The Journal of the Society and Culture Association CultureScope – Volume 119, 2020

2020 COMMITTEE President Louise Dark Newcastle High School Vice President Emma Davidge Charlton Christian College Treasurer Julian Floriano The Forest High School Secretary Kristy Petrevski Gymea Technology High School Committee members Steven Baker St Ursula’s College, Kingsgrove Marshall Leaver Education Consultant Catriona McDonald Mercy Catholic College Emily Grant Monte Sant’ Angelo Mercy College Maxine Johnson Gosford High School Kendra Bruseker Oakhill College Jessie Forbes Shoalhaven High School Natasha Shepanski Killarney Heights High School Amanda Newell Clancy Catholic College (Western Sydney Regional Representative) Mandy Webb North Sydney Girls High School (Accreditation Officer)

Cover image:

United Nations COVID-19 poster campaign. Image source: Unsplash

ISSN 1323-191X While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. The Association would be pleased to come to a suitable arrangement if such a case arose. It is the responsibility of the author of any article, support document, etc. submitted for publication in this journal to prove copyright clearance of materials included within the submission; otherwise, said material will be deleted from the publication. Material may be used for classroom use only, unless permission is granted by the Editor. The copyright of individual authors remains with the author. If inadvertently we have breached copyright, we apologise. Society and Culture Association of NSW, Copyright © 2020.

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TABLE OF CONTENTS

Volume 119 Contributions

1. Letter from the co-editors Emily Aitken and Amanda Newell and update on Society and Culture resources 2. Formal Assessment Task – Inclusion and Exclusion: HSC Depth Study: Social Inclusion and Exclusion by Catriona McDonald, Mercy Catholic College, Chatswood 3. Images of Gender, Race, Age and Sexual Orientation in Disney Feature-Length Animated Films: HSC Depth Study: Popular Culture by Christina Kalinic, Stella Maris College, Manly 4. Agents of Socialisation – Grid Task: Preliminary Course – Personal and Social Identity by Tara Claire & Sarah Saunders, Barrenjoey High School, Avalon Beach 5. Secularisation in Australia – Choice Task: HSC HSC Depth Study – Belief Systems and Ideologies by Julian Floriano, The Forest High School, Frenchs Forest 6. TED Talk – The power of introverts, Preliminary – Personal and Social Identity by Kate Thompson 7. The Near Future : Aboriginal and Torres Strait Islanders: HSC Depth Study – Social Inclusion and Exclusion by Katherine Padovan, Westfields Sports High School, Fairfield West 8. Characteristics of Popular Culture: HSC Depth Study – Popular Culture by Alexander Moscovis, Moorebank High School, Moorebank 9. Enough Rope – The Art of Interviews: Preliminary – Social and Cultural World by Kate Thompson 10. Theories of Social Change: HSC Core: Social and Cultural Continuity and Change, by Hannah Geraghty, Caringbah High School, Caringbah 11. Popular Culture Concept Focus: Identity, Values, Commodification and Commercialisation: HSC Depth Study – Popular Culture by Alexander Moscovis, Moorebank High School, Moorebank 12. Primary Research Activity: Online Questionnaires + PSI: Preliminary – Personal and Social Identity by Katherine Dzida, Figtree High School, Figtree

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FROM THE EDITORS

Welcome to the mid-year edition of CultureScope for 2020. Volume 119 has been created and published slightly earlier this year in an attempt to provide ongoing support to members who are facilitating high quality learning experiences across a range of remote and face-to-face platforms due to Covid-19. In an ever-changing social and educational context, the Society and Culture Association of NSW has attempted to provide its members with a range of resources and professional development opportunities to support teachers and students within this challenging period. We sincerely hope that this Edition of CultureScope complements the many other resources that the Committee have been curating and creating to support teachers and students during this time. Just in case you have missed any, below is a list of resources and professional development opportunities that have been provided to members via the association website, facebook pages and various other online conferencing platforms. • Advice for students and teachers during COVID-19: https://sca.nsw.edu.au/index.php/covid-19- updates/ use this tab on our website to access student and teacher support material about primary research and the PIP during COVID-19; strategies to amend research processes and additional resources. • PIP Videos: Designed to address common areas of concern and frequently asked questions, these resources for teachers appear on the PIP section of the Members resource Tab. • Ongoing ZOOM conferencing with Committee members throughout Term 2, aimed at addressing key concerns and reasonable adjustments which can be made to ensure that students are best able to continue their social research and completion of their Personal Interest Projects. These have been scheduled for Weeks 3, 5, 7 and 9 of Term 2. Registrations and additional information is available through google forms: https://forms.gle/n5R5rzRz1eszeUYj6. These sessions will also be recorded and uploaded to the website. • Transformation of Study Day with the provision of the Exam Blitz: a series of high quality professional video lectures and resources to be used with students to support their preparation for their upcoming HSC trials and final examinations. The resources (five videos and student workbook) cost $160 for member schools and $200 for non-members and will be released to schools on Friday 12th June. Register and purchase this package via the events section on our website: https://sca.nsw.edu. au/index.php/events/ In Vol 119 a selection of resource articles, teaching and learning materials and assessment has been created and shared by our very generous colleagues and members. Many of the resources were created and selected in response to the changing teaching and learning platforms that many of us were and possibly still are operating from. These contributions span the HSC and Preliminary course, and include Assessment tasks, workbooks, research tasks, worksheets, choice activities, social theories and research methods. They have been curated with the hope that they provide support and inspiration during a time of great educational transformation and recognise the gifts and industriousness of the teachers who have generously contributed them. This journal is not possible without the contributions of teachers. With many teachers creating or modifying teaching and learning materials over the past term can we please encourage you to share them with your colleagues via a CutureScope submission. CultureScope is seeking contributions for publication for the end of year volume. We welcome a variety of classroom activities, articles, assessment tasks, programs and teacher reflections.

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For each submission please ensure you: – Identify the syllabus dot-point/focus area (if relevant) – Ensure references are used throughout – Give a brief overview of why it has worked well in your class (teacher rationale) – If it is an assessment task, please provide a marking guideline/suggested answers OR student samples (with permission) – Be aware we may need to change pictures/text layout – Email attachment to [email protected] with the subject ‘CultureScope submission’ – Provide your name, address and school details within the email

Benefits You will be paid $$$$ for your submission. For new-scheme teachers, a published journal article counts for 2 hours (Teacher Identified). Any other suggestions for resources in future editions are welcome.

Warm regards, CultureScope Co-editors Emily Aitken & Amanda Newell

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FORMAL ASSESSMENT TASK – INCLUSION & EXCLUSION HSC Depth Study – Social Inclusion and Exclusion Catriona McDonald, Mercy Catholic College, Chatswood Syllabus Links Syllabus Outcomes The nature of social inclusion and exclusion: H1 Evaluates and effectively applies social • the concept of ‘socially valued resources’ and cultural concepts. H3 Analyses relationships and interactions • how individuals and groups experience social within and between social and cultural exclusion within Australia at the micro, meso groups and macro levels. H8 Uses planning and review strategies Within ONE country, students are to examine: to conduct ethical social and cultural • inclusion and exclusion for ONE of the research that is appropriate for tasks following groups in relation to access to EACH ranging from the simple to the complex. of the following socially valued resources: − H9 Applies complex course language education − housing − employment − health and concepts appropriate for a range care − technologies − the justice system of audiences and contexts • the initiatives of governments and community organisations in implementing programs Related concepts focused on social inclusion for the group. Inclusion, Socially Valued Resources, • emerging social exclusion resulting from Technologies limited access to modern technologies and communications, and its implications. Rationale In light of our school switching to Home Based Learning for the end of Term 1 and only phasing students back over the first weeks of Term 2, the assessment task was altered from a Research task with an in-class response to purely a research task for students to submit via our Turnitin portal. The task was adapted from one designed last year to accommodate the need for variation of assessments with the current NESA requirements. Last year, students answered one 5 mark question relating to discussion of one of the three Socially Valued Resource and the 15 mark question required evaluation of the other two Socially Valued Resources. This year, to adapt the task to a research report, I decided to add an additional 5 mark question to enhance the report, and to provide students with even further practice for understanding that it is important to be able to make judgements about the effectiveness of government policies and community initiatives to enhance inclusion for particular groups in Australian society. I wanted students to also undertake research in a similar vein to what they might experience at university next year, and to have experience of writing in a similar style for their Personal Interest Project, that is, to include footnotes and a bibliography (albeit unannotated, much to the relief of my students!). I have also explained the assessment notification to my class with the use of the Screen Castify tool. The explanation included discussion of the fact that the three SOCIALLY VALUED RESOURCES would not be covered in class content, but that I would commence with modelling the Socially Valued Resource of Education and emerging trends for inclusion and exclusion for the Aboriginal and Torres Strait Islander population. We recently commenced this Depth Study just prior to HBL commencing, so I thought I would provide students with many more websites in the assessment notification than we did last year. So far, it has been well received, and students have spent the first few days exploring the websites. ** from the Author of the submission not the editors

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FORMAL ASSESSMENT TASK – INCLUSION & EXCLUSION SUBJECT: HSC Depth Study – Social Inclusion and Exclusion HSC SOCIETY AND CULTURE 2020 Assessment Information and Notification

Student’s Name: ______Year: 12 Weighting: 25%

Topic: Social Inclusion and Social Exclusion Date: Due Wednesday 27th May via Turnitin, 2:00pm. Assessment Task Students will research and complete a report to be submitted via Turnitin. Task Students are to conduct research and answer the following questions: 1. Explain why access to socially valued resources is important in achieving social inclusion. (5 marks) 2. Outline the implications of limited access to modern technologies, including communications technologies, for ONE group in ONE Country. (5 marks) 3. Evaluate the effectiveness of government policies and community initiatives for employment, healthcare and technologies in achieving social inclusion for ONE group in ONE country. (15 marks) Steps to complete the task: a. First, watch this clip: http://shareourpride.reconciliation.org.au/sections/beyond-the-myths/ to gain context about trends with social inclusion and exclusion in Australia, in particular for Aboriginal and Torres Strait Islander people. b. Research the following points relating to socially valued resources linked with Aboriginal and Torres Strait Islander people. – Healthcare – Technologies – Employment How to structure the task: • For questions 1 & 2, you should aim to write about one page for each. You may refer to one or more of the Socially Valued Resources. • For question 3, you should be aiming to write about three pages. • Use size 12 Arial, Calibri or Times New Roman • Use the PEEL structure • Use contemporary statistics to support your statements. • Footnote your quotes, statistics etc. • Include a bibliography

