative and Qualitative ResearchResearch

Ethical ResearchEthical Research

Students are expected to conduct research ethically – Students are expected to conduct research ethically – applies to primary and secondary researchapplies to primary and secondary research Gaining participant consent and maintaining Gaining participant consent and maintaining

confidentialityconfidentiality Critical awareness of the studentsCritical awareness of the students’’ own bias/perspective own bias/perspective Not conducting research that poses a threat to the Not conducting research that poses a threat to the

participant or student, or school or wider communityparticipant or student, or school or wider community Not conducting research that places the student at riskNot conducting research that places the student at risk

Main ethical concern in recent years – proliferation of Main ethical concern in recent years – proliferation of uncritical online research (eg, surveys on facebook!)uncritical online research (eg, surveys on facebook!)

Preliminary Course – Preliminary Course – Year 11Year 11

120 indicative hours120 indicative hours The Social and Cultural World – 20% of The Social and Cultural World – 20% of

course timecourse time Personal and Social Identity – 40% of course Personal and Social Identity – 40% of course

timetime Intercultural Communication – 40% of Intercultural Communication – 40% of

course timecourse time

The Social and Cultural The Social and Cultural WorldWorld

Introduction to the courseIntroduction to the course Interaction between the concepts of persons, Interaction between the concepts of persons,

societies, cultures, environments and time; societies, cultures, environments and time; and gender, power, authority and technologyand gender, power, authority and technology

Introduction to the process of researchIntroduction to the process of research Cross-cultural study – compare Australian Cross-cultural study – compare Australian

culture with an overseas cultureculture with an overseas culture Amish, Maasai – popular cross cultural studiesAmish, Maasai – popular cross cultural studies

Personal and Social Personal and Social IdentityIdentity

Socialisation, development and coming of age of Socialisation, development and coming of age of individuals in a variety of social and cultural settingsindividuals in a variety of social and cultural settings

The process of socialisation, growing up and coming The process of socialisation, growing up and coming of ageof age

Theories of development – Maslow, Piaget, Erikson, Theories of development – Maslow, Piaget, Erikson, KohlbergKohlberg

Adolescent development and influences on Adolescent development and influences on developmentdevelopment

Rites of passage and coming of age in different Rites of passage and coming of age in different culturescultures

Cross-cultural study within Australia – Yolgnu Cross-cultural study within Australia – Yolgnu popular, using the films popular, using the films Yolgnu BoyYolgnu Boy and/or and/or Ten Ten CanoesCanoes

Intercultural Intercultural CommunicationCommunication

How to facilitate better communication across How to facilitate better communication across cultures in different parts of the worldcultures in different parts of the world

Communication – effectiveness, role of gender, class Communication – effectiveness, role of gender, class and status, verbal and non-verbal communicationand status, verbal and non-verbal communication

Role of communication in maintaining social controlRole of communication in maintaining social control Intercultural Understanding – using a comparison Intercultural Understanding – using a comparison

with another countrywith another country How to recognise and deal with intercultural How to recognise and deal with intercultural

misunderstandingmisunderstanding Popular cross-cultural studies include Bali, Japan, Popular cross-cultural studies include Bali, Japan,

Vietnam, India, ChinaVietnam, India, China

HSC Course – Year 12HSC Course – Year 12

CoreCore Personal Interest Project – 30% of course timePersonal Interest Project – 30% of course time Social and Cultural Continuity and Change – Social and Cultural Continuity and Change –

30% of course time30% of course time Depth Studies – TWO of the following – 20% Depth Studies – TWO of the following – 20%

of course time EACHof course time EACH Popular CulturePopular Culture Belief SystemsBelief Systems Equality and DifferenceEquality and Difference Work and LeisureWork and Leisure

Social and Cultural Social and Cultural Continuity and ChangeContinuity and Change

20 of the 60 marks in the HSC exam 20 of the 60 marks in the HSC exam Process of research and research methodologiesProcess of research and research methodologies The Nature of Social and Cultural continuity and changeThe Nature of Social and Cultural continuity and change Detailed country study of continuity and changeDetailed country study of continuity and change Applying theories of social change – usually Applying theories of social change – usually

Functionalism, Conflict Theory and/or Evolutionary Functionalism, Conflict Theory and/or Evolutionary TheoryTheory

Applying methodologies for hypothesising about the Applying methodologies for hypothesising about the futurefuture

