COMS1003 Culture to Cultures Semester 1, 2017ctl.curtin.edu.au/teaching_learning_services/unit... · Assessment 1:€ Media Analysis Write an academic essay analysing a media representation

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Syllabus This unit investigates our engagement with other cultures and culturally diverse thinking and perspectives. It will particularly explore Indigenous knowledge, perspectives and values. Students will critique cultural positionings and colonial forms of knowledge, as well as reflect on their own cultural background/identity and how it impacts their worldview. This unit also examines the effects and consequences of representation by analysing the ideological role played by global media, the way certain topics or cultural groups are represented and thought about, and how this connects with power.

Unit study package code: COMS1003

Mode of study: Internal

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Kara-Jane LombardPhone: +618 9266 2679Email: [email protected]: Building: 209 - Room: 339

Teaching Staff:

Administrative contact: Name: Teaching Support TeamPhone: +618 9266 7598Email: [email protected]: Building: 208 - Room: 428

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

COMS1003 Culture to Cultures Semester 1, 2017

Faculty of Humanities School of Media, Culture and Creative Arts

COMS1003 Culture to Cultures Bentley Campus 18 Feb 2017 School of Media, Culture and Creative Arts, Faculty of Humanities

Page: 1 of 12CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

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Introduction Intercultural competence is a graduate attribute of many Australian universities and “it is well accepted in higher education that students, whether domestic or international, need increasingly complex knowledge and skills because of increasing mobility and multiculturalism” (Corder & U-Mackey, 2016, p. 409). Culture to Cultures investigates the complexity of culture and our engagement with other cultures and culturally diverse thinking and perspectives. But this unit is not just about other cultures, groups, and peoples. We encourage you to examine yourself too – to consider your cultural background and identity, to talk through any ideas in the unit you find difficult or uncomfortable, to be critical of you beliefs and assumptions, and aware of the things that cause changes to your views or thinking.

In focusing on intercultural engagement and communication, we also can’t ignore what happens in mediated representation (Jackson, 2014, p. 86). The media plays an important role in social and cultural constructions of identity, culture, minority groups, the 'Other' and a range of other issues we are interested in. Media representations can influence our perceptions of other cultures, countries, groups and peoples, and can be seen to reproduce (or even shape) culture. So Culture to Cultures examines contemporary global mass media and different cultural framings of media and information. The unit examines the politics of communication, and the ideological role played by global media in producing and disseminating representations, identities, stereotypes, etc. As Stuart Hall puts it, we are interested in the “effects and consequences of representation – its ‘politics’... how language and representation produce meaning, but how the knowledge which a particular discourse produces connects with power, regulates conduct, makes up or constrains identities and subjectivities, and defines the way certain things are represented, thought about, practised and studied” (1997, p.6).

A warm welcome to Culture to Cultures. We hope you will find this unit as interesting and challenging as we do, and look forward to contact with you at lectures, tutorials, via email, or the discussion board. We wish you much success during the semester.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.





Curtin's Graduate Attributes

Learning Activities This unit places a great emphasis on the active learning that goes on in lectures and tutorials. A vital part of your learning in the unit and engagement with your peers occurs in lectures and tutorials, so please make the effort to attend as many as possible and to do the weekly readings and contribute to discussions.

Culture to Cultures utilizes a collaborative learning approach. You will be working together in a collegial way with staff and other students as we learn more about the issues discussed in the unit and consider, debate and evaluate our ideas. We encourage you to do your own research into the ideas and topics we discuss each week, explore some of the further readings in the unit outline, library reading list, or raised in lectures, or just keep up to date on the latest media stories. Those of us teaching the unit are also accountable to you to do the same. In week 11 you will choose your own topic(s) to explore in class. With your peers and tutor you will be deciding what you’d like to discuss that week. Although there are some suggestions in the unit outline, the direction of this class is up to you and your classmates.

