UNCC300: Justice and Change in a Global World
Unit rationale, description and aim:
“Interdependence obliges us to think of one world with a common plan”.
Pope Francis challenges us to extend our thinking across new ways in which the relationship between self and community can be realised. In achieving a global consensus on the nature of our relationship to each other and the world in which we live, Pope Francis calls for a renewed emphasis on the dignity of the human person as the basis of all action, advocacy and solidarity. Universal fraternity and aspirations for the common good begin with a basic recognition that we need one another. In this unit you should develop your understanding of the dignity of the human person within the context of a global community. You should develop skills that may assist the cooperative efforts of government, business, faith groups, and not-for-profit agencies to achieve a more just and equitable world. On completion of this unit you should have acquired the skills and knowledge to become an active agent for change in an interconnected and interdependen
Description: Extending your work from Assignment 2, write a 1000-1200 word paper that briefly critiques a global issue (i.e., the issue or challenge you chose for Assessment 2) where shared responsibility for the common good is not being realised (approx. 300 words) and then, propose ways to address this challenge (approx. 900 words) in your professional community, locally and globally.
(NB: Emphasis is on your proposed ways of addressing the challenge because some of the critique will have been covered in Assignment 2).
Please see the assessment overview and instructions on LEO for information on the assessment and on late penalties.
Please Note: In order to achieve a higher grade you will need to demonstrate a sophisticated understanding of the Common Good and its relationship to other CST principles, particularly Human Dignity. Your discussion should demonstrate how Advocacy and Community Engagement may contribute to your proposed solution.
Due date:November 2 4am
Length and/or format:1000-1200 words.
Purpose: To demonstrate your ability to apply your knowledge and understanding of principles of human dignity, advocacy, and community engagement to potential ways to address the challenge of realising the common good in a global context.
Learning outcomes assessed:1,2,3
How to submit:The paper must be submitted via Turnitin as a MS Word document.
Instructions explaining how to do this can be found on the UNCC300 LEO page under Assessment > Turnitin Submission Guide.
Return of assignment:Assignments will be returned via LEO when final grades are released. If you are unsure how to find your results and feedback you can read how to do this on LEO under Assessment > How to find your results and feedback.
Assessment criteria:A rubric outlining the criteria you will be marked on and the standard for each criterion required to achieve each grade for Assignment 3 can be found on LEO under Assessments > Rubric for Assignment 3.
This unit requires you to use the referencing system used by your discipline area. See the ‘Academic referencing’ page of the Student Portal for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student Portal.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge.
You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy and the Academic Misconduct Procedures are available from the website. Please read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and can include being excluded from the course.
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a means of submitting, marking and returning assessment tasks and so a text matching percentage will appear on your submission automatically.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students. Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
UNCC300: JUSTICE AND CHANGE IN A GLOBAL WORLD
The present essay discusses the issues of lack of proper sharing of educational resources. The issue is discussed with special reference to Australia’s indigenous community and on a global perspective. The second part of the essay offers a detailed plan on the ways of overcoming the issue so that a better life can be offered to all the children.
Analysis of the issue
The social difference is quite common in Australia that hampers the proper distribution of educational resources. GarcĆa & Weiss (2017) commented that the social background of the children plays a major role in educational success. Researchers have made it evident that children from a good social background can attain an expensive school with proper educational structure. This is evident in the fact that 17% of the young Australian is dropping out of secondary school before attaining the required degree.
Additionally, the number of children attending secondary schools in Australia is much lower as compared to that of the USA and Canada. A healthy society can be developed by focusing on creative social freedom for the common good (Hanvey, 2019). However, this seems to be missing in Australia from an educational perspective, creative a negative impact on the society and the future of the students.
The students residing in her cities and the Aboriginal Australians have lower educational attainment and higher school dropouts as compare to the students living in suburban areas. The policies and the educational research seem to ignore the same increasing the gap. A similar situation is also evident in the USA (Roscigno, Tomaskovic-Devey & Crowley, 2006). The disparity in the share of the educational resources reflects the performance gap, which highlights the unmet needs of the local students in Australia. Results have shown low social; economic status schools fall far behind in accessing educational resources and infrastructure as compared to the high social, economic status school (Thomson, De Bortoli & Underwood, 2017). Audi (2012) commented that understanding virtues could help in undertaking better decisions. The inequality in access to educational resources and the teacher's shortages in the low and high-end schools need to be addressed by the Australian government.
