SOCIOLOGY TEACHING & LEARNING

SUPPLEMENT

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Teaching and Learning Supplement

SOCIOLOGY (BHS315116)

ADVICE FOR TEACHERS

This document helps to describe the nature and sequence of teaching and learning necessary for

students to demonstrate achievement of course outcomes.

It suggests appropriate learning activities to enable students to develop the knowledge and skills

identified in the course outcome statements.

Tasks should provide a variety and the mix of tasks should reflect the fact that different types of

tasks suit different knowledge and skills, and different learning styles. Tasks do not have to be

lengthy to make a decision about student demonstration of achievement of an outcome.

COURSE SPECIFIC ADVICE

This Sociology TASC level 3 Teaching and Learning Supplement must be read in conjunction with

the Sociology TASC level 3 course document and relevant External Assessment Specifications and

Examination Guidelines.

It contains advice to assist teachers delivering the course and can be modified as required. This

Course Supplement is designed to support teachers new to or returning to teaching this course.

Sociology develops a capacity for detailed observation of social patterns and behaviour in groups,

and encourages learners to become aware of and to think about daily life and activities from a

variety of sociological perspectives. This study allows learners to harness key sociological

frameworks to analyse social institutions, especially in contemporary Australian society.

COURSE CONTENT

Module Title Indicative Times

Module 1 Socialisation: Conformity and Deviance 37.5 hours

Module 2 Institutions: Power and Politics 37.5 hours

Module 3 Equality and Inequality 37.5 hours

Module 4 Sociological Research Methods 37.5 hours

Modules 1 – 3 are usually taught in sequence.

Module 1 will be taught first. Modules 2 – 3 may be taught sequentially. The skills in Module 4 will be

introduced during Modules 1 – 3.

Module 4 may be taught discretely or integrated throughout Modules 1 – 3.

The Investigative Project aspect of Module 4 can be introduced at a time determined by the teacher.

While each of the following modules is presented as a discrete unit of study, these modules are

interrelated and course providers are encouraged to be flexible in the way they arrange the teaching

of the content. Investigating modules in an overlapping and interrelated way, will facilitate learner

understanding of the interrelationship between these social processes and institutions.

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Compulsory Content and Elective Content

The content for Modules 1 – 4 is compulsory. The Work Requirement for Unit 4, the Investigative

Project, is compulsory.

Module 1

Socialisation -

Conformity

and Deviance

Module 1 focuses on socialisation and the formation of identity. It examines the

process of socialisation by placing it in the context of culture and the formation

of norms. The socialisation process is examined through the agents of

socialisation and across the life span. Socialisation theory is critiqued with

particular emphasis on human agency and free will. The connection between

socialisation and social control is also established.

This module focusses on four key questions:

What makes us what we are?

How is socialisation a mechanism of social control?

What is the meaning and relativity of deviance?

What are the alternative sociological explanations of deviance?

Key Concepts:

agents of socialisation

norms

status (ascribed & achieved)

roles

sub-culture

primary/secondary socialisation

identity

conformity

difference

deviance

social interaction

sanctions – positive and negative as well as formal and informal

social control

Positive and negative functions of deviance

the relativity of conformity and deviance

internalisation

stigma.

Examples of learning activities

Learners:

write an analysis of a feature film that includes a deviant character; attempt to

describe the motivations of the character according to Hirschi’s (1990) four

elements of social bonding that contribute to the likelihood of an individual

becoming deviant: attachment to family, commitment to social norms and

institutions, involvement in activities and the belief that these things are

important.

focus on an example of moral panic that has recently been represented in the

media; develop a true/false quiz for the class based on the representation of the

issue in the media, students inform each other of the less-sensational truth of

the topic. Suggestions include: attacks on public transport, violence in the city,

perceptions of religious attire worn in public, displays of indigenous culture

during sporting contests, the ice ‘epidemic’.

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conduct a research report detailing the relative nature of deviance depending on

location, era, situation and social status; choose a behaviour that is considered

acceptable or deviant depending on the situation, including how the behaviour

has been addressed socially and/or by the law when it has been considered

deviant.

search newspapers and magazines for examples of Durkheim’s four functions of

deviance that are considered essential to society; for example, affirming cultural

norms (e.g. identification of threatened values or norms), clarifying moral

boundaries (e.g. explicit social boundary between right and wrong), promotion

of social unity (e.g. evidence of the collective outrage), and encouragement for

social change (e.g. suggested changes to the status quo).

write an essay about the impact of formal social control systems, such as planned

and programmed responses to expected deviance; evidence and examples

should include creative forms of social control sitting outside of the criminal

justice system; for example, precautionary interventions from family, peers,

teachers, social workers, closed-circuit surveillance, electronic tagging and

private security.

draw a Venn diagram that identifies whether there are any behaviours

consistently considered deviant regardless of age, social status, time and space.

construct a multimedia presentation that outlines similarities and differences

between the functionalist, conflict, feminist and interactionist perspectives of the

socialisation process.

write a 600-800 word essay to assess the agents of socialisation and how they

shape the individual.

undertake in class quizzes or end of unit tests.

Module 2 Institutions: Power and Politics

Module 2 examines dimensions of power in contemporary Australian society

through a study of four institutions: family, education, work and media.