To maximize your learning and that of your peers, the group assessment is an important aspect of the collaborative work we will be undertaking. This project will give you the opportunity to work with students from various backgrounds on a cross-cultural research project, sharing insights from your own cultures, developing effective teamwork practices and interpersonal skills, and observing differing styles of approaching such a project. You will need to meet with or contact group members outside of class time to develop the Report. Online students are expected to keep in contact with their group and tutor regularly to discuss tutorial content and group project. Students may wish to set up a Facebook group or use Google Docs etc. to do so.

Please feel free to join our Facebook Group: Culture to Cultures. It's entirely optional and we welcome your input, comments and posts. We'll be using the group to share articles from popular media around the themes of the unit that will complement the more scholarly reading you do each week.

On successful completion of this unit students can: Graduate Attributes addressed

1 Reflect on engagement with other cultures and culturally diverse thinking perspectives

2 Compose a sound argument which applies intercultural concepts and theories

3 Critique cultural positionings and colonial forms of knowledge

4 Engage with Indigenous knowledge, perspectives and values

5 Demonstrate awareness of own cultural background and identify how it impacts on

worldview 6 Effectively analyse global media representations, synthesizing evidence from

primary and secondary sources

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





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Learning Resources Essential texts

The required textbook(s) for this unit are:

l Holliday, A., Kullman, J., & Hyde, M. (2016). Intercultural communication: An advanced resource book. London: Routledge. Available to buy in the Bookshop, or available electronically through the Library catalogue.

Please make sure you access the 3rd edition (2016).

Intercultural Communication is not a textbook that you will read from start to finish. Because the book is divided into three sections - first defining the concepts, then extending our understanding of those concepts, and finally relating these to our personal circumstances and experiences - we jump around in the book as we progress throughout the semester.

(ISBN/ISSN: 978-0415489423)

Other resources

The following text is highly recommended:

l Grellier, J., & Goerke, V. (2014). Communication skills toolkit: Unlocking the secrets of tertiary success. 3rd ed. Melbourne: Cengage Learning.

Previous editions of the book would also be useful. As you might be using an older edition, in the Program Calendar at the end of the unit outline, we refer to the names of the chapters, rather than give chapter numbers.

Assessment Assessment schedule

Detailed information on assessment tasks

1. Assessment 1: Media Analysis Write an academic essay analysing a media representation (e.g. an article or editorial from a newspaper or magazine, a film/TV show an advert, comic, blog or vlog post, a YouTube video etc). Use the intercultural

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Media Analysis 20 percent Week: Week 4 (24 March) Day: Friday Time: 17:00

2,6

2

Critical Reflections 25 percent Week: Weeks 8 (21 April) and 12 (19 May) Day: Friday Time: 17:00

1,3,4,5

3Presentation 25 percent Week: Weeks 5 - 13

Day: Day of tutorial Time: n/a

3

4

Group Report 30 percent Week: Week 14 (2 June) Day: Friday Time: 17:00

2,6





concepts of essentialism and non-esssentialism to critically analyse this text. Your analysis can consider questions such as: Is the representation essentialist/ non-essentialist in any way? Are any kinds of stereotypes being deployed and how do you account for that portrayal? Is culturist language used and why is it important to be aware of the effects of language?

Your essay should be 1,000 words, and include at least two scholarly references in addition to the text you are analysing.

The Media Analysis is designed to help you come to grips with the two overarching concepts of the unit - essentialism and non-essentialism. It will prepare you for the more developed analysis of media representations you will be doing in the Group Report and is meant to be an early, low-stakes assessment that will allow your tutor to give you lots of feedback that you can apply in later assessments.

Marking Criteria:

l Use and understanding of intercultural concepts l Effective argument and analysis which critically applies concepts and theories l Use of supporting research, synthesis of evidence from primary and secondary sources l Accuracy and completeness of referencing and appropriateness of sources l Essay structure, clarity of expression, grammar and spelling, correct use of manuscript format

2. Assessment 2: Critical Reflections Critical thinking and reflection are important aspects in engaging with cultural complexity and intercultural engagment, and several of the learning outcomes for the unit ask this of you. During the course of the semester you will write two reflections (weeks 8 and 12). In both reflections you will answer a number of short answer questions (available on Blackboard), asking you to reflect on the development of your intercultural capabilities, engagement with other cultures, culturally diverse thinking perspectives etc. You will receive feedback from your tutor before you submit your second reflection.