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Command Words Explain: Relate cause and effect; make the relationships between things evident; provide why and/or how. Outline: Sketch in general terms; indicate the main features of Evaluate: Make a judgement based on criteria; determine the value of. Websites to start with All SOCIALLY VALUED RESOURCES (These websites cover all 6 SOCIALLY VALUED RESOURCEs, please do focus on healthcare, technologies and employment): • Closing the Gap Report 2020: Ctgreport.niaa.gov.au. 2020. [online] Available at: https://ctgreport.niaa. gov.au/sites/default/files/pdf/closing-the-gap-report-2020.pdf[Accessed 4 May 2020]. https://ctgreport.niaa.gov.au/ (2020 Report- This will be the main source for this topic) • 2019 ABC Report: Higgins, I., 2020. Morrison Vows To Scrap ‘Government-Knows-Best’ Approach To Failed Indigenous Policy. [online] ABC News. Available at: https://www.abc.net.au/news/2020-02-12/closing- the-gap-report-2019-indigenous-outcomes-not-on-track/11949712?nw=0 [Accessed 4 May 2020]. • Reconciliation Australia: Shareourpride.reconciliation.org.au. 2020. Beyond The Myths | Sections | Share Our Pride. [online] Available at: http://shareourpride.reconciliation.org.au/sections/beyond-the-myths/ [Accessed 4 May 2020]. • 2019 Closing the Gap Report (for comparison): Closingthegap.niaa.gov.au. 2020. Closing The Gap |. [online] Available at: https://closingthegap.pmc.gov.au/[Accessed 4 May 2020] • All SOCIALLY VALUED RESOURCEs: Morley, S., 2020. What Works In Effective Indigenous Community Managed Programs And Organisations. [online] Aifs.gov.au. Available at: https://aifs.gov.au/cfca/sites/ default/files/publication-documents/cfca-paper32-indigenous-programs.pdf [Accessed 4 May 2020]. • Humanrights.gov.au. 2020. Face The Facts: Aboriginal And Torres Strait Islander Peoples | Australian Human Rights Commission. [online] Available at: https://www.humanrights.gov.au/our-work/ education/face-facts-aboriginal-and-torres-strait-islander-peoples [Accessed 4 May 2020]. • For Statistics: Abs.gov.au. 2020. Australian Bureau Of Statistics, Australian Government. [online] Available at: . https://www.abs.gov.au [Accessed 5 May 2020] • For comparison. 2017 Statistics and analysis): Conifer et.al.,, D., 2020. Australia Is Failing To Close The Gap On Indigenous Disadvantage. [online] ABC News. Available at: https://www.abc.net.au/news/2017-02- 14/closing-the-gap-report-card-failing/8268450 [Accessed 4 May 2020]. Communications Technologies/Technologies • Communications Technologies: Poushter, J., Bishop, C. and Chwe, H., 2020. Social Media Use Continues To Rise In Developing Countries. [online] Pew Research Center’s Global Attitudes Project. Available at: https://www.pewresearch.org/global/2018/06/19/social-media-use-continues-to-rise-in-developing- countries-but-plateaus-across-developed-ones[Accessed 4 May 2020]. / • Internet Access: K.Diss & M.Bennett, Abc.net.au. 2020. Country Mobile Phone And Internet Bandwidth Forces Residents Online In The Middle Of The Night– ABC News. [online] Available at: https://www.abc. net.au/news/2018-05-06/country-towns-fight-for-good-internet-mobile-phone-bandwidth/9719946 [Accessed 4 May 2020]. • The Conversation. Has links to other articles: J. Thomas, C. Wilson & S. Park , The Conversation. 2020. Australia’s Digital Divide Is Not Going Away. [online] Available at: https://theconversation.com/ australias-digital-divide-is-not-going-away-91834 [Accessed 4 May 2020]. • Technologies/Healthcare Initiative: Technology for Social Justice. 2020. Community-Driven-Tech- Boost-Access-Aboriginal-Health-Services. [online] Available at: https://www.infoxchange.org/au/ news/2017/02/community-driven-tech-boost-access-aboriginal-health-services [Accessed 4 May 2020].

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Healthcare • Clip ‘Who we are…Dr Kim Isaacs, a GP in Broome: Narragunnawali.org.au. 2020. Who We Are: Kim Isaacs (Primary). [online] Available at: https://www.narragunnawali.org.au/curriculum-resource/156/ who-we-are-kim-isaacs-primary [Accessed 3 May 2020]. OR https://www.youtube.com/ watch?v=Gaj0QXARjI4 • This source has several short clips for introducing you to community initiatives): Beyondblue.org. au. 2020. Beyond Blue. [online] Available at: https://www.beyondblue.org.au/who-does-it-affect/ aboriginal-and-torres-strait-islander-people [Accessed 4 May 2020]. • Community Initiative: NPY Women’s Council. 2020. Ngangkari – Traditional Healers | NPY Women’s Council. [online] Available at: https://www.npywc.org.au/what-we-do/ngangkari-traditional-healers/ [Accessed 4 May 2020]. • Beyondblue.org.au. 2020. Beyond Blue. [online] Available at: https://www.beyondblue.org.au/ docs/default-source/default-document-library/bw0371-id-wellbeing-document-for-campaign- supporters.pdf?sfvrsn=2 or https://www.beyondblue.org.au/who-does-it-affect/the-invisible- discriminator/educate-yourself-about-racism • Creative Spirits Website: Jens Korff, C., 2020. Aboriginal Health. [online] Creative Spirits. Available at: https://www.creativespirits.info/aboriginalculture/health [Accessed 4 May 2020]. • Healthcare and Youth mentoring, (Warning, talks about suicide prevention) TedX talk: Fitzpatrick, J., 2020. Close The Gap. [online] youtube. Available at: https://www.youtube.com/watch?v=EEJbB-Ke2tc (21 minutes) [Accessed 5 May 2020]. • Australian Institute of Health and Welfare. 2020. Rural & Remote Australians Overview - Australian Institute Of Health And Welfare. [online] Available at: https://www.aihw.gov.au/reports-data/ population-groups/rural-remote-australians/overview [Accessed 4 May 2020] • Australian Institute of Health and Welfare. 2020. Indigenous Australians Overview - Australian Institute Of Health And Welfare. [online] Available at: https://www.aihw.gov.au/reports-data/health-welfare- overview/indigenous-health-welfare/overview [Accessed 3 May 2020]. Employment • Creative Spirits Website (Lots of links to other sites too): Jens Korff, C., 2020. Aboriginal Economy. [online] Creative Spirits. Available at: https://www.creativespirits.info/aboriginalculture/economy [Accessed 6 May 2020]. • Manning Bancroft, J.,AIME(Education, but might help with links to Employment): Aimementoring. com. 2020. About AIME Mentoring. [online] Available at: https://aimementoring.com/about [Accessed 4 May 2020]. • Conifer, D & Higgins, I., Abc.net.au. 2020. Closing The Gap Results Show Targets Off Track, PM Says Situation Is ‘Unforgivable’ – ABC News. [online] Available at: https://www.abc.net.au/news/2019-02- 14/closing-the-gap-results-show-targets-off-track/10810602 [Accessed 11 May 2020]. • Employment (has links to other sites too): Supply Nation. 2020. Stories Of Success – Supply Nation. [online] Available at: https://supplynation.org.au/stories-of-success/ [Accessed 4 May 2020]. • Employment Scheme started in Moree, NSW: Aboriginal Employment Strategy. 2020. Celebrating 20 Years, 20 000 Jobs. [online] Available at: https://aes.org.au/2018/07/celebrating-20-years-20-000-jobs/ [Accessed 5 May 2020].

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FORMAL ASSESSMENT TASK – INCLUSION & EXCLUSION

Steps to completing the task 1. Use the websites provided to make notes under each point. 2. Hand in ONE practice paragraph for feedback 3. You may use information from other sources. 4. Use the current textbook Chapter 8. Marking Criteria 1. Explain why access to socially valued resources is important in achieving social inclusion. (5 marks) Criteria Marks •• Clearly explains why access to SOCIALLY VALUED RESOURCEs is important in achieving social inclusion 5 •• Presents a cohesive response that effectively applies relevant example/s •• Effectively applies relevant course concepts and language •• Explains why access to SOCIALLY VALUED RESOURCEs is important in achieving social inclusion 4 •• Presents a logical response that effectively applies relevant example/s •• Applies relevant course concepts and language •• Describes why access to SOCIALLY VALUED RESOURCEs is important in achieving social inclusion •• Presents an organised response that effectively applies relevant example/s 3 •• Uses relevant course concepts and language •• Outlines socially valued resource/s and/or social inclusion •• Refers to examples 2 •• Refers to course concepts •• Refers to social inclusion or an SOCIALLY VALUED RESOURCE •• May refer to an example 1 •• May refer to a course concept

2. Outline the implications of limited access to modern technologies, including communications technologies, for ONE group in ONE Country. (5 marks)

Criteria Marks •• Demonstrates a thorough understanding of how limited access to modern technologies results in social exclusion 5 •• Presents a cohesive response that effectively applies relevant example/s •• Effectively applies relevant course concepts and language •• Demonstrates a sound understanding of how limited access to modern technologies results in social exclusion 4 •• Presents a logical response that effectively applies relevant example/s •• Applies relevant course concepts and language •• Demonstrates some understanding of how limited access to modern technologies results in social exclusion 3 •• Presents an organised response that effectively applies relevant example/s •• Uses relevant course concepts and language •• Demonstrates limited understanding of how limited access to modern technologies results in social exclusion 2 •• Refers to examples •• Refers to course concepts •• Refers to technologies or social exclusion •• May refer to an example 1 •• May refer to a course concept

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3. Evaluate the effectiveness of government policies and community initiatives for employment, healthcare and technologies in achieving social inclusion for ONE group in ONE country. (15 marks) Criteria Marks •• Makes appropriate judgement/s on the effectiveness of government policies and community initiatives for achieving social inclusion in healthcare, employment and technologies •• Supports the response with a wide range of detailed and accurate information and 13–15 effectively integrates appropriate examples •• Presents a sustained, logical and cohesive response •• Includes a detailed and correctly formatted bibliography using the Harvard or APA system of referencing •• Effectively applies the course concepts and language

•• Makes a sound judgement(s) on the effectiveness of government policies and community initiatives for achieving inclusion in healthcare, employment and technologies •• Supports the response with detailed and accurate information and integrates examples 10–12 •• Presents a logical and cohesive response •• Includes a correctly formatted bibliography using the Harvard or APA system of referencing •• Applies relevant course concepts and language

•• Attempts to make a judgement(s) on the effectiveness of government policies and/ or community initiatives for achieving social inclusion in healthcare, employment and 7–9 technologies •• Supports the response with relevant information and uses example/s •• Presents an organised response using course concepts and language •• Attempts a formatted bibliography which attempts to use the Harvard or APA system of referencing

•• Describes a government policy and/or a community initiative for achieving inclusion in healthcare and/or employment and/or technologies 4–6 •• Includes course concepts and/or language •• May use example/s •• May include a bibliography

•• Shows a limited understanding about healthcare/employment/technologies and/or social inclusion 1–3 •• May use course concepts and/or language

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IMAGES OF GENDER, RACE, AGE AND SEXUAL ORIENTATION IN DISNEY FEATURE-LENGTH ANIMATED FILMS HSC Depth Study – Popular Culture Christina Kalinic, Stella Maris College, Manly

Syllabus Links The different perceptions of the popular culture • How the popular culture constructs or deconstructs gender Syllabus Outcomes H1 evaluates and effectively applies social and cultural concepts H2 explains the development of personal, social and cultural identity H3 analyses relationships and interactions within and between social and cultural groups Related concepts Gender, power, change, values

Rationale The following student workbook provides students with an opportunity to develop a comprehensive understanding of how animated feature length films from Disney as a popular culture has constructed and deconstructs perceptions of gender, masculinity and femininity over time. Students engage critically with an academic text and its methodology in order to develop a deeper understanding of the role of popular culture in potentially influencing perceptions and attitudes. A guide for teachers with some recommended responses have also been included to support use of this resource within the classroom. This resource is also highly valuable as a task which can be employed across a few lessons or as a jigsaw task. These resources would be best utilised in conjunction with information about the production of animated fairy tales created by other animation companies including Dreamworks and Warner Brothers, for example. Disneyland, Hong Kong. Photo: Kon Karampelas on Unsplash

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IMAGES OF GENDER, RACE, AGE AND SEXUAL ORIENTATION IN DISNEY FEATURE-LENGTH ANIMATED FILMS

TASK

Locate and read the article listed below and complete the tasks within the booklet. It is advisable to read the article in sections, and to complete the activities for each section as you go. This is a task which should help you to develop a deeper understanding of how gender is constructed and deconstructed across Disney films. It should also help you develop a range of essential skills, namely how to read and analyse longer academic articles and how to critically analyse a researchers application of research methods, in this case, a thematic analysis, otherwise known as a content analysis within the Society and Culture Course. READING Mia Adessa Towbin , Shelley A. Haddock , Toni Schindler Zimmerman , Lori K. Lund & Litsa Renee Tanner (2004) Images of Gender, Race, Age, and Sexual Orientation in Disney Feature-Length Animated Films, Journal of Feminist Family Therapy, 15:4, 19–44, DOI: 10.1300/ J086v15n04_02 It is accessible at: https://www.tandfonline.com/doi/pdf/10.1300/J086v15n04_02

ABSTRACT 1. How many years has Disney’s full-length animated films been a form of children’s entertainment? ______

LITERATURE REVIEW 1. Outline Swindler’s (1986) perspective on the significance of mass media. ______

2. According to Durkin (1983) what impact does watching non-traditional depictions of gender have on children? ______

3. By the time a child turns 18, they will have viewed how many of the following; a. Acts of violence? ______b. Murder? ______

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IMAGES OF GENDER, RACE, AGE AND SEXUAL ORIENTATION IN DISNEY FEATURE-LENGTH ANIMATED FILMS

4. Write a comprehensive summary for each of the following listed in the table below.

GENDER PORTRAYALS

PORTRAYALS OF MARGINALISED RACIAL GROUPS

PORTRAYALS OF OLDER ADULTS

PORTRAYALS OF GAY, LESBIAN AND BISEXUAL PEOPLE

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IMAGES OF GENDER, RACE, AGE AND SEXUAL ORIENTATION IN DISNEY FEATURE-LENGTH ANIMATED FILMS

THE DISNEY CORPORATION 1. Answer the following questions according to Wiersma’s (2001) study. a. To what extent have gender roles evolved since 1937? ______

b. Compare and contrast domestic labour between men and women. ______

c. Compare and contrast employment opportunities for men and women. Provide specific examples. ______

2. Outline conflicting messages about gender that are portrayed through Pocahontas. ______

3. Provide evidence from one Disney animated film to suggest men’s control and abuse of women is romanticised. ______

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METHODS 1. Describe the two phases in the Method of this study. ______

2. Explain how validity and usefulness was considered in this study. ______

RESULTS Gender-male… 1. Identify the five themes that emerged from the boy/man category. Provide ONE example to support each theme.

