Sociology

In this area of study, students explore the meaning of culture and the distinction between material and non-material culture. Australian Indigenous cultures are diverse and are comprised of a range of symbols, languages, values and norms. The term 'Australian Indigenous cultures' is used in this study design to encompass this range. As students explore the meaning of culture, they consider examples from Victorian Koorie culture and wider Australian Indigenous cultures. Students become familiar with Charles Wright Mills' (1959) concept of the sociological imagination. Mills considered the sociological imagination to be an awareness of the relationship between personal experience and wider society. Mills emphasised the importance of seeing the connections between social structures or public issues and individual experience or personal troubles. To have a sociological imagination, a person must be able to pull away from the situation and think from an alternative point of view. The use of a sociological imagination assists students to examine representations of Australian Indigenous cultures. Students analyse these representations through consideration of ethnocentrism and cultural relativism. They critically investigate historical and contemporary representations found in the media and other public forums that claim to be or could be interpreted as culturally relativist, and representations that claim to be or could be interpreted as ethnocentric. Generally, contemporary representations are those created within the last ten years. Students consider the implications of these representations for building awareness of Australian Indigenous cultures. In this area of study, the notion of awareness involves an examination of what information is known or understood about Australian Indigenous cultures; whereas public views about Australian Indigenous cultures relates to the opinions, biases and stereotypes that might exist or are being challenged about our First Nations Peoples. In the past, the suppression of Australian Indigenous cultures was widespread. This occurred through the implementation of past policies and practices. Some of these policies and practices included the interrelated protection and segregation policies, the policy of assimilation, the integration policy and, more recently, the Northern Territory National Emergency Response (NTER), also known as The Intervention. Nevertheless, Australian Indigenous people have worked to protect and ensure the survival of their cultures. Students consider a range of significant examples that highlight this suppression and Australian Indigenous responses to it. Students explain the process of reconciliation through examples of both symbolic reconciliation such as speeches, truth telling and campaigns, and practical reconciliation, such as government funding for the Closing the Gap policy. Students consider a range of factors that have influenced and are influencing public awareness of Australian Indigenous cultures. As students explore these factors they consider both Indigenous and non-Indigenous people and/or groups who have been or are active in these areas. Students also study an issue supporting and/or limiting awareness of Australian Indigenous cultures, using publicly accessible material produced in the last ten years.

• the meaning of culture and its major components: non-material culture and material culture
• the meaning of culture and its major components: non-material culture and material culture
  4
• the sociological imagination as conceived by Charles Wright Mills and its connection to the study of cultures
• the sociological imagination as conceived by Charles Wright Mills and its connection to the study of cultures
  1
• a range of historical and contemporary representations of Australian Indigenous cultures that could be interpreted as ethnocentric and/or culturally relativistic representations
• a range of historical and contemporary representations of Australian Indigenous cultures that could be interpreted as ethnocentric and/or culturally relativistic representations
  7
• past perception that Australia was land that belonged to no-one prior to European arrival
• public misconceptions about Australian Indigenous cultures concerning:
  1
• the perception that Australian Indigenous people share one culture
• past perception that Australia was land that belonged to no-one prior to European arrival
  1
• the perception that Australian Indigenous people mainly live in arid areas of Australia
• the perception that Australian Indigenous people share one culture
  1
• the historical suppression of Australian Indigenous cultures through government policies and Indigenous responses to this suppression
• the perception that Australian Indigenous people mainly live in arid areas of Australia
• the process of reconciliation through symbolic and practical reconciliation
• the historical suppression of Australian Indigenous cultures through government policies and Indigenous responses to this suppression
  9
• the nature of the issue
• the process of reconciliation through symbolic and practical reconciliation
  5
• the historical and political context of this issue
• one issue related to changing awareness of Australian Indigenous cultures:
  2
• the relationship between this issue and awareness and public views of Australian Indigenous cultures
• the nature of the issue
  3
• significant indigenous and non-indigenous people (individuals and/or groups) involved and their response(s) to the issue
• the historical and political context of this issue
  1
• the relationship between this issue and awareness and public views of Australian Indigenous cultures
  9
• significant indigenous and non-indigenous people (individuals and/or groups) involved and their response(s) to the issue
  2