The emergence of legislation as part of an ongoing dialogue between competing

interests within society can best be explained and understood from the

theoretical perspectives which underpin the analysis of each institution:

Functionalist perspective

Conflict perspective (including feminism)

Interactionist perspective.

This module focusses on four key questions; each unit will address these key

questions:

What is the role of these institutions and how have they changed over

time in contemporary Australian society?

What are the dimensions of power and politics in these institutions?

What are the inter-relationships between these institutions?

What is the role of stratification in these institutions?

A – FAMILY

Key Concepts

nuclear Family

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functions of family

alternative family forms/changing family structure

primary socialisation

changing roles in the family

fertility rates

ascribed status

patriarchy

gender roles

sole parent families

blended families

extended families

domestic division of labour

double burden

institution

family

inequality

stratification.

‘living apart together’ LAT relationships

Examples of learning activities

Learners:

write an analysis of a video clip or feature film that represents family life

in a particular era (e.g. nineteenth century) What was the family

structure at the time? Was ‘family’ as an institution experiencing

changing pressures on family life? What were they? How did this impact

on individual members of the family?

analyse text-based representations(s) through a short written response;

compare an excerpt of text (may be contemporary or a specific era with

that of another era.

respond to a series of visual stimuli that represents the institution of

family. (Address dimensions of power: gender roles, marriage and

divorce, changing technology or other).

use sociological imagination to consider different definitions of family;

select a type of family different from their own and prepare a written

report that identifies similarities and differences between the two

experiences of family life; if possible, students are paired up with other

students from different types of families to share their experiences.

formulate a table to compare and contrast characteristics of different

types of families such as the nuclear family, single parent family,

cohabitation, same-sex attracted parenting, extended family and blended

family; when formulating a definition of family, take into account the

various experiences of family life.

write a film analysis of the documentary ‘Two Men & Two Babies’ about

a same sex Melbourne couple who used a surrogate to help them

become parents; an ATOM Study Guide is available at:

www.metromagazine.com.au/studyguides/issues.asp.

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construct a family tree outlining their extended family; list roles assigned

to each family member (e.g. husband, wife, homemaker, breadwinner);

analyse their family tree to discover recurring and/or reinforced roles;

this information is further discussed using the feminist view of family.

construct a multimedia presentation that compares the experience of

family life and the changing role of family members in Australia with

family life in other cultures complete a representation analysis of

different depictions of family on television; the television shows should

be produced in four different countries (e.g. Australia, New Zealand,

England, Canada and America).

analyse data relating to family structure trends over time; construct an

hypotheses to explain key factors that have changed and continue to

change family life in family life in Australia.

construct a multimedia presentation that explains the inter-relationship

of family with other institutions e.g. poverty, portrayal of the family in

media, choice of schools, changes in labour markets).

write a 600-800 word essay to assess the agents of socialisation and how

they shape the individual

discuss: ‘Since WW2 changing gender roles, work, and education have

impacted on the changing forms of Australian families’ The format of this

question is a 600-800 word essay.

B – EDUCATION

Key Concepts

secondary socialisation

institutionalised inequality

manifest/latent functions

hidden curriculum

anti-school subculture

meritocracy

social reproduction

cultural capital

institution

education

inequality

stratification,

social mobility.

Examples of learning activities

Learners:

write an analysis of a video clip or feature film that represents education

in an historical context, What were the standards of education at the

time? Does this differ from state to state (e.g. Australia) or from country

to country? What was the function of education? How does education

differ today? What is the contribution of university and VET – how has

this changed over time?

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examine how education is depicted in Australian television drama;

consider how stereotyping has been used in the drama, and issues arising

from this homogeneous thinking about education. Refer to Chris Lilley’s

role of Ja’mie in the ABC drama ‘Summer Heights High’.

analyse text-based representations e.g. an excerpt of text, article or

government legislation (may be contemporary or a specific era); identify

the dimensions of power and politics in this institution through a short

written response. How does it differ according to context? (e.g. funding,

gender issues, government policies and legislation); compare the context

of the article with that of the learner’s experience .

respond to a series of visual stimuli that represents power and politics in

education. Address dimensions of power: gender, choice of schools,

poverty and the impact on education.

construct a multimedia presentation that explains the inter-relationship

of with other institutions e.g. achievement at school, portrayal of

education in media, choice of schools.

write a 600-800 word essay to assess the role of stratification in

education as an institution; address access to resources; types of school;

funding, meritocracy, anti-school sub-culture etc.

C – WORK

Key Concepts:

division of labour

post-industrial society

casualisation of the workforce

deregulation

unemployment,

underemployment,

working poor

feminisation of poverty

power

poverty

social-mobility

inequality

stratification

feminisation of workforce

achieved status

glass ceiling

structural unemployment

institution

work

alienation.