NO. THEME EXAMPLE

1

2

3

4

5

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Gender-female… 2. Identify the four themes that emerged from the girl/woman category. Provide ONE example to support each theme.

NO. THEME EXAMPLE

1

2

3

4

Representations of culture… 3. Identify the five themes that emerged from the race and culture category. Provide ONE example to support each theme.

NO. THEME EXAMPLE

1

2

3

4

5

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Absence of gay characters- portrayals of opposite-gender behaviour… 4. How many same-sex relationships are portrayed in the 26 Disney animated films studied? ______

5. List five Disney animated films that negatively portray men with traditionally feminine traits. i.______ii.______iii.______iv.______v.______

Outline ONE specific example: ______

6. List six Disney animated films where men with feminine traits are not negatively portrayed. i.______ii.______iii.______iv.______v.______vi.______

Outline ONE specific example: ______

7. List three animated Disney films that treat same-sex affection between men as disgusting. i.______ii.______iii.______

Outline ONE specific example: ______

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8. Which Disney animated film shows male affection being an acceptable behaviour? How? ______

9. Outline how ONE Disney animated film reacts to a woman dressing as a male. ______

Portrayal of older characters… 10. Sketch in general terms, how older Disney animated characters are portrayed. Include ONE specific example. ______

DISCUSSION 1. Read, highlight and annotate this section of the reading using the fundamental, additional and related Popular Culture concepts. CLINICAL APPLICATIONS 1. Outline the impact on children if parental figures do not interpret Disney animated films. ______

2. Write a comprehensive summary for each of the clinical applications listed in the table below.

CLINICAL APPLICATIONS SUMMARY

Coaching parents to mediate children’s media viewing

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Disney films as a basis for narrative therapy

Using Disney to discuss racism, sexism and homophobia

LIMITATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 1. To what extent is this study limited? How could this be prevented in the future? ______

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IMAGES OF GENDER, RACE, AGE AND SEXUAL ORIENTATION IN DISNEY FEATURE-LENGTH ANIMATED FILMS SUGGESTED ANSWERS

ABSTRACT: 1. How many years has Disney’s full-length animated films been a form of children’s entertainment? More than 60 years LITERATURE REVIEW 1. Outline Swindler’s (1986) perspective on the significance of mass media. Swindler (1986) argues that the mass media shapes an adult’s identity. As a child the media cultivates “a child’s values, beliefs, dreams and expectations.” 2. According to Durkin (1983) what impact does watching non-traditional depictions of gender have on children? Children watching non-traditional depictions of gender are more likely to adopt less limited views of gender norms according to Durkin (1983). 3. By the time a child turns 18, they will have viewed how many of the following; c. .Acts of violence? 200,000 d. Murder? 40,000 4. Write a comprehensive summary for each of the following listed in the table below.

– Women under-represented compared to men (according to Signorielli & Bauces 30 year study) – Two-thirds of TV characters are male (continuity since the 1950s) GENDER PORTRAYALS – Women typically on evening TV, young, thin and attractive and as stereotypically helpless, sex objects, etc. – Men are most often portrayed as ambitious and smart, but stereotypically more prone to violence – Depictions of families on TV have traditionally been mostly white and middle class (Holtzman, 2000) – Today, more persons of colour are shown, however, Nelson (1998) argues that black actors do not portray an African American worldview, they are just black performers. – Black actors/actresses were limited to roles of slaves and servants between 1930-1945; 1970s showed trends of black heroes winning over white “bad” PORTRAYALS OF guys”; today a new racism has emerged – black persons shown in successful MARGINALISED middle-class roles, whilst ignoring the poor and working class RACIAL GROUPS – Asians are largely invisible in media – all Asian cultures “collapsed” into one group (Holtzman, 2000) – Asian males tend to be portrayed as an evil martial arts export or the non- sexualised, not masculine male, while Asian women are portrayed as attractive and submissive. – Latinos are under-represented in mainstream media (2% media representation from 1955–1986 and remained continuous in the 1990s) – depicted as simple, stereotyped or negative

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– Signorielli & Bacue (1999) – TV celebrate youth (particularly in women) – Women tend to be 4 years younger than men PORTRAYALS OF – Negative messages associated with ageing (particularly for women) OLDER ADULTS – Men at 65 are still portrayed as being middle-aged, yet women of the same age are portrayed as elderly and do not continue to participate in the workforce – Comprise of 2% of characters in TV between 1999 –2000 (this is slowly on the rise) PORTRAYALS OF – Portrayals are almost exclusively – white and male GAY, LESBIAN AND BISEXUAL – Early years of film same-sex sexuality were prohibited (tended to instead, PEOPLE express their sexuality through exaggerated opposite-gendered behaviour) – Some gay portrayals in film in the 1950s and 60s – typically sad, lonely and died in the end

THE DISNEY CORPORATION: 1. Answer the following questions according to Wiersma’s (2001) study. a. To what extent have gender roles evolved since 1937? According to Wiersma’s (2001) study, gender images have not evolved to match the changes that have occurred in society. Instead, they remain stereotypical and similar to gender portrayals from Disney’s first animated feature film Snow White and the Seven Dwarves in the 1937. b. Compare and contrast domestic labour between men and women. Wiersma’s (2001) study found 24 examples of women performing domestic tasks, compared to only four examples for men. Of these four male examples, two could be considered a part of their job- e.g. the male butler in the Aristocats performed two of the four domestic duties. c. Compare and contrast employment opportunities for men and women. Provide specific examples. Wiersma’s (2001) study found that men held 26 different male job categories across 16 Disney films. These included being a miner, governor, salesman, chef, doctor, lawyer, sailor, space ranger, and musician. On the other hand, Wiersma’s (2001) study only found four women in the 16 Disney films that had a job outside of the home; their jobs were an actress, sheep tender, thief and fairy. 2. Outline conflicting messages about gender that are portrayed through Pocahontas. According to Dundes (2001) , conflict gender messages are portrayed through Disney’s Pocahontas. Pocahontas was portrayed as a strong female character is many ways throughout the film, however, by the end of the film she followed a stereotypical female script- she is needed at home out of duty for her community. Dundes (2001) argues that if Pocahontas had been portrayed as staying home out of choice and taking on a leadership role in her community, show would have appeared less role- constrained. 3. Provide evidence from one Disney animated film to suggest men’s control and abuse of women is romanticised. Beres (1999) uses Beauty and the Beast as an example of romanticised men’s control and abuse of women. Beres (1999) argued that women in some cases interpret abuse as a sign that their partner cares for them because they are powerful. Craven (2002) states that Disney’s version of Beauty and the Beast “twists the [original] story from one of learning and understanding to one of falling in love, a very modern arrangement of romance stories.”

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METHODS: 1. Describe the two phases in the Method of this study. Date analysis was conducted in two phases; ONE: – A template consisting of codes/questions was developed to organise te indexing of material – These codes were organised into broad categories- How are boys/men portrayed? How are girls/ women portrayed? How are members of marginalised cultures portrayed? How are the aged/elderly portrayed? How are gay/lesbian/bisexual persons portrayed? – Within these broad categories codes or questions were asked – Which characters fit in this category? What are their characteristics? What is the nature of their role? What behaviours do they display? – These questions would assist the coders in determining how the behaviours would likely appear to children who have yet to develop between satire and realism AND to understand the influence of the social and historical context in which the film was created or based – Material was broken down into interactions, statements, song lyrics; character illustrations – Coders independently coded two movies in their entirely to ensure consistency in the indexing process TWO: – Analysis of the indexed material (inductively) to develop themes for each code – meaning could then be derived from the indexed material – After all movies were indexed, two coders independently developed themes for each code and then discussed them; a third member of the research theme developed the overall themes 2. Explain how validity and usefulness was considered in this study. Creswell (1998) advised the use of at least two of the following four strategies; – Clarifying biases – prior to coding the movies, the coders clarified biases, perspectives and orientations. [Both coders were graduate students in the Marriage and Family Therapy Program at Colorado State University; both adhere to feminist principles in their academic and clinical work; both have a strong interest in working with young children and their families, primarily through play therapy]. – Peer review – communicated periodically about the coding process and particular themes and discussed emergent findings with the third member of the research team. – Creation of an audit trial – developed so themes could be traced back to discrete units; allowed for the re-examination of units of coded data to insure that generated data categories remained true to the movies. – Performing counts – after themes were developed, the coders analysed the data to develop counts on the numbers of moves that depicted the theme.

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RESULTS: Gender-male… 1. Identify the five themes that emerged from the boy/man category. Provide ONE example to support each theme. NO. THEME EXAMPLE Cinderella – the king yells and throws things around Men primarily use physical means to the room while talking to his son about why it is 1 express their emotions or show no taking him so long to marry emotions Beauty and the Beast – Gaston uses threats and violence in his quest to win Belle’s attention Cinderella – all the men stop and stare as Cinderella walks into the ball Snow White, Cinderella, Sleeping Beauty – the princes fall in love with them with very little more than Men are not in control of their 2 glimpses of them sexuality Hunchback of Notre Dame – Judge Frolo blames Esmerelda for being so irresistible that he cannot resist being tempted by her; he claims she is poisoning his mind Pinocchio – saves Geppeto from the belly of the whale

3 Men are naturally strong and heroic The Lady and the Tramp – Tramp rescues the babies from the rats; Tramp rescues Lady from the dangerous dogs Men are shown performing domestic tasks in only 4 Men have non-domestic jobs three movies –Pinocchio, Jungle Book and Tarzan

In nine movies (Cinderella, Alice in Wonderland, Peter Pan, 101 Dalmatians, Winnie the Pooh, Aladdin, The Overweight men have negative 5 Kion King, Hunchback of Notre Dame and Mulan) characteristics overweight men are portrayed negatively – sloppy, unintelligent, and overly focused on eating

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Gender-female… 2. Identify the four themes that emerged from the girl/woman category. Provide ONE example to support each theme. NO. THEME EXAMPLE Sleeping Beauty – the first gift given to the baby is beauty Snow White and the Seven Dwarves – the Queen’s A woman’s appearance is valued motivation to kill Snow White derives from the 1 more than her intellect Queen’s jealously that Snow White is the fairest in the land The Little Mermaid – Ariel wins the love of Prince Eric even after losing her voice

Women are helpless and in need of The Lady and the Tramp – Tramp rescues Lady 2 protection Oliver– Oliver jumps onto a moving car to save Jenny

Portrayed in domestic roles in 15 movies – e.g. Snow White and the Seven Dwarves, Cinderella, Women are domestic and likely to 3 Peter Pan, The Lady and the Tramp, Sleeping Beauty, marry The Aristocats, The Little Mermaid, Beauty and the Beast, etc.

The Little Mermaid – Ursula, the sea witch is large and Overweight women are ugly, 4 scary unpleasant and unmarried Cinderella – the stepmother is overweight and mean

Snow White figurine. Image by King Lip on Unsplash

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Representations of culture… 3. Identify the five themes that emerged from the race and culture category. Provide ONE example to support each theme.