Steps to address the issue
The government of the countries should develop significant policies and infrastructure to reduce inequality in the share of educational resources. However, while undertaking any steps, it is important to consider significant strategies and principles to create a positive outcome. According to Personalise Principle (PP), it is crucial to care for people and exhibit respect, dignity, and maintained the individual rights of the human being (Melé, D. 2009). Skills for undertaking effective judgement are critical to addressing the challenges of the common good (Gottemoeller, 2019). Hence the Australian government should formulate policies that would encourage the growth of the individual students through proper sharing resources.
Offering financial support economically backward students
McPherson & Smith (2010) commented that poorer backgrounds increase the inequality of the sharing of educational resources. Hence, special focus has to be given on the economic perspective of the students to ensure that everyone can get proper access to education. All the people within the society have the right to an economic initiative to ensure that they get the opportunities for growth (US Catholic Bishops, 2019). Thus, the introduction of the policies offering economic support to the students can increase the availability of the educational resources even to the students from the poorer background. This would enable the poorer students to get access to schools so that they can pursue higher education and do not drop out of the schools. The policies should be reviewed at regular intervals to ensure that it is creating advantages for the individuals.
Developing ambitious interaction work for the children
The subject matter of the school needs to be intellectual, challenging and relatable to the lives of the students. For addressing the inequality in educational resource sharing on a global level, the UN charter has introduced a learning environment that enhanced the process of knowledge construction and creating senses in specific subject areas (University of Chicago, 2019). A proper interactive work environment for the students can be attained through the creation of a literacy framework. This literacy framework should be applied for the low as well as high social, economic status schools. Based on this framework, the schools can share ambitious learning goals, and its performance can be assessed. The teachers of the different schools under this framework have to collaborate and support their instructions considering the individual needs of the students, shared materials and the activities. To ensure that students of different merits can access the learning material, the instructional time can be expanded. This can provide ample time for the teachers to promote higher proficiency in different subjects.
Offering all the teachers with pedagogical support
The educational resource inequality also lies in the inefficiency of the teachers, particularly in low social, economic status schools. Offering continued, and ongoing pedagogical support based on the facts gathered from the assessment of the student's learning (University of Chicago, 2019). The teachers can cooperate among themselves to prepare an educational plan for every child of every school. The educational plan has to be prepared, considering the performances of every student. However, these collaborative practices require time. Hence, a period has to be arranged every day for the teachers to practise collaborative learning and planning.
According to the theory of Common Good Principles (CGP), cooperation is important for promoting condition, which increases the opportunity of all the people in a community (Melé, 2009). Considering this theory, effective analysis of the teacher's practice and students learning can help to formulate learning practice and strategies that would ensure equal distribution of the educational resources to the students of different communities. Maintaining human dignity and equality of all the individuals is significant (Jacobs, 2019). Offering pedagogical support to all the teachers of all the schools would help to ensure that all the students get the right resources for education and no disparity exists.
Continuous Engagement of the Students
Temitope Obasuyi & Rasiah (2019) commented that educational inequality arises from the lack of awareness of the people, particularly in the rural areas and in countries like Africa, India and others. Hence, engaging the parents would help them to understand the inequalities of education and better participate in providing all the educational requirements to the students. The engagement of the parent would enable the students to get engaged in ambitious learning goals. Organizing a campus for engaging the teachers, students and the family would help in creating a strong relationship with the parents and enabling them to access the educational resources when needed. Sharing updates about the students’ performance with the parents to keep them informed and can encourage the students who are lagging far behind. Enhancing the understanding the parents about the educational structure and the inequality would help to address better the situation creating suitable opportunities for growth.
The present essay discussed the inequality in the sharing of educational resources. The developed, as well as the developing countries, encounter serious issues due to the differences in the distribution of the education resources. Hence, some steps have been provided that would encourage the proper share of the educational resources and growth of the students.