In this area of study, students examine the sociological concepts of race and ethnicity. The notion of ethnicity refers to a shared cultural heritage and way of life. This is different from the related concept of religion. For example, people can share the same religion but be of different ethnic groups. Students explore the process of othering in the context of ethnicity. Othering is a phenomenon in which some individuals or groups are defined and labelled as not fitting in within the norms of a social group. It may therefore play a role in the formation of prejudices against people and groups. Students explore the ways that cultural identity is formed and experienced by Australian ethnic migrant groups, as shaped by various material and non-material aspects of culture such as faith, tradition and customs. These ethnic groups may include descendants of early immigrants, for example from Britain or China, or include more recent wider immigration. Students learn about hybridity, a key sociological theory informed by Stuart Hall related to the study of culture. The theory of cultural hybridity attempts to encapsulate the sense of diversity seen in dual or multiple cultural identities. Students investigate Australia's ethnic diversity and the factors influencing members of ethnic groups and their sense of belonging and inclusion in multicultural Australia. They consider a range of factors that may shape both belonging and inclusion such as responses to certain customs and traditions, media representations and political factors such as government policy or funding. Students consider the ethical implications of conducting research on human subjects in the context of research into ethnic groups. Students' analyses of specific ethnic groups may be drawn from secondary sources and/or from primary research undertaken by the student. This research is informed by the ethical guidelines of the Australian Sociological Association. Students are expected to engage in ethical practice that respects the welfare and privacy of research participants. The Safety and wellbeing section on [page 7](#Safety) of this study design contains advice on the conduct of primary research.

• the nature and meaning of the sociological concepts of race and ethnicity
• the nature and meaning of the sociological concepts of race and ethnicity
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• the process of othering
• the process of othering
  3
• the nature of the theory of cultural hybridity, as informed by Stuart Hall, and its connection to experiences of ethnicity
• the nature of the theory of cultural hybridity, as informed by Stuart Hall, and its connection to experiences of ethnicity
  3
• Australia's current ethnic diversity compared with other countries
• Australia’s current ethnic diversity compared with other countries
  5
• the historical context and contemporary concept of multiculturalism
• the historical context and contemporary concept of multiculturalism
  1
• responses to cultural practices
• factors that may prevent or enable a sense of belonging and inclusion in Australia’s multicultural society:
  4
• media representations
• responses to cultural practices
• political factors
• media representations
  1
• the purpose of an ethical methodology with reference to voluntary participation, informed consent, privacy and the confidentiality of data
• political factors
• how the ethnic group identifies itself
• the purpose of an ethical methodology with reference to voluntary participation, informed consent, privacy and the confidentiality of data
  4
• an overview of the non-material and material culture distinctive to the group
• the experience of a specific ethnic group in Australia’s multicultural society:
  4
• the impact of practising certain customs and traditions, the media and political factors on the ethnic group's sense of belonging and inclusion
• how the ethnic group identifies itself
  1
• how an ethical methodology was or could be applied in the study of this ethnic group.
• an overview of the non-material and material culture distinctive to the group
  1
• the impact of practising certain customs and traditions, the media and political factors on the ethnic group’s sense of belonging and inclusion
  5
• how an ethical methodology was or could be applied in the study of this ethnic group.
  2

Sociologists refer to the concept of community as a group of people who share social relationships through being geographically close to each other and/or being in regular contact with each other, and through having similarities such as mutual interests and/or shared ideology. In this area of study, students explore community in general as well as through a detailed case study of a specific community. The specific community may be located within Australia and/or overseas. However, the chosen specific community cannot be any Australian Indigenous community from which examples might have been selected for study in Unit 3, Area of Study 1, or the specific ethnic group explored in Unit 3, Area of Study 2. Students investigate changes to the concept of community over time by exploring the theories of Ferdinand Tonnies and Michel Maffesoli. The study of the experience of community includes an exploration of economic, social and political factors, as well as relevant geographical characteristics. Geographical characteristics affecting the experience of community could be related to proximity and accessibility, climate, scenic quality, landforms and natural resources, or built features such as community centres or other relevant characteristics. Students evaluate a specific community experience with an emphasis on the varying levels of belonging to the group. Groups with high levels of belonging are said to have a strong sense of community. A sense of community occurs when members actively participate and have an emotional connection with the group. Data may be drawn from secondary sources and/or from primary research undertaken by the student. This research is informed by the guidelines of the Australian Sociological Association. The Safety and wellbeing section of this study design on [page 7](#Safety) contains advice for the conduct of primary research.