Examples of learning activities

Learners:

write an analysis of a video clip or feature film that represents the role of

work in an historical context (e.g. 1960s), compared to today. What

were the standards of work conditions at the time? How have the

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sectors of the workforce changed in recent times? (primary, secondary,

tertiary) What forces have impacted on this? What has been the impact

of industrialization, technology, automation, globalisation?

analyse text-based representations e.g. an excerpt of text or article that

illustrates the dimensions of power and politics in the workforce:

unemployment, under-employment, de- unionisation, class, income

distribution etc. ); identify the dimensions of power and politics in this

institution through a short written response. How does it differ

according to context? (e.g. funding, gender issues, government policies

and legislation); compare the context of the article with that of the

learner’s experience.

respond to a series of visual stimuli that represents the inter-relationship

of work with other institutions (for example) social consequences of

rapid social change, specialisation of labour markets, women/family and

the balance of work/life etc. …

construct a multimedia presentation that explains the role of

stratification in this institution e.g. casualisation of the labour market or

gender and work (blue, white and pink collar jobs; vertical and horizontal

segregation).

the term ‘working poor’ is used to describe one sector of today’s work

force. Discuss the implications for society when such payments as

‘double time’ and ‘tipping’ are essential components of some workers

casual wage.

there are many factors that impact on the types of industries that

provide high levels of employment. Research and quote statistics to

illustrate the rise and fall of some key industries in Australia over the

past ten (10) years.

write a 600-800 word essay to assess the role of power and politics in

the workplace.

D – MEDIA

Key Concepts:

media ownership and control

agenda setting

norm setting

gate keeping

deviance amplification

moral panic

stereotyping

scapegoating

bias

institution

media

inequality

stratification.

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Examples of learning activities

Learners:

work in groups to propose a definition for media, providing examples

illustrating their definition.

formulate a table to compare and contrast the first and second media

age; eras of popular culture.

construct a multimedia presentation that compares the theories of

media and media ownership.

examine the dimensions of power and politics in the media: power of

the media; media ownership and control; the media and public opinion;

stereotyping; scapegoating; bias etc.

research reasons for categorisation of youth, and consequences of

homogenous thinking about youth and adolescence, include

stereotyping, prejudice and discrimination. Find examples in the media

that support examples of homogenous thinking.

respond to a series of visual stimuli to analyse the inter-relationship

between media and other institutions: media images of the family;

technology and education; effects of images on our perception of groups

e.g. Muslims and terrorism; media images of work and/or education.

write a 600-800 word essay to assess the impact on social media on the

‘democratization’ of information in contemporary Australian society.

explain how the role of media, how it is delivered and how has changed

since 1980.

Module 3

Equality and

Inequality

Module 3 involves the study of equality and inequality in contemporary

Australian society through investigating the following social categories:

Gender

Ethnicity

Indigenous People

Age

Rural/regional Australians.

This module focuses on three key questions for each of the social categories:

What are the social, economic and political dimensions of inequality?

What are the causes and consequences of inequality?

How does inequality relates to one or more of the following institutions:

o Family?

o Education?

o Work?

o Media?

Key Concepts:

equality

Inequality

life chances

self-determinism

poverty

terra nullius

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ascribed and achieved status

life choices

stratification

structured inequality

poverty

relative poverty

masculine and feminine

sexuality and identity

gender socialisation

glass ceiling

gender stereotypes

patriarchy

discrimination

sexism

assimilation

marginalisation

prejudice

social policies

land rights

reconciliation

scapegoating

attitudes

prejudice

racism

ageism

ethnicity

White Australia policy

migration

multiculturalism

cultural enrichment

diversity

ethnocentrism

xenophobia

unskilled labour

social capital.

Examples of learning activities

Learners:

construct a table that identifies sociological similarities and differences

between the social categories of youth and the elderly; examples of

similarities include government financial support, diversity of members,

need for self-esteem, tax contribution; examples of differences include

voting rights and responsibilities, access to alcohol, access to a driver’s

license, health, consumerism; explain how using social categories assists

in the analysis of social change and its place in sociological discourse.

create a Venn diagram comparing the consequences of age for the two

groups: youth and elderly.

demonstrate and analyse certain scenarios related to gender (e.g. the

study of coding) and its impacts in education.

use a range of sources such as a dictionary, printed encyclopaedia and

the Internet to examine different definitions of race and ethnicity;

consider how the definitions have changed over time and the preferable

definitions in sociological study.

write a list of possible ethnic changes that occur when a spacecraft

crashes on an alien planet and is not sighted or rescued for several

generations; the craft contains women of non-English speaking Arabic

background, tourists including young men of a football club, and a crew

of ten made up of medical, scientific and academic people; the indigenous

people on the planet are friendly, of average intelligence, extremely

conformist, speak an unknown language incorporating gestures, and use

a primitive culture based on artistic expression; they live in polygamist

family groups; comment on the new social configuration of the society as

it undergoes change.

identify examples of the hybridisation of cultures in Australia; for

example, a Muslim student wearing an abaya with a Maori tribal design

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along the hem is watching a Bollywood film while eating Halal tacos and

writing an essay about the feminist perspective of family.

explore the ethnic diversity of the classroom by visually mapping birth

places, and parents’ and grandparents’ birth places.

maintain an annotated collection of historical and contemporary text-

based and visual representations of Aboriginal cultures and Torres Start

Islander cultures that could be interpreted as ethnocentric and/or

culturally relativistic; include at least two examples of a song, book,

artwork, film and/or advertising campaign.

construct a multimedia presentation that displays the historical

suppression of Aboriginal and Torres Start Islander culture in the form

of a timeline; outline major government initiatives and policies, including

protection, segregation, assimilation and integration alternatively, create

a timeline that represents the history of migrants/refugees to Australia.

consider the following hypothetical sociologist’s report:

A group of 500 people rejecting the modern materialism of

contemporary Australian society form a community on an

isolated country property; within 10 years, local townships have

ostracised these strange people; among themselves they speak

English, but use secret words and hand signs; they breed and eat

dogs but grow their own vegetables; they practice a communal

religious rite to a nameless god each week; they believe in

passivism and social obedience; each week they have a

communal meeting where women sit in a tight circle surrounded

by standing men who all sing and chant songs. Select five

practices that give the group identity, two practices that you

believe promote group cohesion and one practice likely to

ostracise them from neighbours. Using sociological frameworks,

argue whether or not you believe the group will be self-

sustaining or decline.