Reflective writing requires critical thinking skills, and that you not accept what you read, think, believe, or experience at face value. It is about learning from our experience and developing our understanding. It should integrate theory and practice, and identifies learning outcomes of your reading/experience. We will talk more about the process of reflective writing in lectures and tutorials.

Marking Criteria:

l Evidence of reflection (evaluation and analysis rather than just description) in development of intercultural capabilities

l Evidence of reflection (evaluation and analysis rather than just description) in own learning of intercultural concepts and theories using the readings

l Demonstrating links between theory and practice

3. Assessment 3: Presentation In this assessment we encourage you to be bold in engaging in debate and the potential disagreements that can arise in critical exchange. Students will present on an issue relating to cultural diversity/interculturality, taking a position on this issue. The choice of topic is up to you, for example, you may choose to take a position for or against multiculturalism, question the value of political correctness, or refute points about affirmative action. You do not need to make an argument you necessarily believe in, you may choose to play devil's advocate in order to engage the class. You will present your case for 5 minutes to the class. Your presentation should refer to two scholarly sources, engage with popular debate on the issue, and can draw on whatever else you think may be relevant to your argument. Please submit a 1 page summary of your presentation (include a reference list) to Turnitin on the same day as your Presentation.





Your presentation should be followed by 3-5 minutes of discussion, where you will engage the tutorial group and lead a class discussion. Think about the points raised in the lecture on critical thinking. You are encouraged to think about how to best engage in debate with others in order to assist other students to learn, think critically, and deal with differences of thought and opinion.

Marking Criteria:

l Appropriate choice of topic l Development of a stong line of argument with evidence or reasons to support it l Use of scholarly and other research l Evidence of critical engagement with the topic, and reflection on different perspectives l Attempts to facilitate class discussion and a supportive shared learning community

4. Assessment 4: Group Report Topic: Compare media representations of a topic in Australia and another country of your choice.

In the group assessment we explore how media and communication are mediated and shaped by cultural context. The Group Report is an assessment that is meant to be worked on over the course of the semester. Your tutor will be organising you into groups in the first few weeks of semester, and guidance will be given on effective teamwork.

For this assessment, your group will produce a report that compares media representations of a topic in Australia and another country. Each group member will write a 1,500 word chapter in the report. In addition, the group will put together an introduction and conclusion, contents page, and attractive cover page. You are encouraged to include excerpts from articles, photographs, magazines – whatever will enhance the analysis and presentation aspects of the written report. Your tutor will discuss with you some of the ways that the project can be divided up between group members and further advice given on Blackboard during the semester.

The topic you choose to analyse is up to you. Some suggestions include:

l Discuss and analyse media representations of gender in sport, comparing representations in Australia with one other country.

l Discuss and analyse media representations of immigration, comparing representations in Australia with one other country.

l Discuss and analyse media representations of an environmental issue, comparing representations in Australia with one other country.

l Discuss and analyse media representations of a criminal issue, comparing representations in Australia with one other country.

You should analyse a variety of media representations, and each group member should include at least five scholarly texts to substantiate the analysis. There must be evidence of sound research and good analysis of the data collected. Some socio-cultural research is also necessary to explain the data. You should incorporate discussion of the concepts and theories discussed in the unit to inform your analysis eg: cultural identity, stereotyping, othering, culturism.

The Report must display evidence of group work. In other words, there must be appropriate linking between the segments presented by each group member, and a group introduction and conclusion for the overall report. You should be in contact/meet with your group outside of class to discuss and develop the project.