• the theory of Ferdinand Tonnies
• changes to the concept of community over time:
  5
• Michel Maffesoli's theory of neo-tribes
• the theory of Ferdinand Tonnies
  5
• factors that influence feelings of belonging
• Michel Maffesoli’s theory of neo-tribes
• the impact of information and communications technology
• the experience of community generally:
• the effects of economic, social and political factors, and of geographical characteristics
• factors that influence feelings of belonging
  5
• the nature of a selected community and reasons this group can be classified as a community
• the impact of information and communications technology
  2
• factors that may have influenced feelings of belonging
• the effects of economic, social and political factors, and of geographical characteristics
  3
• information and communications technology
• the nature of a selected community and reasons this group can be classified as a community
  4
• economic, social and political factors, and geographical characteristics
• influences on the experience of the selected community and the interplay between these influences:
  3
• different perspectives on the sense of community from different members within the community
• factors that may have influenced feelings of belonging
  5
• the nature of ethical methodology with reference to voluntary participation, informed consent, privacy and the confidentiality of data.
• information and communications technology
  2
• economic, social and political factors, and geographical characteristics
  4
• different perspectives on the sense of community from different members within the community
  2
• the nature of ethical methodology with reference to voluntary participation, informed consent, privacy and the confidentiality of data.
  3

In this area of study, students investigate the sociological concept of power. There are many forms of power used by social movements and their opposition(s). These include reward, coercive, referent, legitimate, expert and informational power. Students undertake a general exploration of the meaning, nature and purpose of social movements and their ability to achieve social change. When assessing the success of social movements, students draw upon the work of Erica Chenoweth. Chenoweth's research has shown that non-violent forms of civil disobedience are more effective in achieving desired social change. When exploring the nature and purpose of social movements, students draw on brief illustrative examples. Students must also investigate one specific social movement in detail. The social movement selected for study may be operating at a local, national or international scale. Although the social movement may have a history, it should be examined in its current context and be at a stage where its impact on social change has been commented on in a range of sources. Students should investigate the way this social movement uses power in their attempt to achieve social change, for example through campaigns and the use of social media platforms, as well as identify the means used by the opponents of the social movement to prevent this change from occurring.

• the concepts of social movement and social change
• the concepts of social movement and social change
  2
• alternative, redemptive, reformative and revolutionary types of social movements
• the nature and purpose of social movements:
  1
• the stages in social movements of emergence, coalescence, bureaucratisation and decline
• alternative, redemptive, reformative and revolutionary types of social movements
  4
• how power is used by a social movement and its opposition
• the stages in social movements of emergence, coalescence, bureaucratisation and decline
  4
• influences of social movements on social change, with reference to the work of Erica Chenoweth
• how power is used by a social movement and its opposition
  6
• the social movement as alternative, redemptive, reformative or revolutionary
• influences of social movements on social change, with reference to the work of Erica Chenoweth
  2
• how power is exercised by the social movement
• the nature and purpose of one specific social movement and an understanding of the following interrelated components:
  4
• the current stage of the social movement
• the social movement as alternative, redemptive, reformative or revolutionary
  3
• how power is used by the social movement's opposition in an attempt to prevent it from achieving its desired social changes
• how power is exercised by the social movement
  5
• the influences of the social movement on social change, with reference to the work of Erica Chenoweth.
• the current stage of the social movement
  2
• how power is used by the social movement’s opposition in an attempt to prevent it from achieving its desired social changes
  2
• the influences of the social movement on social change, with reference to the work of Erica Chenoweth.
  3