‘Various forms of discrimination have been outlawed, however, Australia

is often viewed as a patriarchal society’ Discuss this comment in relation

to female pay and the perceived ‘glass ceiling’ in the workplace.

explain the ‘White Australia Policy’ and how it has changed the

demographics in Australia since its inception

Module 4

Sociological

Research

Methods

Module 4 is about constructing and describing how research can inform different

sociological aspects of contemporary Australian society.

Key Concepts:

scientific methods of social inquiry to explore social relationships

outcomes of social activities

systematic research processes

objective observation

collection and analysis of data

ethical codes of conduct

protection and wellbeing of the groups and individuals with whom

sociologists work

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research methods used to gather information for analysis, such as case

studies, surveys, interviews and non-participant observation.

This course focuses on four (4) key ethical considerations:

Voluntary participation

Informed consent

Privacy

Confidentiality of data.

Examples of learning activities

Learners:

find definitions for the following terms in the context of sociological

research: nature of ethical methodology with reference to voluntary

participation, informed consent, privacy and the confidentiality of data.

access The Australian Sociological Association (TASA).

www.tasa.org.au/ethical-guidelines/; create an overview of the ethical

guidelines for primary sociological research

undertake primary research in the form of background briefings’, which

may take the form of interviews with willing participants; discuss in a

group environment; propose a range of research questions related to a

topic provided by teachers (relevant to the IP topic – Equality and

Inequality) Sample topics include:

o What are the social, economic and political dimensions of

inequality?

o What are the causes and consequences of inequality?

o How does inequality relate to one or more of the following

institutions?

Family

Education

Work Media

These focus questions should relate to at least one of the following groups:

Gender

Indigenous Australians

Ethnicity/Migrants

Age

Youth

Rural/regional Australia

research and create a list of appropriate interpersonal skills required to

conduct primary research interviews.

identify examples of comparative perspectives on the experience of

family life and the changing role of family members in Australia compared

to family life in different cultures.

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create a list of the influences of key demographic, cultural, economic,

technological and social developments on the ways people create and

experience family life and on the place and role of family as a social

institution.

research a definition of ‘comparative methodology’. Outline Australia’s

ethnic diversity through the use of comparative methodology.

consider the ethical implications of conducting research on human

subjects in the context of research into ethnic groups; using a proposed

topic create a guide for primary ethical research.

Supporting Student Responses and Elaborations

The inquiry model is a circular and dynamic interrelationship between planning, teaching and

learning, and assessment.

Examples of assessment tasks

Three or more of the following are suggested:

a research methodology design exercise

an ethical principles exercise

an empirical evidence report

a focus question exercise

a literature review

a primary research and data analysis report

a research report.

Specific strategies that teachers can use to elicit student responses while checking for understanding

include:

Feedback

Pivotal to formative assessment is the feedback loop which helps learners to improve and

develop and teachers should plan effectively to support this. It comprises three concepts:

o Feed up – where is the learner going?

o Feed back – how is the learner going?

o Feed forward – where to next and what must the learner do to get there?

Mind-mapping

A mind map is a diagram used to visually organize information. A mind map is often created

around a single concept, drawn as an image in the centre of a blank landscape page, to which

associated representations of ideas such as images, words and parts of words are added.

Major ideas are connected directly to the central concept, and other ideas branch out from

those. A mind map is an ideal tool to use in the questioning phase of the inquiry process.

Brainstorming

Brainstorming is sometimes called applied imagination and combines a relaxed, informal

approach to problem solving with lateral thinking. It encourages people to come up with

thoughts and ideas that can, at first, seem a bit crazy. Some of these ideas can be crafted into

original, creative solutions to a problem, while others can spark even more ideas. This helps

to get people unstuck by "jolting" them out of their normal ways of thinking. Brainstorming

can be particularly useful in skill steps 4 and 5 of the inquiry model.

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Folio

In assisting with the requirements for academic integrity both teachers and learners should

undertake a collaborative process to achieve this goal. Teachers should allow class time in

which learners undertake components of the work requirement and also to provide for

verification. Processes may include Written feedback, including:

Investigation checklists

Using teacher observation sheets for drafts and referencing

Making annotated notes in responses to issues emerging during research and

drafting.

Learners are expected to complete evidence, in hard or digital copy, that the work they have

completed is their own. This could comprise:

Copies of emails

The keeping of a journal.

Working notes and jottings

Copies of research papers and drafts

Evidence of research, including collection and sorting of data.