NO. THEME EXAMPLE Dumbo – the crows appear to have African American voices and depict stereotypically negative characteristics often associated with African Americans – e.g. poor, unintelligent, naïve Dumbo – slavery; Black workers doing the manual labour while White men are in charge Peter Pan – Peter Pan refers to the indigenous tribe as “red skins” Negative representations and describes them as being cunning instead of intelligent 1 of non-dominant cultures Aladdin – Arabs are portrayed as dirty, cheap and thieving Alice in Wonderland – the caterpillar has Middle Eastern characteristics and is portrayed as smoking, last and short- tempered The Lady and the Tramp – the Siamese cats are portrayed with slanted eyes and buckteeth; they are dangerous and speak with poor grammar and accents

The Lion King – the hyenas are portrayed as lower class, poor and hungry and complain that the lions have all the power in their community Exaggerated class 2 Oliver – the street dogs are thieves, cons and ruffians stereotypes The Beauty and the Beast – the enchanted houseware sing: “Life is unnerving for a servant that’s not serving” – this implies that the poor enjoy serving the rich In 10 Disney movies only dominant cultural themes were Only Western values and portrayed – Snow White and the Seven Dwarves, Pinocchio, 3 Christianity depicted Cinderella, Peter Pan, The Lady and the Tramp, Sleeping Beauty, etc.

Pocahontas – Pocahontas stays with her family instead of going Characters who share to England with John Smith 4 similar values should stay/ be together Hercules – Hercules must choose to be a mortal on Earth or a god on Olympus because he cannot be both

The Hunchback of Notre Dame- Esmerelda and Phoebus are an Characters who share interracial couple different values can 5 Oliver- all the dogs in the group have different “ethnicities” and be friends and create they have a cat in their circle of friends community together Tarzan – Tarzan is raised and loved by a gorilla family

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Absence of gay characters – portrayals of opposite-gender behaviour… 4. How many same-sex relationships are portrayed in the 26 Disney animated films studied? No same-sex relationships are portrayed in the 26 Disney animated films studied.

5. List five Disney animated films that negatively portray men with traditionally feminine traits. i. Peter Pan ii. Robin Hood iii. Aladdin iv. The Lion King vi. Pocahontas

Outline ONE specific example: In these five movies, the “bad guys” or their sidekicks are depicted with feminine traits. For example, in Peter Pan, Captain Hook’s sidekick Sween displays a nurturing behaviour toward Hook and the other pirates. Sween in ridiculed and shown singing and dancing by himself.

6. List six Disney animated films where men with feminine traits are not negatively portrayed. i. Pinocchio ii. Peter Pan iii. Aladdin iv. The Hunchback of Notre Dame v. Tarzan vi. The Emperor’s New Groove Outline ONE specific example: Peter Pan in Peter Pan is small and sprightly and Aladdin in Aladdin is not overly muscular. Despite Tarzan fitting into the traditional male appearance role, he has the ability to express his emotions and pursue self-examination. 7. List three animated Disney films that treat same-sex affection between men as disgusting. i. The Beauty and the Beast ii. Mulan iii. The Emperors New Groove Outline ONE specific example: In Beauty and the Beast, after a battle, a male candle kisses a male clock on both cheeks, and the clock reacts with disgust. 8. Which Disney animated film shows male affection being an acceptable behaviour? How? Only The Lion King showed males being affectionate with one another as being acceptable- the relationship between Timon (warthog) and Pumbaa (meerkat). 9. Outline how ONE Disney animated film reacts to a woman dressing as a male. In Tarzan, Terk is a female who displays many traditionally male characteristics, but does not receive any negative images Terk wrestles Tarzan and wins and is the leader of her gorilla group.

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Portrayal of older characters… 10. Sketch in general terms, how older Disney animated characters are portrayed. Include ONE specific example. Fourteen Disney animated films portray characters that were older. In six of these films, older characters were portrayed as forgetful and stupid. For example, in The Beauty and the Beast, Belle’s father looses his way in the woods and became flustered easily. In addition, in four other Disney films, older characters are portrayed as crotchety, grumpy and mean. For Example, Rabbit in Winnie the Pooh is always short of temper.

DISCUSSION: 1. Read, highlight and annotate this section of the reading using the fundamental, additional and related Popular Culture concepts.

CLINICAL APPLICATIONS: 1. Outline the impact on children if parental figures do not interpret Disney animated films. Without parental assistance in interpreting Disney animated films, children can become passive recipients to the repeated messages. If viewed repeatedly, these messages could become internalised beliefs. 2. Write a comprehensive summary for each of the clinical applications listed in the table below. CLINICAL SUMMARY APPLICATIONS A springboard for family discussion – e.g. What messages are being sent to Coaching parents to girls and boys? Why are the characters dressed like that? Is there a difference mediate children’s in how the women and men dress? media viewing A way to discuss a problem from a common area of understanding – e.g. a lone parent (Bambi, Cinderella, Pocahontas, Mulan)

Help clients see different outcomes by rewriting the stories (most persons are familiar with the storylines and they follow a predictable and traditional pattern) Disney films as a basis For example: a therapist could rewrite Cinderella for a woman who feels for narrative therapy pressure to conform to societal expectations. Cinderella could be re- written to represent a strong character who confronted her stepmother about her abusive behaviour and waited six months before marrying the prince to ensure the relationship was good.

According to McGoldrick (2003) “All therapists must work actively to undo Using Disney to discuss racism to eradicate this pernicious force in our society.” racism, sexism and Disney movies can serve as an example of society in microcosm – learning homophobia to find and bring to open the embedded messages of racism is educational and empowering for children and build a bridge between cultures

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LIMITATIONS AND SUGGESTIONS FOR FURTHER RESEARCH: 1. To what extent is this study limiting? How could this be prevented in the future? This study is overall descriptive; it only reports on common themes depicted in Disney movies related to gender, race, class, age and sexual orientation. In addition, this study does not allow persons to determine what meaning children derive from these movies or the influence these meaning have (if any) on their beliefs, values and behaviours. Future research is required to improve this study. For example, using additional primary research methods such as interviewing children and conducting focus groups to determine the meaning a child takes away from these Disney films. In addition, the analysis of newer Disney animated feature films such as Finding Nemo, Lilo and Stitch and Brother Bear may better illustrate ways that Disney is addressing gender, race and class stereotypes.

Image by Brian McGowan on Unsplash

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AGENTS OF SOCIALISATION – GRID TASK Preliminary Course – Personal and Social Identity Tara Claire & Sarah Saunders, Barrenjoey High School, Avalon Beach

Syllabus Content • the role of socialisation and the influence of agents of socialisation on the development of personal and social identity • the influence of each of the following on the development of personal and social identity: − family and kinship − ethnicity and culture − gender − sexuality − beliefs − location, class and status − peers − school − media, including contemporary communication technologies Syllabus Outcomes P1 identifies and applies social and cultural concepts P2 describes personal, social and cultural identity Related concepts Socialisation, family and kinship, ethnicity and culture, gender, sexuality, beliefs, location, class and status, peers, school, media, including contemporary communication technologies Rationale This task was designed to support student understanding of the process and agents of socialisation, which was later explored in more detail and depth through the students Mini PIPs. As a choice activity, student engagement facilitates student exploration of the various agents of socialisation. It would be expected that the task be completed over a series of lessons, with the final product forming a formative assessment submitted electronically. This is a flexible and creative resource, which allows student agency and flexibility in both the process and products of their learning, A fantastic option for teachers and students who might be working across a range of platforms, or distance education.

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AGENTS OF SOCIALISATION – GRID TASK

Your task Complete an activity from the grid for EACH of the following agents of socialisation. Each of the agents has an impact on our personal and social identity. The agents are as follows: • Family and kinship • Location, class and status • Ethnicity and culture • Peers • Gender • School • Sexuality • Media, including contemporary • Religion and beliefs communication technologies

You will notice that we have told you which task is to be done for the agents of media and religion, but the rest are up to you. The only rule is that you can only do one task for one agent. So for example, if you complete the green square for Gender, you cannot use the task in the green square for any other agents of socialisation. Think creatively, and make your work relevant and interesting! Remember to give examples and use concepts in your writing. Each lesson that you are directed to work on the Grid Task, the expectation is that you will complete 1–2 of the tasks and upload it to Google Classroom/share the Google Doc with me.

Make a mind map of the agent, Complete a personal reflection ensure you have a definition, Write a structured paragraph on the impact that the description, example, (PEEEEL) socialisation agent has explanation of impact. had on your life. ‘Explain the impact this socialisation Use colours and images to agent has had in your life’ [6–8 sentences] enhance your work.

Create a Google Slides presentation with 3–5 slides that Complete the Activity questions shows your understanding of Find an article from a recent for one of the agents on the chosen agent of socialisation newspaper online that relates socialisation in the textbook. – ensure you have a definition, to this agent. description, example, Make sure you complete all the Summarise it into 6–8 dot points. explanation of impact on the questions for that agent. development of our personal and social identity.

MEDIA R ELIGION & BELIEFS Complete an unstructured Create a Google Forms survey interview by talking to an adult Select a religion or belief system about their experience of one of the regarding the use of media – that is different to your own. Outline ask 5 friends to complete it. agents three significant beliefs of socialisation. Ask them to count the number of that religion and link each of apps on their phone and give belief to a specific ritual. Complete a Venn Diagram you their screen time report. comparing the similarities and How does each ritual provide differences between your Write some conclusions on meaning and purpose to experience and the adults your findings. the individual? experiences.

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SECULARISATION IN AUSTRALIA – CHOICE TASK HSC Depth Study – Belief Systems & Ideologies Julian Floriano, The Forest High School, Frenchs Forest

Syllabus Content The nature of belief systems and ideologies • the process of secularisation in the development and extent of belief systems and ideologies within Australia

Syllabus Outcomes H5 analyses continuity and change and their influence on personal and social futures H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms

Related concepts Secularisation Rationale This activity structures and support a deeper understanding, application and analysis of the development of secularism in Australia over time. Tasks are organised in a way that builds on an support student understanding from knowledge creation to analysis and evaluation, similar to Blooms Taxonomy. It offers students opportunities to deepen their thinking while also helping to structure student expression and writing through evidence collation, consideration of evaluative language and planning of extended responses, Choice in task also helps to foster engagement with the core concept.

Secularisation Definition: A process whereby religion loses its influence over the various spheres of social life. Secular society has emerged from the modernisation process whereby the rise of scientific knowledge and technological advancements have shaped ideas about spiritual

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SECULARISATION IN AUSTRALIA – CHOICE TASK

Task You have 3 lessons to complete ONE activity per Knowledge Rank to develop your understanding of secularisation. Suggestions on how students might complete this work is included below: • Lesson 1: Knowing/Describing, Lesson 2: Explaining/Applying, Lesson 3 Evaluating/Creating • Lesson 1 : Knowing/Describing/Explaining, Lesson 2:Applying/Evaluating, Lesson 3: Creating Students to complete ONE activity from each rank and to submitted their work to their teacher. – Note: Evaluating has only one option. Some levels may have the same stimulus material however, the activities will be different for students to choose from. Students should feel free to go beyond the material that is listed in the Knowledge Ranks, in completing the tasks.

KNOWLEDGE RANK ACTIVITY 1 ACTIVITY 2

Re-write the definition of Using the definition of secularisation secularisation (above) into your own (above) and the syllabus glossary create Knowing words. Try to use compound and a concept map of terms that can apply to complex sentences. secularisation. After reading Secularisation Theory Read and make notes on create 3–5 Google Slides that Understanding Secularisation Theory. demonstrates your understanding of the article. Explain which factors would increase Is secularisation inevitable in the modern secularisation in the modern world world? Why / Why not? Explaining (1–2 paragraphs). (Write 1–2 paragraphs) Explain – show why and/or how Review the Australian Census Review the Australian Census Religion Religion Data – Visual and outline Data – Textual and the main continuity and changes of outline the main continuity and changes religion data in Australia. Applying of religion data in Australia. Find two quotes from TWO different Find two quotes from TWO different articles about secularisation in articles about secularisation in Australia Australia (Hint: Start with The Conversation) (Hint: Start with The Conversation) Create an extended response plan to the following question: To what extent is Australia secularised? Use the judgement continuum below to make a judgement and explain why. Evaluating to a limited extent ------to a moderate extent ------to a significant extent What three themes would be the basis of your body paragraphs? What data/quotes would form your examples and where?

