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EDUC2049 – Identity, Youth Cultures and Education

Lecturer Dr Christina Gowlett
Course Link UQ Site
Faculty HASS
Prerequisites EDUC1029, plus, Blue Card and pre-service teacher risk assessment
Contact Hours 1 Lecture hour, 1 Tutorial hour
Semester(s) Taught Semester 2
Course Units 2
Submit reviewView reviews (4)

Rating

Total average

79.1/100
Learning Materials ( 87.5 )
Learning Activities ( 79.5 )
Blackboard Management ( 73.3 )
Course Content ( 78 )
Course Structure ( 79.5 )
Contact Availability ( 89 )
Course Difficulty ( 66.8 )

Reviews (4)

Anonymous
   
EDUC2049 – Identity, Youth Cultures and Education 55.9

This course was mostly a waste of time. Although the lecturer was excellent, the tutorials seemed relatively pointless and the assessment was a trainwreck. The course content was too theoretical to ever be useful and I don't know how they even managed to make it into an entire course. Both assessment pieces were very harshly marked based on expectations that were never made clear by the tutors. The two assessment piece were also quite unrelated to each other. It was also ironic that we talked about student disengagement, when that was how I responded to most of the course. To be fair, some small parts of the course were useful, but overall the course was not good.
Semester taken

Semester 2 - 2016

Your program/major

BA/BEd

Is lecture attendance necessary?

Not necessary but quite valuable

Is the textbook necessary?

No textbook

Positives
  • Good lecturer
Negatives
  • Assessment pieces were vague and requirements were not made clear in any way
  • Tutorials were a waste of time
Posted on November 23, 2016 3:01 pm
A
   
EDUC2049 – Identity, Youth Cultures and Education 90.7

The course, coupled with the practical component, really gives you a great insight into the struggles and issues surrounding youth in school. Why should students be forced to wear hot, sticky uniforms just to conform to someone else's expectations? Why can students not eat when they are hungry given this can affect their performance? These are the kinds of things you leave some of the tutorials thinking. This course sets you up to be a critical thinker about the system we are all going to be operating within and under- who makes the rules and are these rules actually relevant anymore?

A really intuitive and inspiring course that leaves you questioning your practice and how you are going to behave as a teacher of youth. 1 hour lecture and 1 hour tutorial- perfect combination! Prac placements are at schools which have low-socioeconomic background- taking notes on the issues you see at your placement are crucial to surviving last assessment piece- a case study that ties in all you know of the course theory with what you saw on prac. Ask your prac students about themselves and how they like their school environment- take quotes and you will kill a 50% assessment.
Semester taken

Semester 2 - 2015

Your program/major

Bachelor of Arts/Bachelor of Education

Is lecture attendance necessary?

No- but valuable if you do go

Is the textbook necessary?

No textbook- weekly readings essential on BB though if you want to pass assessment

Positives
  • Great lecturer/Tutor
  • Engaging, relevant content
  • Practical Component really cemented our knowledge of the content.
Negatives
  • Difficult to fit in prac time
Posted on November 27, 2015 11:41 am
Chris
   
EDUC2049 – Identity, Youth Cultures and Education 80.4

This course was one of the more practical education courses I have completed so far in 2 years of university. Coupling it with some actual classroom observations that allowed me to see the real world effects of youth issues and how they are defined and approached by educators and researchers was very valuable.
I was lucky to have been in a small (@ 6-8) tute so these were extremely valuable but the lectures were also engaging and dynamic. The two teaching staff I had contact with were both very knowledgeable, approachable and engaged.
Two 50 percent assessment tasks is a little daunting but they were pointed and very valuable for cementing content (not always the case with Educ courses!).
Overall, enjoyable and rewarding.

Semester taken

Semester 2 - 2014

Your program/major

BArts/BEd Sec. (English and Economics)

Is lecture attendance necessary?

Yes (always!)

Is the textbook necessary?

There isn\'t one :)

Positives No positive points
Negatives No negative points
Posted on November 25, 2014 11:15 am
Anonymous
   
EDUC2049 – Identity, Youth Cultures and Education 89.3

The course seems to have been largely revamped in 2014. It is broken down into three "modules" which explore the different aspects surrounding youth issues. I've heard lots of students complain that it's labeled an EDUC (Education) course. It largely focuses on YOUTH ISSUES, and NOT ALWAYS in the context of an educational (school) setting, thus the course has a much broader scope and fits in with the convener's areas of research (although she is also an experienced high school teacher). An interesting component of the course is the 'prac' which involves tutoring with the ARTIE program. Some students have argued they are unsure as to why we tutor with ARTIE as a prac in this course, since it does not have an Indigenous knowledge focus. The ARTIE program places students in the classroom on a more one-to-one basis with students which is helpful. As you progress through the course and learn more about the 'issues' of 'youth', it becomes easier to see them emerging in the classroom setting (backed up by interactions with ARTIE co-ordinators and teaching staff at the school as well). It is easy to forget that the prac is related to this course, however, especially when it is commonly combined with EDUC2090 (Indigenous Knowledge & Education) in the same Semester for Secondary Education students.

Assessment seems a little daunting - two assessments weighted at 50%, the prac component is required for QCT and an 80% tutorial attendance requirement (which has a pass/fail criteria, in other words there is no 'participation' assessment to satisfy). Assessment is however not that difficult and just requires thought and careful research.

Lectures were delivered by the convener pre-dominantly, however, tutors also sometimes delivered lectures. Overall, the lectures and tutorials were interesting and very engaging (often turning to large class discussions both in tutorials and lectures, rather than content bombardment). There is not many readings. Readings that exist are carefully selected and relevant, as are tutorial activities.

Both the convener/lecturer and the tutors are all very approachable and helpful and ready to answer questions in class and outside of class as well. I don't think there is anything I would change about the course although reducing the weight of the assessment may make the load feel a little lighter.

*This is a Semester 2, 2014 course. The course was not offered in Semester 1 (as per options available here).
Semester taken

Semester 1 - 2014

Your program/major

BA/BEd

Is lecture attendance necessary?

No (but they are worth going to).

Is the textbook necessary?

No textbook.

Positives
  • Great tutors and convener/lecturer
  • Relevant content and assessment
  • Not heavy content-wise (very few readings etc)
Negatives
  • Weight of assessment
  • Short tutorials (1.5hr would be better)
Posted on October 15, 2014 3:49 pm

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