Teaching strategies that are particularly relevant and effective in Psychology, either individually or in

combination, include:

Oral skills

role plays, games and simulations

debate and discussion

interviews and surveys

group work

brainstorming

presentations

Written skills

multiple choice items

short responses

extended responses

projects and inquiries

classroom displays

timelines

graphic organisers

Community based learning

specialist speakers and lectures

excursions

work-integrated learning

Cooperative learning

Analysis

statistics and data

graphical representations

collection and interpretation of newspaper and journal articles

audio, visual and television reviews

experimental and observational research

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game play

Applications

case studies/scenarios

design surveys

applied practical exercises

software packages or applications

interactive and multimedia packages

podcasts, wikis, blogs

social media, e.g. twitter

RESOURCES

Texts (General)

Online Support Materials

Online support materials are provided for each subject and updated regularly on the website

(www.tas.gov.au).

BOOKS

Abercrombie, N, Hill, S, & Turner, BS 2006, The Penguin Dictionary of Sociology, 5th edn, Penguin,

London.

Becker, HS 1966, Outsiders: studies in the sociology of deviance, The Free Press, New York.

Beilharz, P & Hogan, T (eds) 2002, Social Self, Global Culture: an introduction to sociological ideas,

2nd edn, Oxford University Press, South Melbourne.

Beilharz, P & Hogan, T (eds) 2002, Sociology: place, time & division, Oxford University Press, South

Melbourne.

Bennett, T & Carter, D (eds) 2001, Culture in Australia: policies, publics and programs, Cambridge

University Press, Melbourne.

Bessant, J & Watts, R 2007, Sociology Australia, 3rd edn, Allen & Unwin, Crows Nest.

Britton, S (ed.) 2000, Reconciliation?: Indigenous art for the 21st century, Artlink, Henley Beach.

Browne, K 2005, An Introduction to Sociology, 3rd edn, Polity Press, Cambridge.

Burgmann, V 2003, Power, profit and protest: Australian social movements and globalisation, Allen &

Unwin, Crows Nest.

Burke, P 2009, Cultural hybridity, Polity Press, Cambridge.

Castells, M 2000, The rise of the network society, Blackwell Publishers, Malden.

Chappell, D & Wilson, P (eds) 2005, Issues in Australian crime and criminal justice, LexisNexis

Butterworths, Sydney.

Chayko, M 2008, Portable communities: the social dynamics of online and mobile connectedness,

SUNY Press, Albany.

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Clinard, MB & Meier, R 2008, Sociology of deviant behavior, 13th edn, Thomson/Wadsworth,

Belmont.

Cohen, S 2002, Folk devils and moral panics: the creation of the Mods and Rockers, 3rd edn,

Routledge, New York.

Crossley, N 2002, Making Sense of Social Movements, Open University Press, Buckinham.

Day, G 2006, Community and everyday life, Routledge, New York.

Delanty, G 2003, Community, Routledge, New York.

Durkheim, E 1893, The Division of Labor in Society, 2nd edn, translated by WD Halls with an

introduction by Lewis A Coser, Macmillan, London, 1984.

Eckersley, R et. al. 2007, Generations in dialogue about the future: the hopes and fears of young

Australians, Australian Youth Research Centre, Parkville.

Foley, F 2006, The art of politics the politics of art: the place of indigenous contemporary art,

Keearia Press, Southport.

Germov, J & Poole, M (eds) 2007, Public Sociology: an introduction to Australian society, Allen &

Unwin, Crows Nest.

Gerogas, J et. al. (eds) 2006, Families across cultures: a 30-nation psychological study, Cambridge

University Press, Cambridge.

Giddens, A & Sutton PW 2010, Sociology: introductory readings, 3rd edn, Polity Press, Cambridge.

Giddens, A 2010, Sociology, 6th edn, Polity Press, Cambridge.

Haney, L & Pollard, L 2003, Families of a new world: gender, politics, and state development in a

global context, Routledge, London.

Healey, J (ed.) 2006, ‘Aboriginal Reconciliation’, Issues in Society, vol. 234, The Spinney Press,

Thirroul.

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Thirroul.

Healey, J (ed.) 2006, ‘Criminal Justice’, Issues in Society, vol. 232, The Spinney Press, Thirroul.

Healey, J (ed.) 2007, ‘Immigration and Citizenship’, Issues in Society, vol. 261, The Spinney Press,

Thirroul.

Healey, J (ed.) 2007, ‘Indigenous Australians and the Law’, Issues in Society, vol. 248, The Spinney

Press, Thirroul.

Healey, J (ed.) 2008, ‘Indigenous Disadvantage’, Issues in Society, vol. 271, The Spinney Press,

Thirroul.

Healey, J (ed.) 2010, Issues and Opinions, vol. 1, The Spinney Press, Thirroul.

Healey, J (ed.) 2008, ‘Juvenile Crime’, Issues in Society, vol. 273, The Spinney Press, Thirroul.

Healey, J (ed.) 2010, ‘Population Sustainability’, Issues in Society, vol. 317, The Spinney Press,

Thirroul.

Healey, J (ed.) 2008, ‘Racial Discrimination’, Issues in Society, vol. 278, The Spinney Press, Thirroul.

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Healey, J (ed.) 2009, ‘Refugees’, Issues in Society, vol. 296, The Spinney Press, Thirroul.

Healey, J (ed.) 2008, ‘Sustainable Living’, Issues in Society, vol. 268, The Spinney Press, Thirroul.