Popular country studies – Japan, India, Vietnam, ChinaPopular country studies – Japan, India, Vietnam, China Examined using objective response & short-answer Examined using objective response & short-answer

questionsquestions

Depth StudiesDepth Studies Two sections in the exam – either answer a Two sections in the exam – either answer a

question in parts OR an extended responsequestion in parts OR an extended response If answer Question in parts for Depth Study A, If answer Question in parts for Depth Study A,

must attempt extended response for Depth Study must attempt extended response for Depth Study BB

Each to the value of 20 marks, spend Each to the value of 20 marks, spend approximately 40-45 minutes on each sectionapproximately 40-45 minutes on each section

Expected length of response of approximately 800 Expected length of response of approximately 800 wordswords

Changes to the exam after 2008 consultation on Changes to the exam after 2008 consultation on the role of the PIP in assessmentthe role of the PIP in assessment

Depth StudiesDepth Studies Can appear deceptively simple, especially Popular Can appear deceptively simple, especially Popular

Culture and Belief SystemsCulture and Belief Systems For students to achieve, they For students to achieve, they mustmust ensure that ensure that

they are combining personal experience with they are combining personal experience with public knowledgepublic knowledge

It is not sufficient to just It is not sufficient to just ‘‘tell storiestell stories’’ about their about their own belief system etcown belief system etc

Importance of valid and credible secondary Importance of valid and credible secondary research research

Emphasis is on specific examples, evidence to Emphasis is on specific examples, evidence to support and application of course concepts support and application of course concepts

Personal Interest Personal Interest ProjectProject

Often the most challenging but also rewarding Often the most challenging but also rewarding part of the course for studentspart of the course for students

Develops independent research skillsDevelops independent research skills Students become experts in their fieldStudents become experts in their field Excellent preparation for universityExcellent preparation for university Externally assessed – marked by the Board of Externally assessed – marked by the Board of

Studies corporate marking process out of 30Studies corporate marking process out of 30 Best PIPs from each year collected in the State Best PIPs from each year collected in the State

LibraryLibrary

What is the PIP?What is the PIP? Approximately 5500 word project, externally Approximately 5500 word project, externally

markedmarked Must be Must be personalpersonal – a topic of a student – a topic of a student’’s own s own

choice (within reason)choice (within reason) Must be related to the Society and Culture courseMust be related to the Society and Culture course Must demonstrate the synthesis of personal Must demonstrate the synthesis of personal

experience with public knowledgeexperience with public knowledge Based predominately on primary research Based predominately on primary research

methodologiesmethodologies Must include a perspective different to the Must include a perspective different to the

studentstudent’’s own – a cross-cultural component, and a s own – a cross-cultural component, and a continuity and change componentcontinuity and change component

Topic ChoiceTopic Choice Students must choose their topic in conference with Students must choose their topic in conference with

their teachertheir teacher Must avoid topics that are unethical or have the Must avoid topics that are unethical or have the

potential to be too controversial – must discuss with potential to be too controversial – must discuss with PrincipalPrincipal

Something they are interested in (or personally Something they are interested in (or personally affected by) which has a clear relation to the courseaffected by) which has a clear relation to the course

Should be original in either topic choice, execution or Should be original in either topic choice, execution or analysisanalysis

Narrow is better – allows for more depthNarrow is better – allows for more depth Students should seek to Students should seek to explainexplain why a phenomena why a phenomena

occurs rather than simply describing itoccurs rather than simply describing it

Examples of TopicsExamples of Topics Some of the prize-winning PIPs from 2011 HSC:Some of the prize-winning PIPs from 2011 HSC:

‘‘Rise of the Tiger Cubs’Rise of the Tiger Cubs’ ‘‘Gaga vs Gillard: the Rise of Raunch Culture and Gaga vs Gillard: the Rise of Raunch Culture and

the Demise of Female Political Identity’the Demise of Female Political Identity’ ‘‘Sikh Gender Roles’Sikh Gender Roles’ Quality over Quantity: ‘Only Children’ in SocietyQuality over Quantity: ‘Only Children’ in Society

List of all prizewinners at List of all prizewinners at www.scansw.com.au

Popular topics often come from: issues of Popular topics often come from: issues of identity, belief system, forms of popular identity, belief system, forms of popular culture, subcultures, racial issues & culture, subcultures, racial issues & multiculturalism, body imagemulticulturalism, body image