Create an infographic using CANVA Complete the Syllabus Unpacked Creating to outline your understanding of template to outline your the syllabus dot point. understanding of the syllabus dot point

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TED TALK– THE POWER OF INTROVERTS Preliminary – Personal and Social Identity Kate Thompson Syllabus Content Preliminary – Personal and Social Identity The nature of the development of personal and social identity Students will develop knowledge and understanding of the nature of the development of personal and social identity through the study of: • the development of personality, self-awareness and self-concept • the development of identity and the social self Syllabus Outcomes P2 describes personal, social and cultural identity P3 identifies and describes relationships and interactions within and between social and cultural groups

Rationale TED conferences are global in scope and address a wide range of topics using data, anecdotes and other research from experts to convey information. They are often live-streamed and/or recorded for publication on the web. Some TED talks are perfect for exploring in class. Below is a set of activities to use before, during and after watching the video, to supplement, complement or extend what is being addressed in class.

Source: https://upload.wikimedia.org/wikipedia/commons/e/ed/TED_stage_logo_from_Flickr_%28cropped%29.jpg

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TED TALK – THE POWER OF INTROVERTS

A TED talk on the power of introverts By Susan Cain (2012) https://www.ted.com/talks/susan_cain_the_ power_of_introverts (18:56 mins)

Before watching... • What is personality and how does it develop? • Distinguish between extrovert and introvert personality types.

During watching (you may need to pause and/or rewind to gather all the answers)... • List some typical activities / preferences of introverts . • What is the proportion of introverts in a general population? • How is introversion different to just being shy? • Outline a range of challenges for introverts growing up.

After watching... • List some pros and cons of being an introvert • Research an introvert who has instigated social change. • Discussion: Can an introvert be ‘coached’ into becoming an ‘extrovert’? • Complete a Myers-Briggs personality test online (with caution! You need to provide your email address or pay for results on many website, so just be careful and ONLY do it after checking with your teacher who can go through a critique of personality tests)

The following articles provide further information on introverts: • Caring for your introvert https://www.theatlantic.com/magazine/archive/2003/03/ caring_for_your_introvert/302696/ • Hey Parents – leave those introverts alone https://www.theguardian.com/ lifeandstyle/2016/sep/30/hey-parents-leave-those-introverts-alone • Do extroverts really give introverts a hard time? http://www.bbc.com/news/ magazine-‐­17510163

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THE NEAR FUTURE: ABORIGINAL AND TORRES STRAIT ISLANDERS HSC Depth Study – Social and Cultural Inclusion and Exclusion Katherine Padovan, Westfields Sports High School, Fairfield West

Syllabus Links The near future (5 to 10 years) Students are to: • determine current trends and suggest probable future directions for the country studied in relation to social inclusion and exclusion • evaluate the impact and implications for social inclusion and exclusion of Indigenous Australians including: − likely changes − probable continuities • propose strategies that are likely to reduce prejudice and discrimination and lead to the achievement of social cohesion within the near future for the country studied. Syllabus Outcomes H5 analyses continuity and change and their influence on personal and social futures H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and bias H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms Related concepts social mobility, socioeconomic status, life course, equality, human rights, life chances, social cohesion

Rationale This contribution to CultureScope is a complete resource and worksheet which can be used to help students engage with making predictions from trends in the inclusion and exclusion of Aboriginal and Torres Strait Islanders within Australia. Students use the 2016 Census data to extrapolate from and evaluate the impacts of probable continuities and likely changes for the group in the next 5 to 10 years. Students engage with high quality yet accessible texts and support their predictions with evidence and examples. The final task asks them to explain how cohesion might be achieved if predicted changes for the group come to pass.

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THE NEAR FUTURE: ABORIGINAL AND TORRES STRAIT ISLANDERS

The Near Future: Very soon, within a short time1 When looking at the near future we are to consider the possible continuities and likely changes for Aboriginal and Torres Strait Islanders that will occur in the next 5–10 years (2023–2029). Probable continuities Based on current trends something that is likely to continue. Likely changes Based on current trend possibility of change. Remember when addressing the future, you consider:

Image source: Photo by Haley Truong on Unsplash

Task 1 Read the article: Census 2016: what’s changed for Indigenous Australians? From the conversation http://theconversation.com/census-2016-whats-changed-for-indigenous- australians-79836 Complete the activities below: 1. Describe how the census can be used to help improve life chances for Indigenous Australians? ______

2. Explain problems with using census data to predict the future of Indigenous Australians? ______

1. Dictionary.com, https://www.dictionary.com/browse/in-the-near-future, 9/09/19

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THE NEAR FUTURE: ABORIGINAL AND TORRES STRAIT ISLANDERS

3. Read the statements from the article and predict the likely impact or implication of the continuity or change identified on Aboriginal and Torres Strait Islanders.

CHANGE IMPACT/IMPLICATION

The Indigenous population is growing – rapidly. In data it was estimated there are 786,689 Australians who identify as Aboriginal or Torres Strait Islander. 2

Indigenous Australians are now estimated to represent 3.3% of the total Australian population, up from 3% in 2011. Setting aside for the moment those who were missed, 649,171 people identified themselves as being “of Aboriginal or Torres Strait Islander origin” in the 2016 Census. This is up 18.4% from 2011.3 The Indigenous population increased by the greatest amount in Brisbane, on the New South Wales central and north coast, and Sydney – Wollongong. Almost half (49%) of the growth of the Indigenous population occurred in just these three regions.4

A decline in the proportion speaking an Australian Indigenous language – from 11.8% in 2011 to 10.5% in 2016.5

Early childhood education rates have increased. The percentage of three-to-five-year-olds who aren’t already at primary school that were attending preschool is up from 43.5% in 2011 to 48.5% in 2016.6

Increased school attendance has flowed through to growth in the percentage of Indigenous people aged 15 or more who have completed year 12. This rose to 34.6% in 2016 from 28% in 2011.7

2. N. Biddle and F.Markham, Census 2016: what’s changed for Indigenous Australians? http://theconversation.com/census- 2016-whats-changed-for-indigenous-australians-79836, The Conversation, June 28, 2017 10.43am AEST 3. Ibid 4. Ibid 5. Ibid 6. Ibid 7 Ibid

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CONTINUITY IMPACT/IMPLICATION

Conversely, the Indigenous population of the East Kimberley, Alice Springs, and several other remote regions appeared to decline slightly.8

The places where the Indigenous population declined tend to be locations that had a low population in 2011 and that are located in remote parts of Australia.9

A decline in the proportion speaking an Australian Indigenous language – from 11.8% in 2011 to 10.5% in 2016.This proportionate decline may result from Indigenous population growth being concentrated in areas where Indigenous languages are less commonly spoken. So, it would be hasty to jump to the conclusion that these results suggest language loss.10 Real median weekly personal pre-tax income is up from A$397 in 2011 to A$441 in 2016. Although incomes grew generally between censuses, the growth in incomes for Indigenous people outpaced that of the rest of the population. Nevertheless, on average, Indigenous people still receive a personal income that is only two-thirds that of the non-Indigenous population.11

At the same time, overcrowding by the same measure among non-Indigenous households has risen between 2011 and 2016, from 3.2% to 3.6%12

8. N. Biddle and F.Markham, Census 2016: what’s changed for Indigenous Australians? http://theconversation.com/census- 2016-whats-changed-for-indigenous-australians-79836, The Conversation, June 28, 2017 10.43am AEST 9. Ibid 10. Ibid 11. Ibid 12. Ibid

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THE NEAR FUTURE: ABORIGINAL AND TORRES STRAIT ISLANDERS

Task 2 Read the Uluru statement from the Heart and the article: Constitutional reform made easy: How to achieve the Uluru statement and a First Nations voice. • https://www.referendumcouncil.org.au/sites/default/files/2017-05/Uluru_Statement_From_The_ Heart_0.PDF • https://theconversation.com/constitutional-reform-made-easy-how-to-achieve-the-uluru-statement- and-a-first-nations-voice-116141

The Big Question: Assess how constitutional recognition could lead to social cohesion between Indigenous and non-Indigenous people.

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THE NEAR FUTURE: CHARACTERISTICS OF POPULAR ABORIGINAL AND TORRES STRAIT ISLANDERS CULTURE HSC Depth Study – Popular Culture Alexander Moscovis, Moorebank High School, Moorebank

Syllabus Content The nature of popular culture Students develop an understanding of the nature of popular culture by examining the FOUR distinguishing characteristics: • associated with commercial products and paraphernalia: – demand develops and expands due to media, marketing and dissemination processes • develops from a local to a global level: – experiences global acceptance with the progression and integration of technologies • achieves widespread consumer access: – broad access is assisted by media and communication technologies • is constantly changing and evolving: – experiences continuity and change – influences society while simultaneously society influences the popular culture. Syllabus Outcomes H1 evaluates and effectively applies social and cultural concepts H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms Related concepts Commercialisation, commodification, consumption, change, institutional power, continuity, values Rationale The following resource provides an introduction to the four key characteristics of popular culture. Students are encouraged to read and annotate the relevant text in order to gain an insight into each key characteristic of popular culture. Activities throughout the resource aim to provide students the opportunity to apply and consolidate their understanding of each key characteristic. Such activities assist students in activating, linking and reconceptualising their current personal experiences of popular cultures within the course context of an academic investigation of popular culture.

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CHARACTERISTICS OF POPULAR CULTURE

1. Associated with commercial products and paraphernalia – Demand develops and expands due to media, marketing and dissemination processes

All popular culture is associated with commercial products. These can include accessories, upgrades, magazines, and associated paraphernalia (CDs, t-shirts, posters, books, mugs, lunch boxes etc). This is because profit is the key motive in the perpetuation of popular culture. Commercial products serve a dual purpose: They enable more profit to be earned AND they serve as a method to further promote and advertise the popular culture they are associated with. Think about a new LEGO set. A parent purchases a new set for their child, who then plays with the new set with their friends. The friends have now been exposed to the popular culture and in turn ask their parents to purchase more Lego by Markus Spiske. Photo by Markus Spiske on Unsplash LEGO. The popular culture expands.

While some popular cultures may seem to exist outside the profit-making cycle, on closer examination there will always be someone making money. Merchandise is a key medium to enhance income for the manufacturers. Consider Internet memes. Individuals create memes, which are hosted on websites. The site owners generate income from advertising impressions on their sites and others can generate income by using the images on t-shirts, mugs etc and selling the related merchandise. In most cases, the creator of the original meme receives no profit form their work. Activity: Follow the money $$ 1. Select two popular cultures that you are familiar with. 2. Locate and list as many examples of commercial products that are available to consumers through the popular culture. 3. Choose three products and try to trace their origins. i.e. source of manufacture, date of manufacture, distribution etc. 4. What organisation or individual is profiting from the consumption of the popular culture products?

EXAMPLE Popular Culture: Nintendo Super Mario Brothers Products: 1. Mugs and plates – Typo 2. Posters – Zing 3. Sleepwear – Peter Alexander 4. Figurines – Zing Complete this activity with what is set out in the example using TWO examples of Photo by Kelly Sikkema on Unsplash Popular Culture.

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Who is profiting from their consumption? Nintendo has contracted the manufacturing of various paraphernalia, such as posters, mugs, figurines and sleepwear to different companies. These companies are not owned by Nintendo, but have made an arrangement with the company to develop paraphernalia that is aligned with their video game characters, such as Yoshi, Donkey Kong and Mario. An example of this is Peter Alexander. The Australian owned sleepwear company has now released a line of clothing with the logo and familiar characters on it. Although Nintendo would still be receiving a portion of profits for allowing the use of their brand and products, Peter Alexander would be profiting from the market that Nintendo helped to establish. To see images of the 2019 Peter Alexander Nintendo clothing line, please visit: https://www.gamersclassified. com/latest-news/peter-alexander-releases-a-mario-clothing-line/ 2. Develops from a local to a global level – Experiences global acceptance with the progression and integration of technologies Popular cultures need to start somewhere. Typically they need to achieve success on a small or local (micro/meso level) scale, before moving to a national and finally international level (macro level). However, with the increasing ubiquity of the Internet and globalisation blurring national cultural boundaries, popular cultures can spread more directly from small/local to widespread/international. i.e. from micro to meso to macro levels. At every level, consumers with similar cultural norms help guarantee the rising popularity of the product. The popular culture finally realises its potential at a global level, driven by profit motivations. Transnational corporations with subsidiary companies around the world are able to adapt a popular culture to a local audience while at the same time facilitating its global spread. Global media coverage on a range of different channels including newspapers, radio, magazine, and social media ensure more people are aware of and can access popular cultures.