Healey, J (ed.) 2010, ‘The Health of Indigenous Australians’, Issues in Society, vol. 308, The Spinney

Press, Thirroul.

Healey, J (ed.) 2005, ‘The Population Debate’, Issues in Society, vol. 224, The Spinney Press,

Thirroul.

Hirschi, T 1969, Causes of delinquency, University of California Press, Berkeley.

Hollinsworth, D 2006, Race and racism in Australia, 3rd edn, Thomson/Social Science Press, South

Melbourne.

Holmes, D, Hughes, K & Julian, R 2003, Australian Sociology: a changing society, Pearson Education,

Frenchs Forest.

Jureidini, R & Poole, M 2002, Sociology: Australian connections, 3rd edn, Allen & Unwin, Crows

Nest.

Keeler, C & Couzens, V (eds) 2010, Meereeng-an: Here is my country, the story of Aboriginal

Victoria told through art, Koorie Heritage Trust Inc.

Kramer, L 2003, The multicultural experiment: immigrants, refugees and national identity, Macleay

Press, Sydney.

Krieken, R, van et. al. 2010, Sociology: themes and perspectives, 4th Australian edn, Pearson,

Frenchs Forest.

Leslie, D 2008, Aboriginal art: creativity and assimilation, Macmillan Art Publishing, Melbourne.

Macionis, J & Plummer, K 2010, Sociology: a global introduction, 4th edn, Pearson Prentice Hall,

Harlow.

Mackay, H 2007, Advance Australia…Where?: how we've changed, why we've changed, and what

will happen next?, Hachette Australia, Sydney.

Maddison, S & Scalmer, S 2005, Active wisdom: practical knowledge and creative tension in social

movements, University of New South Wales Press, Sydney.

Maley, B 2001, Family and marriage in Australia, Centre for Independent Studies, St Leonards.

Mansouri, F 2009, Building Bridges: creating a culture of diversity, Melbourne University Press,

Melbourne.

Marshall, H, Douglas, K & McDonnell, D 2006, Deviance and social control: who rules?, Oxford

University Press, South Melbourne.

Mills, CW 1959, The Sociological Imagination, Oxford University Press, New York.

Najman, JM & Western, JS (eds) 2005, A Sociology of Australian Society, 3rd edn, Macmillan, South

Melbourne.

Nilan, P, Julian, R & Germov, J 2007, Australian youth: social and cultural issues, Pearson Education

Australia, Frenchs Forest.

Noble, G 2009, Lines in the sand: the Cronulla riots, multiculturalism and national belonging,

Institute of Criminology Press, Sydney.

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Osborne, R & Loon, B, van 2005, Introducing Sociology: a graphic guide, 4th edn, Icon Books,

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Pascoe, B 2008, The little red yellow black book: an introduction to indigenous Australia, 2nd edn,

Aboriginal Studies Press, Canberra.

Poole, M (ed.) 2004, Family: changing families, changing times, Allen & Unwin, Crows Nest.

Porta, D, della & Diani, M 2006, Social Movements: an introduction, 2nd edn, Blackwell, Malden.

Staggenbord, S 2011, Social movements, Oxford University Press, Oxford.

Prentis, MD 2009, A study in black and white: the Aborigines in Australian history, 3rd edn,

Rosenberg, Dural.

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Forest.

Schultz, J (ed.) 2005, People Like Us, ABC Books, Melbourne.

Strachan, G, French, E & Burgess, J 2010, Managing diversity in Australia: theory and practice,

McGraw-Hill, Sydney.

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Press, Melbourne.

Sutton, P 2009, The politics of suffering: Indigenous Australia and the end of the liberal consensus,

Melbourne University Press, Melbourne.

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Margaret Hollis, Cambridge University Press, New York.

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Uhlmann, AJ 2006, Family, gender and kinship in Australia: the social and cultural logic of practice

and subjectivity, Ashgate, Burlington.

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2nd edn, Oxford University Press, South Melbourne.

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Unwin, St Leonards.

JOURNALS AND PERIODICALS

Arena Journal (ISSN 1320-6567)

Australian Journal of Political Science (ISSN 1363-030X)

Australian Journal of Social Issues (ISSN 0157-6321)

Ethos: The Journal of Social Education Victoria (ISSN 1448-1324)

Eureka Street (ISSN 1036-1758)

Institute of Public Affairs Review (ISSN 1030-4177)

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Journal of Sociology (ISSN 1440-7833)

The Monthly (ISSN 1832-3421)

Overland (ISSN 0030-7416)

Quarterly Essay (ISSN 1832-0953)

Social Alternatives (ISSN 0155-0306)

Communities, Children and Families Australia (ISSN 1833-6280)

Family Matters (ISSN 1030-2646)

Journal of Family Studies (ISSN 1322-9400)

Youth Studies Australia (ISSN 1038-2569)

Australian and New Zealand Journal of Criminology (ISSN 0004-8658)

Australian Aboriginal Studies Journal (ISSN 0729-4352)

Cultural Studies Review (ISSN 1446-8123)

Journal of Australian Indigenous Issues (ISSN 1440-5202)

Journal of Indigenous Policy (ISSN 1448-4463)

Journal of Intercultural Studies (ISSN 1469-9540)