Components of the PIPComponents of the PIP Must demonstrate consistent application of Must demonstrate consistent application of

course conceptscourse concepts Must be clearly communicatedMust be clearly communicated Methodologies must be applied ethically and Methodologies must be applied ethically and

consistently, and should be appropriate to the consistently, and should be appropriate to the topictopic

Students need to demonstrate awareness of the Students need to demonstrate awareness of the limitations of their work and analyse their own limitations of their work and analyse their own processprocess

All subject matter should be clearly relevantAll subject matter should be clearly relevant

Research for the PIPResearch for the PIP

Secondary research crucial for fulfilling the Secondary research crucial for fulfilling the ‘‘public public knowledgeknowledge’’ component component

Trend towards students using the internet (including Trend towards students using the internet (including Wikipedia!) as their main source of informationWikipedia!) as their main source of information

Should be relying upon books & academic journals Should be relying upon books & academic journals (Sociology, Anthropology, Cultural Studies, Media (Sociology, Anthropology, Cultural Studies, Media Studies)Studies)

Students still plagiarise, especially from the Students still plagiarise, especially from the internet, in spite of the All My Own Work internet, in spite of the All My Own Work requirementsrequirements

Primary ResearchPrimary Research Students must conduct a range of primary Students must conduct a range of primary

research methodologiesresearch methodologies Generally, 4-5 is a good number of methodologies Generally, 4-5 is a good number of methodologies

– must be manageable, but demonstrate their – must be manageable, but demonstrate their skillsskills

Questionnaires are popular – should be conducted Questionnaires are popular – should be conducted in paper form or in a controlled online in paper form or in a controlled online environment (eg, Survey Monkey), sample size of environment (eg, Survey Monkey), sample size of at least 50at least 50

Interviews and focus groups – libraries can be Interviews and focus groups – libraries can be useful sites to conduct theseuseful sites to conduct these

All methodologies must be reliably recordedAll methodologies must be reliably recorded

Issues with ResearchIssues with Research

Content Analysis – confused with secondary Content Analysis – confused with secondary researchresearch

Observation – not adequately recorded or Observation – not adequately recorded or implemented correctlyimplemented correctly

Use of the InternetUse of the Internet Interviews over email or on MSNInterviews over email or on MSN Surveys conducted on online forums like Surveys conducted on online forums like

www.boredofstudies.com Focus groups – as aboveFocus groups – as above

How Can Libraries How Can Libraries Help?Help?

Access to online databases and journalsAccess to online databases and journals Provision of basic sociology books, like Provision of basic sociology books, like Sociology Sociology

AustraliaAustralia by Bessant & Watts (1 by Bessant & Watts (1stst year University year University level is perfect)level is perfect)

Wide range of books/journals on contemporary Wide range of books/journals on contemporary social issues, especially regarding Australiasocial issues, especially regarding Australia

Wide range of periodicals – Guardian, New Wide range of periodicals – Guardian, New InternationalistInternationalist

Gently steer students towards genuine, face-to-Gently steer students towards genuine, face-to-face primary research and away from online focus face primary research and away from online focus groups or questionnaires!groups or questionnaires!

How Can the Association How Can the Association Help?Help?

Our journal, Our journal, CulturescopeCulturescope – 3 editions per year, – 3 editions per year, resources, articles and teaching strategiesresources, articles and teaching strategies

The The ‘‘Best ofBest of’’ Culturescope series – $20-$30 Culturescope series – $20-$30 each, one for each Preliminary and HSC topic each, one for each Preliminary and HSC topic (although these will be updated soon)(although these will be updated soon)

Our website – Our website – www.scansw.com.au Details for membership, Culturescope resources, Details for membership, Culturescope resources,

extracts from past Prize-winning PIPsextracts from past Prize-winning PIPs Dear Pippa – Dear Pippa – pippa@scansw.com.au - Advice - Advice

line for students and teachersline for students and teachers

Other Helpful Other Helpful ResourcesResources

Heinemann Society and Culture (2Heinemann Society and Culture (2ndnd Edn) Edn), by , by Bernie Howitt & Robin Julian, Heinemann, Bernie Howitt & Robin Julian, Heinemann, 20092009

Society and Culture Preliminary and HSCSociety and Culture Preliminary and HSC, by , by Leaver et al, Thomson, 2007Leaver et al, Thomson, 2007

Society and CultureSociety and Culture, by Fleming & Fleming, , by Fleming & Fleming, ExcelExcel