The following concepts have a significant role in the spread of popular culture: Example: Consider the example of the Australian grunge • Globalisation: Connections between band, Silverchair. As a popular band from countries, operation of multi-national Newcastle NSW, Silverchair won a local contest organisations held by the SBS network and Triple J in 1994. • Westernisation: The emergence of Their song Tomorrow was recorded and a video western culture as dominant in the global produced that was played regularly on local marketplace. radio. It then began to be played on national • Technologies: Technologies change radio and the video was shown on Rage. To view the distribution channels for popular the Australian music video. It quickly gained culture, especially. music, television, national acclaim and #1 on the music charts. film. etc. For example, music was originally The band was signed to record label Sony Music only available live in concert, first wax (now Sony Music Entertainment). The album recordings, mass-produced records, ‘Frogstomp’ was released in 1995 in the USA, and cassette tapes made music more portable, reached the Billboard 200 Top 10. It has sold more re-mixable and sharable, CDs allowed than 2.5 million copies worldwide. Silverchair’s greater volume and content to be stored popularity was helped by the concurrent rise in on a device, MP3 players, online music grunge and alternative rock on the west coast of stores. the USA. Silverchair has gone on to win 20 ARIA awards and APRA awards.

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Activity: What drives growth of popular culture? Answer the following: 1. List the factors that drive growth of popular culture. 2. What role does globalisation play in the spread of popular culture? 3. Choose a favorite international band or music artist. Use their own website or Wikipedia page to trace their spread from local to global. Use the example of Silverchair as a model to describe the band/artist’s growth. 3. Achieves widespread consumer access – Broad access is assisted by media and communication technologies. This is a key defining point of a popular culture: If only a small segment of the population accesses it, it is not popular culture. Access to a particular popular culture is dependent on the social, physical and to a lesser extent, the psychological environment. Developed nations have easier access to most popular cultures due to greater affluence, which provides the population with the ability to meet the costs of accessing the particular culture. Urban centres often have greater access than rural/remote areas as well due to limitations on access to the physical paraphernalia of popular culture. Radio, cassettes, CD’s, DVDs, mobile phones, computers, and the Internet all contribute to access of popular culture. As these products have become increasingly portable and cheaper, barriers to access of popular culture have decreased and the speed by which popular cultures spread has increased. Institutional power also affects access. Governments have more access than individuals and are able to prevent access to unwanted, unsafe or offensive material. For example, many countries including Australia, Canada and France have local content laws that allow only a certain percentage of foreign music on radio and shows on TV in order to preserve their own culture. Until January 2013, Australia did not have an R18+ rating classification for video games, which meant that these games could not be imported legally into Australia. Syndication is the sale of the right to broadcast TV shows to multiple individual stations, without going through a broadcast network. It is common in countries where television is scheduled by networks with local affiliates, particularly in the U.S.A. In the rest of the world, however, most countries have centralised networks without local affiliates and syndication is less common, although shows can also be syndicated internationally. A range of factors can affect access to popular culture including: Photo by freestocks on Unsplash • Affluence/class • Cost of goods • Environment (rural/urban, others…..) • Advances in technology • Institutional power (government, laws, ownership, censorship) • Values and beliefs of a society • Gender • Time (time slots, prime time, leisure time, life-stage

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4. Is constantly changing and evolving – Experiences continuity and change. Popular Culture influences society while simultaneously society influences the popular culture. Popular cultures need to adapt to meet consumers’ needs as trends change in a broader social and cultural context. The producers of the culture need to create new interest and the need to keep consuming and therefore generate more profit. Because popular simultaneously influences society AND is influenced by it, as society changes, so too will popular culture. Even durable popular cultures that have existed for multiple generations (e.g. rock music, sci-fi films, punk) evolve and change over time as the values and desires of societies change. Popular cultures need to be able to satisfy the changing desires and preferences of a society. Producers of popular culture are always on the lookout for the “next big thing”. They aim to create the need to consume new products and paraphernalia to keep profits rolling in. Improvements to technologies also drive changes to popular culture for example the emergence of electronic dance music and Internet memes. Activity: Popular culture time warp Popular culture can define a generation. Choose ONE popular culture and create a digital collage of that popular culture across the relevant time periods outlined below. You need to have several images from each generation in your collage. Examples that you can use: • Builders – born 1925–1945 • Horror films • Baby Boomers – born 1946–1964 • Jazz music • Generation X – born 1965–1979 • Disney cartoons • Generation Y – born 1980–1994 • Racing cars • Generation Z – born 1995–2010 • Bollywood Annotate your collage with words and phrases that describe the values, beliefs, and social trends that are evident in the popular culture across the different generations. Example: Action Films 1946 – 1964 1925 – 1945

1965 – 1979

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Activity: Profiling popular culture Popular cultures need to show evidence of the four characteristics outlined in this section. Find an example of a popular culture from each of the following categories that demonstrates each of the characteristics. Provide EVIDENCE/EXAMPLES of how each characteristic is met. Create and complete a table like the one below to capture your research.

1. Commercial 3. Widespread 4. Constantly changing 2. Local > Global products access and evolving

A music genre

A fashion trend

A sport

A film genre

An online popular culture

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ENOUGH ROPE – THE ART OF INTERVIEWS Preliminary – Social and Cultural World Kate Thompson

Syllabus Content Preliminary – The Social and Cultural World: Quantitative and qualitative research Students will: • explore the differences between quantitative and qualitative research • determine the strengths and weaknesses of quantitative and qualitative methods for different research situations HSC Core: Social and Cultural Continuity and Change The nature of social and cultural research methods Students develop knowledge and understanding of research methods by examining: • the features of primary and secondary research • the nature and characteristics of quantitative and qualitative research • the characteristics, strengths and weaknesses of the following research methods: – interviews Syllabus Outcomes P6 differentiates between social and cultural research methods H6 evaluates social and cultural research methods for appropriateness to specific research tasks Rationale The following activity is designed to provide students with the opportunity to critique existing interviews, whilst reflecting upon how various practical techniques can be integrated into their own interviews in the near future. It is suggested that this activity is conducted after students have learnt about different types of interviews, the purpose and strengths/ weaknesses of each. It is worth noting that Andrew Denton would be considered an ‘expert’ level interviewer and could be worth contrasting to a poorly conducted interview.

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ENOUGH ROPE

We are learning about how to interview well. Select an interview (available on YouTube) from a well renowned host /interviewer eg: Andrew Denton. Some examples are: • Steve Irwin https://www.youtube.com/watch?v=nuV_6U-z-og • Seinfeld https://www.youtube.com/watch?v=HzwlxqkAPmA • Pauline Hanson https://www.youtube.com/watch?v=tGPmDs9HnV8 • Or others that you may find and/or be aware of (discuss with your teacher)

Use the following as a guide in planning your own interviews, BUT watch one of Andrew Denton’s ‘Enough Rope’ interviews first and take down some notes. He is a master at his trade because he: builds a positive rapport with the interviewee quite quickly does a lot of background research and is well informed in the content/topic area, doesn’t judge but rather just states facts, poses challenging and insightful questions, enables the interview to flow well, uses humour throughout to keep the interviewee onside shows respect towards people with opposing views to him.

EVIDENCE IN SAMPLE INTERVIEW PROCESS Respond to each step in the interview process by considering how Denton elicited the best possible responses from the interviewee? Prepare well

•• Consider the setting and ensure the comfort of the interviewee •• Explain the purpose of the interview eg: to gain insight, share experiences, highlight points of view etc •• Address consent and confidentiality, use of quotes •• Communicate the format of the interview and how long it will take •• Ask them if they have any questions

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ENOUGH ROPE – THE ART OF INTERVIEWS

Plan topic question(s) You can ask questions about: •• Behaviours – about what a person has done or is doing •• Opinions/values – about what a person thinks about a topic •• Feelings – note that respondents sometimes respond with “I think ...” so be careful to note that you’re looking for feelings •• Knowledge – to get facts about a topic •• Sensory – about what people have seen, touched, heard, tasted or smelled •• Background/demographics – standard background questions, such as age, education, etc. Note that the above questions can be asked in terms of past, present or future. Determine the sequence of questions •• Get the respondents involved in the interview as soon as possible. •• Before asking about controversial matters (such as feelings and conclusions), first ask about some facts. With this approach, respondents can more easily engage in the interview before warming up to more personal matters. •• Ask questions about the present before questions about the past or future. The last questions might be to allow respondents to provide any other information they prefer to add and their impressions of the interview.

Refine the wording of your questions •• Wording should be open-ended. •• Questions should be as neutral as possible. Avoid wording that might influence answers, e.g., evocative, judgmental wording. •• Questions should be asked one at a time. •• Questions should be worded clearly. This includes knowing any terms particular to the program or the respondents’ culture. •• Be careful asking “why” questions. This type of question infers a cause-effect relationship that may not truly exist. These questions may also cause respondents to feel defensive, e.g., that they have to justify their response, which may inhibit their responses to this and future questions.

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ENOUGH ROPE – THE ART OF INTERVIEWS

Conduct the interview

•• Attempt to remain as neutral as possible. That is, don’t show strong emotional reactions to their responses. •• Encourage responses with occasional nods of the head, “uh huh”s, etc. •• Provide transition between major topics, e.g., “we’ve been talking about (some topic) and now I’d like to move on to (another topic).” •• Don’t lose control of the interview. This can occur when respondents stray to another topic, take so long to answer a question that times begins to run out, or even begin asking questions to the interviewer. Follow-up •• Go over your written notes/recordings, fill out any notes that don’t make sense. •• Write down any observations made during the interview. For example, where did the interview occur and when, was the respondent particularly nervous at any time? Were there any surprises during the interview?

(Source: Adapted from https://managementhelp.org/businessresearch/interviews.htm)

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THEORIES OF SOCIAL CHANGE HSC Core: Social and Cultural Continuity and Change Hannah Geraghty, Caringbah High School, Caringbah

Syllabus Content HSC Core – Social and Cultural Continuity and Change: The nature of social and cultural continuity and change • theories of social change as attempts to explain change, and resistance to change, within societies and cultures in relation to: – structural changes within society – the processes and agents of social change – the directions of change

• key features of each of the following theories: – conflict – evolutionary – functionalist – interactionist.

Adapted from: NESA, Society and Culture Syllabus, (2013), p.37 accessed at: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/society-culture

Syllabus Outcomes H1 evaluates and effectively applies social and cultural concepts H5 analyses continuity and change and their influence on personal and social futures H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms Rationale The following article is designed to provide students with a concise insight into the nature of social and cultural change through the lens of evolutionary and transformative change and the various theories of social change. Summaries of the social theories are provided to allow students to re-engage with key ideas of each social theory. Whilst the end of the article provides an opportunity for students to actively apply and ‘test’ their understanding of social theory through response to, and construction of objective response questions. It must be noted, an extension activity that could be developed to complement this article may include students applying their understanding of social theories to short answer questions, whilst also integrating knowledge and understanding from the HSC Core Country Study.