Communities, Children and Families Australia (ISSN 1833-6280)

WEBSITES

Australian Bureau of Statistics

www.abs.gov.au

Australian Clearinghouse for Youth Studies

www.acys.info/

Australian Crime Commission

www.crimecommission.gov.au

Australian Family Relationships Clearinghouse

www.aifs.gov.au/afrc

Australian Indigenous HealthInfoNet

www.healthinfonet.ecu.edu.au/

Australian Institute of Criminology

www.aic.gov.au

Australian Social Trends at Australian Bureau of Statistics

www.abs.gov.au/socialtrends

Communities and Families Clearinghouse Australia

www.aifs.gov.au/cafca/

Close the Gap

www.closethegap.com.au/

Page 19 TASED-4-6840

Closing the Gap Clearinghouse

www.aihw.gov.au/closingthegap/

Communities at Department of Families, Housing, Community Services and Indigenous Affairs

www.fahcsia.gov.au/sa/communities/overview/Pages/default.aspx

Community Development at Department of Planning and Community Development

www.dpcd.vic.gov.au/communitydevelopment

Cultural Infusion

www.culturalinfusion.org.au/portal/

Department of Climate Change and Energy Efficiency

www.climatechange.gov.au/

Department of Immigration and Citizenship

www.immi.gov.au/

Department of Justice

www.justice.vic.gov.au/

Department of Sustainability and Environment

www.dse.vic.gov.au/dse/index.htm

Department of Sustainability, Environment, Water, Population and Communities

www.environment.gov.au/

Diversity and Social Cohesion Program at Department of Immigration and Citizenship

www.harmony.gov.au/

Families & Children at Department of Families, Housing, Community Services and Indigenous Affairs

www.fahcsia.gov.au/sa/families/overview/Pages/default.aspx

Generation One

www.generationone.org.au/

Indigenous at Department of Planning and Community Development

www.dpcd.vic.gov.au/indigenous

Indigenous Australians at Department of Families, Housing, Community Services and Indigenous

Affairs

www.fahcsia.gov.au/sa/indigenous/overview/Pages/default.aspx

Indigenous Justice Clearinghouse

www.indigenousjustice.gov.au/

Indigenous Youth at Department of Education, Employment and Workplace Relations

www.deewr.gov.au/Indigenous/Youth/Pages/default.aspx

Koori Court at Department of Justice

www.justice.vic.gov.au/wps/wcm/connect/DOJ+Internet/Home/Courts/Victorian+Courts/JUSTICE+-

+Koori+Court

Local Government development, Tasmania

http://www.lgat.tas.gov.au/page.aspx?u=252

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Longitudinal Surveys of Australian Youth

www.lsay.edu.au

Making Multicultural Australia

www.multiculturalaustralia.edu.au/

Mirrung Ngu Wanjarri

www.mirrung.com.au/

Neighbourhood Justice Centre at Department of Justice

www.justice.vic.gov.au/wps/wcm/connect/DOJ+Internet/Home/The+Justice+System/Neighbourhood

+Justice/

Our Community

www.ourcommunity.com.au/

Office for Youth at Department of Education, Employment and Workplace Relations

www.deewr.gov.au/Youth/OfficeForYouth/Pages/default.aspx

Reconciliation Australia

www.reconciliation.org.au/

Refugee Council of Australia

www.refugeecouncil.org.au/

Smart Justice

www.smartjustice.org.au

Sustainability Victoria

www.sustainability.vic.gov.au/www/html/1517-home-page.asp

Sustainable Living Tasmania

http://www.slt.org.au/

Youth at Department of Education, Employment and Workplace Relations

www.deewr.gov.au/Youth/Pages/default.aspx

Youth at Department of Planning and Community Development

www.dpcd.vic.gov.au/youth

Youth.gov.au

www.youth.gov.au

Youthcentral

www.youthcentral.vic.gov.au

AUDIOVISUAL

Australian Broadcasting Corporation

www.abc.net.au

All of Us (video) 2010, Victorian Multicultural Commission, Melbourne. Available from

www.multicultural.vic.gov.au/all-of-us/education-resources.

Page 21 TASED-4-6840

From Voices of Australia: 30 Years of the Racial Discrimination Act: 1975-2005 (MP3) at Australian

Human Rights and Equal Opportunity Commission

www.humanrights.gov.au/racial_discrimination/voices/

National Film and Sound Archives

www.nfsa.gov.au/

Slow TV at The Monthly website

www.themonthly.com.au/video

Special Broadcasting Service

www.sbs.com.au

VIDEOS

Standard Deviants School: Sociology Super Pack (video) 2008, Cerebellum Corporation, San

Francisco CA.

Future Families: Making Babies (video) 2008, Red Ithaka Productions, Sydney.

Available from SBS www.sbs.com.au/contentsales/

mY Generation (video) 2010, Smoking Gun Productions, Unley SA.

Available from SBS www.sbs.com.au/contentsales/

Polly and Me (video) 2009, Shark Island Productions, Sydney.

Available from www.sharkisland.com.au

Plumpton High Babies (video) 2003, 220 Productions, Sydney.

Available from Screen Australia www.filmaust.com.au

Risking Our Kids (video) 2008, Film Finance Corporation Australia, Screenwest, Rymerchilds and

Thunderbox.