Marking Criteria:

l Effective argument and analysis utilising theories and concepts l Demonstrates evidence of independent research and synthesis of scholarly and media research l Accuracy and completeness of referencing and appropriateness of sources l Structure, clarity of expression, grammar and spelling, correct use of manuscript format l Evidence of teamwork and cohesion eg: group introduction and conclusion, cohesive style and content,





links between material presented l Professional presentation

Submitting Assessments: Turnitin Assessments must be submitted via the relevant Turnitin submission points in Blackboard. Note that each assessment will have separate DRAFT and FINAL submission points set up in Blackboard.

The Draft submission point will allow multiple submissions, for which students will receive feedback from Turnitin in the form of an Originality report. Submitting a draft is optional, and draft submissions will NOT be marked.

The Final submission point will allow only ONE submission which will be marked and late submissions are allowed as per the late assessment policy.

Pass requirements

There are two requirements to achieve a 'pass' grade in the unit:

l An overall mark of 50% across the different assessments in the unit. l Students are required to submit all assignments. Failure to submit one assignment will result in a 'Fail-

Incomplete' grade for the unit, irrespective of the mark achieved.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.





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Assessment extension

A student unable to complete an assessment task by/on the original published date/time (e.g. examinations, tests) or due date/time (e.g. assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each study period.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





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Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course. Assessments under investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may impact on enrolment in further units/study periods.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





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Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l Values and Signature Behaviours l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

We thank former students and teaching staff for the valuable feedback and positive comments about the unit. This semester, there have been changes to assessments, the weekly topics, and readings. We are also including time in tutorials to explore the theories and practical workings of teamwork and better prepare students for the group assignments they do in the unit.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





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Program calendar

Begin Date

Weekly Topic Readings Assessment

1.

27-Feb

Intercultural Communication: Culture, communication and representation

Unit outline

Intercultural Communication (pp. 68-70; further reading: pp. 74-89)

2.

6-Mar

Essentialism and non-essentialism Intercultural Communication (pp. 1-5; further reading: pp. 63-73)

3.

13-Mar

Essentialism, stereotyping, prejudice and othering

Intercultural Communication (pp. 24-28 and pp. 70-72; further reading: pp. 263-267 and p. 232 “Note: Othering")

4.

20-Mar

Critical thinking Intercultural Communication (pp. 170-188, pp. 284-286 and 232 “Note: Being critical”)

Recommended Reading:

Communication Skills Toolkit (Research Skills section & Oral presentations chapter)

Essay

5.

27-Mar

“Some of my best friends are…”: Social categorization, identity, and cultural membership

Intercultural Communication (pp. 7-23; further reading: pp. 90-98)

6.

3-Apr

Indigenous peoples and media representations

“Aboriginal terms of reference” Discussion Paper (available on Blackboard)

7. 10-Apr Tuition Free Week

8. 17-Apr

Tuition Free Week Reflection 1

9.

24-Apr

Language: The relationship between language and culture, and analysing language in media representations

Intercultural Communication (pp. 118-126)


Communication Skills Toolkit (Teamwork chapter)

10.

1-May

Globalisation, the nation and media Intercultural Communication (pp. 94-101)





11.

8-May

Analysing media representations Intercultural Communication (pp. 40-55)


Communication Skills Toolkit (Academic writing chapter)

12.

15-May

Reflecting on our engagement with cultural diversity

Intercultural Communication (pp 54-60 and p. 73 “Commentary”; further reading: pp. 275-283 and pp. 237-238)

Reflection 2

13.

22-May

Choose your own topic

(no lecture this week, tutorials and online discussions will still be running)

Conduct your own research in preparation for the topic(s) you have agreed to discuss this week

14.

29-May

Conclusion

(no lecture this week, tutorials and online discussions will still be running)

Report





Documents

COMS1003 Culture to Cultures Semester 1, 2017ctl.curtin.edu.au/teaching_learning_services/unit... · Assessment 1:€ Media Analysis Write an academic essay analysing a media representation