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THEORIES OF SOCIAL CHANGE Neglects macro level of social interpretation of Neglectslevel macro issues of society miss significant May rather ‘trees’ closely on the too focussing than the ‘forest’ and forces of social the influence Disregards institutions on individual interactions Over emphasis on the individual and not on social structures much focus one interactions – one to focus Narrow and forces of social the effects Ignored institutions on individual interactions research remaining objectiveDifficulty – often conducted via interviews and participant observations macro-level explain to Does not attempt norms and nor changes to social change, culture • • • • • • • • • • • • • • • • Limitations Interactionist Theory catalogues the lifestyles of the the lifestyles catalogues and young teens wealthiest world’s (e.g. of wealth Symbols adults. fashion labels) expensive jets, private and social status. wealth signal with these ‘interact’ Other can teens by be influenced images and thereby values, the construction of wealth, and practices in their ownattitudes world. micro/meso Rich Kids of Instagram,” visually Rich Kids of Instagram,” THEORIES OF SOCIAL CHANGE SOCIAL OF THEORIES Examples: Micro level Micro Individuals act according to their Individuals to act according of the world interpretation Society consists of organised and patterned Society and patterned of organised consists interactions analysis of social scale analysis micro Requires interactions Believes human interactions and human interactions Believes meaning create communication Looks for symbolic/subjective meanings for Looks Believes behaviour is reflective of how of how is reflective behaviour Believes stimuli to individuals respond Suggests concepts / understandings of the Suggests concepts socially constructed and unfixed are world Sees of change individual as agent People help shape the world People • • • • • • • • • • • • • • • • • • • • Features:

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THEORIES OF SOCIAL CHANGE Heavy focus on social stability rather than on social stability rather Heavy focus change social of rapid in its account Limited change Society the primary and its institutions are units of analysis terms of only in significant Individuals are (ie social within social system their places of social and position in patterns status relations) society needs to attribute to Tendency roles than reflecting gender rather Reifying, beneficial as they are gender roles While stable asocial relations, to contribute discriminatory are and gender roles be upheld shouldn’t within Neglects of women the suppression the family structure functionsNeglects of an event the negative divorce e.g. • • • • • • • • • • • • • • • • • • Limitations Functionalist Theory Functionalist changing role and status of women and status role changing in China e.g. of the the children for education taxes which in turn pays family, depends to on which the state family isThe keep itself running. help upon the school to dependent good jobs have up to grow children and support they can raise so that In the process, families. their own law-abiding, become the children who in turn citizens, taxpaying support the state. Rising levels of education and the of education Rising levels provides the government Australia: Examples: lens a meso/macro be applied through Can Collective norms create conformity and conformity norms create Collective stability Believes social norms create conformity and conformity social norms create Believes stability Change occurs through consensus through Change occurs Formal social control mechanisms imposed social control Formal Includes manifest and latent functions and latent Includes manifest Believes institutions are interdependent interdependent institutions are Believes Social systems work to maintain equilibrium maintain to work Social systems Believes ‘formal’ social control mechanisms social control ‘formal’ Believes change reduce to arguably imposed, are Sees sources of change as external Sees sources As society developed it becomes it becomes societyAs developed and interdependent complex increasingly Seeks to avoid or limit change – emphasis on Seeks avoid to than social change social stability rather If all does not go well, the partsIf all does not go well, of society a new order, recapture must adapt to and productivity stability, Society when functions effectively more and when is clear social order there individual parts of the society in work with each other harmony • • • • • • • • • • • • • • • • • • • • • • • • • • • • Features:

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THEORIES OF SOCIAL CHANGE Focus on change, neglects on change, social stability Focus of change state in a constant Societies are Much of the change is minor or incremental – not revolutionary avoided have modern capitalist states Many instituted instead revolution, communist social serviceelaborate programs conflictfocus on Although theorists often a also developed they have social change, theory social stability. explain to built are and reward Inequalities in power all social structures into who benefit from Individuals and groups particularany see it to structure strive maintained the explain adequately struggles to dramatic impact development of technological on society family or the changes to organisation but not all human nature explain May power individuals seek more change incremental for Does not account aspects positive of society e.g. Attributes to designed processes humanitarian aid to the masses control • • • • • • • • • • • • • • • • • • • • • • • • Limitations Conflict Theory Conflict privileged access to higher education to privileged access would that opposing measures by affirmative action e.g. access, broad or public funding been traditionally have women that men can benefit so that oppressed and wealth, positions of power, from status. Wealthy may fight to maintain theirto maintain fight may Wealthy conflict theorists argue Feminist Examples: application application level macro Requires Change that is abrupt and revolutionaryChange that Change and conflict are normalChange and conflict in society are Human interaction results in conflict results Human interaction Believes that authorities use legitimate authorities that use legitimate Believes and dictate rights control to power Relies on a belief in class consciousness Class consciousness and tensions building and tensions Class consciousness Believes society has a hierarchy and that and that societyBelieves has a hierarchy often with their dissatisfied people are position Has conflict always brewing Has conflict always Believes that those who own resources use resources those who own that Believes serve to their own power their economic the State and control interests Society develops from feudalism to to feudalism Society from develops socialism to capitalism through Suggests that religion can pacify the religion Suggests that population Change is ongoing until crisis point is crisis point Change is ongoing until occurs and transformation reached Continuing conflict Continuing Inequalities in power are built into all social built into are Inequalities in power structures • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Features:

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THEORIES OF SOCIAL CHANGE Assumes that post-industrial societies are societies are post-industrial that Assumes superior all change is progress Assumes institutional explain to Only attempts level the macro change at and ‘primitive’ societies are Traditional inferior about historical Over generalisation stages of development, uniform sequences, of change and evolutionary rate all change takes the same path Assumes which ideas of from evolution Biological provided borrowed are social evolution clumsy / unsatisfactorysomewhat answers and fail lack evidence Explanations characteristics specify systematic to societies or institutions, of evolving of change mechanisms and processes one stage to from the transition through another occurred the rapid explain to inadequate Proved 50s of the late and social unrest upheaval and 60s • • • • • • • • • • • • • • • • • • Limitations: Evolutionary TheoryEvolutionary India and becoming a competitive India a competitive and becoming Western for outsourcing for operator countries an industrial society to agricultural China e.g. When a culture moves from an from moves a culture When Growing importance Growing of IT e.g. of the service Domination sector Examples: their society and education of socialisation, processes sanctions Each which societies progress. through in an increase by phase is characterized rationality laws’ ‘social or facts’ – all members accept their roles – all members accept of values the moral – all members accept complex through is achieved order’ ‘social – – history is seen as a series of phases ‘objective can be studied as facts’ ‘social – lens a macro Best applied from Believes societies will reach newer/better newer/better societies will reach Believes time over of development levels Post-industrial societies are superior to superior to societies are Post-industrial ones primitive Sees change as progress Assumes all societies follow the same path all societies follow Assumes Discusses change as linear Development = progress Development Emphasises social order rather than social rather Emphasises social order change Assumes: • • • • • • • • • • • • • • • • • • Features:

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Activity It is time to apply your understanding of ‘theories of social change’ through objective response questions. Some examples to get you started... 1. The institution of marriage during the early Twentieth Century aimed to secure economic stability of a woman and to supply a man with a counterpart to provide domestic services while he earned a living outside the home and to raise a family that would inherit his wealth over time. This scenario is best explained by: A. Interactionist Theory B. Functionalist Theory C. Conflict Theory D. Evolutionary Theory

Why the answer could be functionalist (B) Why the answer could be conflict (C)

•• Collective norms create conformity and •• Is concerned with power stability •• Looks at wealth imbalances •• Idea of maintaining the status quo •• Man is the owner of resources who use •• Using traditional values their wealth to gain control over the state (woman) •• Authorities (man) use legitimate power to enforce property rights

The answer is…

Because…

2. Each of the following scenarios relates to attitudes towards marriage in Australia Which scenario is best explained by interactionist theory? A. A very powerful role as a status symbol and achievement of adult life B. Couples deciding to have the wife stay home and look after the children C. Couples deciding the women should focus on her career and the man will stay home to look after children D. Activism from various groups who support alternative views of marriage

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Why the answer could be (A) Why the answer could be (D)

•• Interactionist theory deals with the idea of •• There is an attempt to change the micro symbols and symbolic nature of interactions attitudes towards marriage •• Relates to micro level of society •• There is an attempt to change the institution of marriage at a micro level •• People attach meaning to marriage •• Attempts to change how marriage looks to •• Interpretive processes others •• Imagine judgements of others •• Socially constructed ideas of marriage •• Self-image (i.e. what it takes to look adult) •• How our actions appear to others

The answer is…

Because…

Remember: • Whilst two (or even more) theories may apply to the scenario/example presented, you need to be able to identify the BEST fit. • Requires you to KNOW the theories and have had practice applying a range of scenarios and examples to the theories. • You also need to know the limitations of the theory. • Use your critical thinking skills and knowledge of the theories.

Example answers: 1. B 2. A

Your turn... Create five multiple choice questions that aim to examine a student’s understanding and application of a range of social theories. The questions can be drawn from the following areas of the syllabus: The nature of social and cultural continuity and change: • theories of social change as attempts to explain change, and resistance to change, within societies and cultures in relation to: – structural changes within society – the processes and agents of social change – the directions of change • key features of each of the following theories: – conflict – evolutionary – functionalist – interactionist Adapted from: NESA, Society and Culture Syllabus, (2013), p.37 accessed at: https://educationstandards.nsw.edu.au/ wps/portal/nesa/11-12/stage-6-learning-areas/hsie/society-culture

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Question formats you may use in your questions: 1. Each of the following actions relates to changes to … in …. Which action is best explained by conflict theory?

2. Each of the following actions relates to changes to … in …. Which action is best explained by interactionist theory?

3. Each of the following actions relates to changes to … in …. Which action is best explained by evolutionary theory?

4. Each of the following actions relates to changes to … in …. Which action is best explained by functionalist theory?

5. Each of the following actions relates to changes to … in …. Which action is the best example of transformative change?

6. According to interactionist/conflict/functionalist/evolutionary change theory, why does …

7. Insert Scenario Is best explained by / Is an example of a. Interactionist Theory b. Functionalist Theory c. Conflict Theory d. Evolutionary Theory

8. Insert Scenario Is an example of… a. Evolutionary Change b. Transformative Change c. Resistance to change d. Accepting change

You may also want to access past HSC questions on the NESA website. Below are a list of past HSC objective response questions that you are able to look up: NESA HSC Exam Papers: https:// educationstandards.nsw.edu.au/wps/portal/nesa/11-12/resources/hsc-exam-papers

2019 HSC: 2018 HSC: 2017 HSC: 2016 HSC: 2015 HSC: Q4 Q4 & Q8 Q8 Q8 Q7

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Use the space below to create your five multiple choice questions: Q1. A. – B. – C. – D. –

Why the answer could be Why the answer could be

The answer is…

Because…

Q2. A. – B. – C. – D. –

Why the answer could be Why the answer could be

The answer is…

Because…

Q3. A. – B. – C. – D. –

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Why the answer could be Why the answer could be

The answer is…

Because…

Q4. A. – B. – C. – D. –

Why the answer could be Why the answer could be

The answer is…

Because…

Q5. A. – B. – C. – D. –

Why the answer could be Why the answer could be

The answer is…

Because…

60 Journal of the Society and Culture Association CultureScope – Volume 119, 2020

POPULAR CULTURE CONCEPT FOCUS: IDENTITY, VALUES, COMMODIFICATION AND COMMERCIALISATION HSC Depth Study – Popular Culture Alexander Moscovis, Moorebank High School, Moorebank

Syllabus Content The nature of popular culture Students develop an understanding of the nature of popular culture by examining the FOUR distinguishing characteristics: • associated with commercial products and paraphernalia: • demand develops and expands due to media, marketing and dissemination processes • achieves widespread consumer access: • broad access is assisted by media and communication technologies Contemporary context (needs to be integrated across the Depth Study) The following points are to be integrated across the study of Popular Culture: • use examples drawn from contemporary society Syllabus Outcomes H9 applies complex course language and concepts appropriate for a range of audiences and contexts H2 explains the development of personal, social and cultural identity Related concepts Identity, values, commercialisation, commodification, consumption, change Rationale The following resource aims to provide students with a focused insight into the concepts of identity, values, commercialisation and commodification of popular culture. Activities contained within the article allow students to apply their understanding the relevant key concepts to the contemporary context through examples.