Available from Ronin Films www.roninfilms.com.au

The Oasis (video) 2008, Shark Island Productions, Sydney.

Available from www.sharkisland.com.au

Two Men and Two Babies (video) 2008, Big and Little Films Pty Ltd, Melbourne.

Available from SBS Content Sales www.sbs.com.au/contentsales

Two Mums and a Dad (video) 2007, Singing Nomads Productions, Melbourne.

Available from Ronin Films www.roninfilms.com.au

Under One Roof (video) 2003, Film Australia and SBS Independent.

Available from Screen Australia www.filmaust.com.au

Wallboy (video) 2009, Shark Island Productions, Sydney.

Available from www.sharkisland.com.au

Welcome to the Waks Family (video) 2003, Documentary Films, Sydney.

Available from Screen Australia www.filmaust.com.au

Convicted (video) 1993, Piper Films, Adelaide.

Available from www.piperfilms.com.au

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Facing the Demons (video) 1999, Company Dee, Sydney.

Available from Ronin Films www.roninfilms.com.au

Mad Morro (video) 2008, Jotz Productions, Sydney.

Available from Ronin Films www.roninfilms.com.au

A Well-Founded Fear (video) 2008, November Films, Sydney.

Available from SBS www.sbs.com.au/contentsales/

Dreamings – The Art of Aboriginal Australia (video) 1998, Film Australia, Sydney.

Available from Screen Australia www.filmaust.com.au

Halal Mate (video) 2007, Rebel Films, Melbourne.

Available from SBS www.sbs.com.au/contentsales/

Hope (video) 2008, Flying Carpet Films, Melbourne.

Available from Gil Scrine Films www.gilscrinefilms.com.au

I’ll Call Australia Home (video) 2008, Becker Entertainment, Sydney.

Available from Screen Australia www.filmaust.com.au

Immigration Nation: The Secret History of Us (video) 2010, Renegade Films, Melbourne.

Available from SBS www.sbs.com.au/contentsales/

Intervention: Katherine, NT (video) 2008, Jotz Productions, Sydney.

Available from Ronin Films www.roninfilms.com.au

Intervention: Stories from the Inside (video) 2009, Tangentyere Research Hub and Vincent Lamberti,

Alice Springs NT.

Available from Ronin Films www.roninfilms.com.au

Jane Elliott’s Australian Eye (video) 2002, Angry Eye Productions, San Francisco.

Available from SBS www.sbs.com.au/contentsales/

Silma’s School (video) 2005, Firefly Productions, Sydney.

Available from Ronin Films www.roninfilms.com.au

Temple of Dreams (video) 2007, Jotz Productions, Sydney.

Available from Ronin Films www.roninfilms.com.au

The Apology (video) 2008, Reconciliation Australia, Canberra.

Available from Ronin Films www.roninfilms.com.au

Veiled Ambition (video) 2006, Rebel Films, Melbourne.

Available from www.rebelfilms.com.au

Vote Yes for Aborigines (video) 2007, Denise Haslem Productions, Sydney.

Available from Ronin Films www.roninfilms.com.au

900 Neighbours (video) 2005, Big hART, Devonport TAS.

Available from Marcom Projects www.marcom.com.au

Big Stories, Small Towns (video) 2009, Screen Australia, Commissioned Production and the Media

Resource Centre.

Available from Screen Australia www.filmaust.com.au

Community Cop (video) 2008, 360 Degree Films, Melbourne.

Available from Screen Australia www.filmaust.com.au

Page 23 TASED-4-6840

Dick Smith’s Population Puzzle (video) 2010, Mitra Films, Sydney.

Available from Ovation www.ovationshop.com.au

My Home The Block (video) 2007, Geo Newmedia, Bendigo Vic.

Available from Ronin Films www.roninfilms.com.au

Our Park (video) 1998, Black Dog Pictures, Sydney.

Available from Ronin Films www.roninfilms.com.au

Slow Food Revolution (video) 2003, CM Film Productions, Perth.

Available from Screen Australia www.filmaust.com.au

CD-ROMs

Gontier, F & Solis, A 2010, Sociology: A Teacher Guide to VCE Sociology, Units 1–4, 2nd edn, Social

Education Victoria.

Available from www.sev.asn.au/resources/catalogue.html

Organisations:

Asylum Seeker Resource Centre (Education Program), West Melbourne Vic

Australian Human Rights Commission

Australian Institute of Aboriginal and Torres Strait Islander Studies

Australian Institute of Criminal Studies

Australian Institute of Criminology

Australian Institute of Family Studies

Australian Research Alliance for Children and Youth

Australian Sociological Association

ARACY Research Network

Criminology Research Council

Department of Paediatrics, University of Melbourne

Immigration Museum (Education Program)

Institute for Social Research, Swinburne University of Technology

Melbourne Graduate School of Education Youth Research Centre at University of Melbourne

Youth Research Centre

Melbourne Graduate School of Education, University of Melbourne, Vic 3010

Youth Affairs Council of Victoria Inc

Reconciliation Australia

Tasmanian Heritage Council

Tasmania: Charter of Rights

Victorian Equal Opportunity & Human Rights Commission

Page 24 TASED-4-6840

Copyright: Creative Commons Attribution 4.0 International unless otherwise indicated.

State of Tasmania (Department of Education) 2016