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POPULAR CULTURE CONCEPT FOCUS: IDENTITY, VALUES, COMMODIFICATION AND COMMERCIALISATION

Popular Culture Concept Focus: Identity and Values

identity The sense of self. This can be viewed from the personal, social and cultural levels. Identity is formed over a period of time and is the result of interactions at the micro, meso and macro levels of society. An identity has dimensions or layers that create a sense of inclusion in a group or culture. Contributing factors to one’s identity may include gender, sexuality, family, class, ethnicity, beliefs, social status, group membership and national pride. values Deeply held ideas and beliefs that guide our thinking, language and behaviour. Differences in values exist among groups of people in society and are a part of one’s culture. Values can be challenged. Adapted from: NESA, Society and Culture Syllabus: Glossary, (2013) accessed at: https://educationstand- ards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/society-culture

The popular culture you choose to interact with (and which ones you reject), both reflect and shape your identity. They reflect your values, age, ethnic background, gender, sexuality and more. How you interact with popular culture also gives an indication into your location, socio-economic status, and generation. Think about how you consume music compared to how your parents do. You might be more likely to discover new artists by watching their videos on YouTube or using music sharing applications like Spotify. You might prefer to buy music digitally and listen to songs as separate tracks rather than as whole albums. Your parents on the other hand might prefer CDs and will find out about new artists by hearing them on the radio. In 2021 social research organisation McCrindle published a resource Generations Defined. The resource provides an insight into 50 years of changes and continuities across 5 generations. Open the resource: https://mccrindle.com.au/insights/blog/generations-defined-50-years-change-5-generations-resource/ When viewing the resource consider: • What are some of the continuities and changes in music and television across each generation? • What role have technologies played in changing the ways each generation interacts with popular cultures? • Discuss with your class what you think the values and social identity of each generation could be? What is this influenced by? i.e. think about the relationship between social/political/economic events and popular culture. Activity: Tracking your own consumption of popular culture This task requires you to keep a log of how you access popular culture. 1. Data capture You need to design a data-recording sheet that will allow you to track and monitor your consumption over 1 week. Choose a popular culture that you regularly consume. Music, magazines, a particular genre of television show, or a particular type of online community/site/forum/blog are all good choices. In choosing your popular culture, make sure it meets the four characteristics. Your aim is to record the following: – Time spent – Money spent – Method of consumption (online, radio, print etc)

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POPULAR CULTURE CONCEPT FOCUS: IDENTITY, VALUES, COMMODIFICATION AND COMMERCIALISATION

2. Analysis After recording your consumption for 1 week, analyse your results. Aim to produce figures/graphs that show the total number of hours and money spent, and the consumption methods shown as a percentage or pie chart. Next, answer the following questions using your results: 1. Identify patterns in your consumption. Are there any correlations with other activities happening in your week? 2. Compare your results with a classmate. Identify similarities and differences. Identify possible reasons for the similarities and/or differences. 3. How does your consumption of popular culture reflect your values and identity (micro world)? 4. How does your consumption of popular culture reflect society’s beliefs/values/norms (macro world)?

Concept Focus: Commodification and Commercialisation

commodification A social process by which an item is turned into a commodity in readiness to be traded. The process relies on marketing strategies with the aim of producing a perceived value in the item. commercialisation The process of adding value to an idea, product or commodity with the aim of selling it and making a profit. Commercialisation is about preparing the item for sale and making money from it. The success of commercialisation often relies on marketing and advertising. commodity A marketable item or consumer object that can be supplied because there is a demand and that can be purchased through economic exchange. Adapted from: NESA, Society and Culture Syllabus: Glossary, (2013) accessed at: https://educationstandards.nsw.edu.au/wps/ portal/nesa/11-12/stage-6-learning-areas/hsie/society-culture

Popular culture can be viewed as the commodification of culture. That is, it is a way to make money or profit from a cultural interest. There are many cultural activities that are NOT regarded as popular culture because they haven not been commodified. For example, generally speaking, no one is making a profit from community sport, a club that meets weekly to play board games or a group that practices traditional Vietnamese dance in their local town hall. One of the defining characteristics of popular culture is that it is associated with commercial products and paraphernalia. This means that is has undergone commercialisation resulting in products or commodities that are assigned value and can bought and sold through the process of commodification. Commodification is a key concept in Marxist theory. It is essential to the development and maintenance of a capitalist system. The term commodity refers to both the value a good or service has to the user and the ‘exchange value’ it has within a capitalist marketplace. Once a good or service has been assigned value (commodified), it can then be introduced to the market as a product. This is known as commercialisation. In reality, the two processes are difficult to distinguish. Consider the example of the popular culture of professional Think About…Commercialisation: sport. Historically (pre-1960s), many sports were played for When the sponsor’s logo is bigger leisure and community bonding, rather than profit. Clubs than the team’s logo! existed to structure competitions and to cover basic costs See the jersey of popular NRL for players and match takings (tickets) were the main form of or Football teams.

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income for sporting clubs and were enough to sustain the clubs and their running costs. The introduction of televised sporting matches saw attendance at matches drop as sport became a spectacle people could watch at home. Rules were changed to make the games faster and easier to watch. By the late 1960s, match attendance at many sports declined significantly. Income from gate tickets alone could no longer fund the running costs of clubs. Broadcast rights for certain sports gained new value as match attendance declined further in the 1970s ,1980s and 1990s. The rights to broadcast matches became valued (commodification). Clubs were forced to seek new sources of income to sustain themselves. Corporate sponsorship increased to provide income directly to clubs and teams began to be marketed to attract ever bigger audiences (commercialisation). Power shifted from the fans and players to sponsors and broadcasters. Activity: Commercisalisation and Commodification Select one popular culture that you actively engage with and/or ‘follow’. Research its history. Try to identify the point where it went from being a leisure, entertainment or artistic cultural pursuit into a commodity. When did someone start to make a profit from it? Next, identify the processes of the popular culture’s commercialisation. How was it brought to market? Who marketed it? Finally, using examples from the popular culture you have researched, write a short (200-300 word) response to the following exam-style question: With reference to ONE popular culture, distinguish between the concepts of commodification and commercialisation. ______

64 Journal of the Society and Culture Association CultureScope – Volume 119, 2020

PRIMARY RESEARCH ACTIVITY: ONLINE QUESTIONNAIRES + PSI Preliminary: Personal and Social Identity Katherine Dzida, Figtree High School, Figtree

Syllabus Content The nature and development of personal and social identity • the development of personality, self-awareness and self-concept • apply ethical research practices and follow the steps of the research process to: – develop and administer a questionnaire that contains both open and closed questions and that is suitable for people from different generations – compile, analyse and synthesise the results obtained – present the findings and conclusions about these findings in an appropriate format. Syllabus Outcomes P2 describes personal, social and cultural identity P8 plans and conducts ethical social and cultural research P10 communicates information, ideas and issues using appropriate written, oral and graphic forms Related concepts the self and self-concept, roles and status, rights and responsibilities, social construct Rationale The following resource aims to provide students with an opportunity to apply their understanding of the influence of birth-order on a person’s identity and sense of self to the construction of a questionnaire. Created in and online learning context, the activity aims to still provide students with the opportunity to cultivate and refine their skills in ethical research whilst building upon secondary evidence related to birth-order and the development of personality. The construction of a one-page (700–850 word) research report has been designed to begin to build student understanding and capacity in the analysis of primary and secondary research data.

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How accurate are birth-order characteristics?

Activity: Questionnaire and 1 page report Due Date: Timing: 1 period to construct questionnaire. Construct report for homework.

Context Last lesson you completed an activity on the influence of birth order in a family on a person’s identity and sense of self. Today you will investigate how accurate birth-order characteristics are by conducting your own questionnaire and analysing the findings. Background information Birth order is defined as a person’s rank by age among his or her siblings. Alfred Alder (1870–1937) was a pioneer in the study of birth order. His research suggested that the position a child had by the order of birth substantially influenced the child’s social growth and personality (Encyclopedia of Children’s Health, 2020). Being born first, last, or somewhere, in the middle of itself is not significance. What matters is how that birth order affects and how a child is treated by parents and other siblings and how that child feels about it (Encyclopedia of Children’s Health, 2020). This interaction has been found to influence an individual’s construction of a range of aspects including self-perceptions of intelligence and success, even into adulthood. Other meso and macro level factors also influence child’s socialisation and the parents’ expectations. Create a summary of the characteristics of individuals according to birth order, according to Alfred Alder’s research featured at Encyclopedia of Children’s Health, 2020 found at: http://www.healthofchildren. com/B/Birth-Order.html

Proposed reasoning for these Birth Order Characteristics/ qualities/ features characteristics/ qualities/ features

First born children

Second born children

Last born children

Only children

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PRIMARY RESEARCH ACTIVITY: ONLINE QUESTIONNAIRES + PSI

Instructions: 1. Create a brief questionnaire investigating whether people believe in the accuracy of birth-order characteristics and construct a 1 A4 page report (approx. 700-850 words) analysing the findings. 2. Create your questionnaire using Google Forms with no more than 10 questions. Try to use both open-ended questions + closed-ended questions to generate both qualitative and quantitative data 3. You must include a research blurb at the beginning of the questionnaire that indicates your research topic (use the heading of this worksheet) and an acknowledgement of ethical research and consent.

Brainstorm below the various ethics that should be taken into consideration: (You may want to read p.21 of the Society and Culture Syllabus (NESA, 2013) to assist you: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/society-culture – Research participants must be informed of the nature of your questionnaire (i.e. what it is about and what the information is going to be used for) – The research participant should be anonymous Summarise these ethical considerations into a short research blurb (3–4 sentences): 4. You must include these mandatory questions: age/age range, sex and their own birth order i.e. Is the participant a first-born, middle child, youngest or only child? 5. You must then create a maximum of 7 questions, in addition to the 3 mandatory questions which investigate how accurate people believe birth order characteristics are. 6. You may use some of the information provided in the Background Information section of this worksheet to assist you in creating questions. You may have open and closed questions if you wish. Your closed questions should include some Likert Scale/Sliding scale asking to what extent they believe birth-order characteristics are accurate etc. Your options can be ‘Very accurate’, ‘somewhat accurate’, ‘unsure’, ‘not quite accurate’ and ‘not very accurate at all’. Or you can use any other options that are appropriate for the question you are asking. 7. Edit your questionnaire for spelling, grammar and punctuation errors. 8. Share your questionnaire via a relevant electronic platform. E.g. email, social media platforms etc. Aim to receive responses from approx. 20 participants. 9. Analyse the findings of your questionnaire in a 1 A4 page report (700-850 words). See scaffold below. 10. Submit for marking along with a URL of your Google Form. You will submit via Google Classroom.

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Scaffold for report ** Please note: This is only a 1 A4 page report (700–850 words). Therefore, your Introduction and Conclusion should be very brief approx. 4-6 sentences only. The bulk of your writing should be in the Body. ** Do not use the subheadings Intro, Body and Conclusion. These are for the scaffold only to help structure your work in its draft format before you publish your work. They are not needed in the report. Introduction • Explain your topic and give some background information • Which research method was chosen? Advantages and disadvantages of the research method? Body • Write it as a report. No dot points to be used. No subheadings to be used. • Write in the third person. Do not use “I found that…”. Instead, use phrases such as “the results show that…” “the results indicate that…” “Most participants felt that…” “The majority of participants believed/supported/agreed…” • You need to analyse the findings not just summarise them. What is the difference? – Summary: The majority of participants believed that first-born characteristics are accurate. – Analysis: The majority of participants believed that first-born characteristics are accurate because they had experienced or witnessed it in their own families. Many participants stated that the first-born children in their families were natural leaders and were highly motivated. – Do not specifically write out the question or provide the question number as this is irrelevant in a report. Instead, write a full sentence analysing the trends you found. Using the suggested phrases above can help you structure your sentences so that you are analysing the trends. E.g. Most participants believed that first-born characteristics were accurate. However, the majority of people felt that there was a bigger range in middle-child characteristics. In this example, I have summarised two trends from two questions (E.g. One question about first-borns and one question about middle- child). The next step is to provide the analysis for why the participants felt this way. – For this activity attempt to use statistics (e.g. 55%) or ratio statements (1 in 4 people) to communicate your findings. Remember that ratio statements are another way of demonstrating a statistic. E.g. You can use 1 in 4 when the statistic in the Google Forms is around 25%. Or you can use 1 in 3 people when the statistic in the Google Forms is approx. 33%. You may want to complement some of your quantitative findings through the inclusion of graphs. Please do this sparingly and ensure the graph is meaningful and directly referred to in the research paper. – Please make sure you do not include raw data. Raw data is when you state the specific number of participants such as 16 people agreed that… You cannot use raw data. Convert this into a statistic. Google Forms does this automatically for you. – You need to integrate SAC concepts in your report (fundamental, additional and as many related depth-study concepts as are appropriate) Conclusion – Link research directly to your research question and conclude your findings. – Brief critical reflection of the research process. What went well? What didn’t?

** Make sure you include the URL of your Google Form questionnaire at the end of your report

68 Journal of the Society and Culture Association CultureScope – Volume 119, 2020

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