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You have a choice of one out of four Scenarios and each one is described in the 2B section- See Highlighted Scenario) and then select articles that will provide additional insights on the focus of the Scenario. You can include a relevant policy in your Annotated Bibliography. Given the emphasis on ‘critical’, review the section in the Unit Information on
Reading and Thinking Critically. (See below)
Reading and thinking critically (From Unit Information booklet)
Reading and critically involves moving beyond neutrality, exploring behind the surface meanings and not simply taking things at ‘face value’. It means weighing and balancing alternatives, thinking about the issues you read about from different perspectives than those provided, as if viewing them through a multi-faceted crystal; identifying the apparent assumptions held; searching for alternative explanations of events, and for evidence in support of claims, decisions or conclusions. It involves looking at the gaps in what you read, noting the voices and experiences that are not represented. In this sense critical reading is linked to the concepts of fairness and justice.
In summary form, reading and thinking critically involves:
• identifying the author’s assumptions and values
• identifying whose interests are being served by any suggested course of action and whose are being excluded
• seeking to understand how power is involved in the educational processes being discussed
• searching for evidence in support of the author’s claims, judgments and conclusions and for alternative explanations of events
• evaluating the strengths and weaknesses of the author’s position and ideas
• seeking to understand how what is presented as ‘natural’, may be historically and socially constructed
• what is presented as ‘neutral’, may be partial and interest serving
• what is presented as ‘personal’ may be political, i.e. the everyday personal experiences of people have political or power related meanings, and
• what is presented as ‘value free’ may be gendered, class based and racial
Annotated Bibliography for your chosen Option
After you have chosen the topic for 2B the next step is to develop an Annotated Bibliography FOUR readings (additional to and not including the chapters in the prescribed text) that are relevant to the topic of your choice. One of these could be a policy relevant to the topic of the Scenario. These FOUR articles and the relevant chapters in the prescribed text constitute the minimum reading requirements for Assignment 2B. (That is not to say that you cannot include more articles in your Annotated Bibliography). The length of each item in your bibliography entry should be a paragraph of about 100 words.
If you have not previously written an annotated bibliography then I strongly recommend that you access the following useful website on the Annotated Bibliography of the UNSW Learning Centre Academic Skills Resources website.
www.lc.unsw.edu.au/onlib/annotated_bib.html
Assessment criteria for Assignment 2A: Annotated bibliography
Your bibliography will be marked on the basis of following criteria. Markers will tick appropriate cells on the basis of their assessment of your work. They will give ‘an indication’ of where your work stands along each criterion. Name:…………………………………………….. Student Number:………………………………..
Desirable HD D C P N Needs more work
1. Provides full referencing details in the APA format. 4%
2. Introduces and outlines main ideas or themes of articles. 4%
3. Identifies the conclusions of the article. 4%
4. Identifies relevance and usefulness for the assignment 2B.
4%
5. Presentation is appropriate (i.e. Expression, grammar, spelling, punctuation, 12 pt font, double spaced) 4%
Assignment 2B
Length: 1400-1600 words
Remember total for 2A and 2B is 2000 words.
We suggest you employ a strategy suggested by Tripp (1993),(see separate attachment) for the critical analysis of the actions in the Scenario. This 3 part structure to the assignment is the simplest way of dealing with the requirements of the analysis. The reflection questions at the end of each scenario option are meant as a guide to stimulate your thinking about the issues contained in the narratives and are not meant to be used as the framework of your 2B assignment.
1. Explain the cause/s of the actions in the Scenario, why they happened (this could be a hypothesis) within that specific social context, and evaluate it in terms of its positive or negative effects for the teacher and the student/s.
2. Provide a ‘critical’ analysis of the Scenario by discussing its more general meaning and wider context and evaluate its implications for socially just and ethical teaching practices, interpersonal relations, and students’ outcomes. Your critical interpretations and evaluation could be informed by your readings of the Tripp article on e-reserve (1993) and the four articles in your Annotated Bibliography articles and the relevant chapters in the text book and other articles from e-reserve.
3. Suggest alternative ways the Scenario could be played out to better advance the goals of social justice (refer to either curricular or restorative justice, or the social justice models discussed in chapter 2 of the prescribed text, or the article by Gale & Densmore, 2000 on e-reserve).
In this assignment you have a choice of one of FOUR options: (see option below)
Option 2. Scenario on Ethical Behaviour
Scenario
Before beginning her first day of teaching, an eager young teacher at a middle school, in a small town on the Central Coast of NSW, wanted to learn more about the students in her mixed-ability English class. Students in her school came from diverse backgrounds, but over 80% hailed from low-income families, and many had experienced the associated difficulties of growing up in poverty. Her school catered to students whose academic achievement was well below the district average and to an uncharacteristically high special-needs population. In an effort to ensure that she had all the information she could garner about her students, she gained access to students’ academic and counselling files in the school’s special education office.
Despite having learned about policies against reviewing or removing files without administrator permission, and feeling pressed for time, the teacher felt she was working in the best interest of her students when she removed seven files and took them home with her the weekend before school was to begin. The school was small, and administration was sparce because of the impending beginning of a new school year. As a result, the teacher was able to slip the records out of the school without being detected.
Her car was burglarised the evening on which she removed the records. Her briefcase, which contained the records including sensitive student and medical information, personal correspondence and social security information was stolen.
Step 1. Required Reading
Prior to your critical analysis of this scenario we suggest that you read the following articles to develop some insight into the different ways that ethical analysis could be conducted.
Hardy, J. (2009) Ethical Frameworks for Education. In I. Soliman (Ed.) Interrogating Common Sense: Teaching for Social Justice (pp.153 -173) Frenchs Forest Australia: Pearson Education. [Prescribed Text for EDCX 401]
Step 2. Other recommended readings on e-reserve
Hobson, P. & Walsh, A. (1998) Ethics for Teachers: A decision- making model. In T. W. Maxwell (Ed.) The Context of Teaching (pp. 351-370) Armidale: Kardoorair Press. [on e-reserve]
Engebretson, K. & Elliot, R. (1990) Analyzing Two Ethical Debates – Boxing and Vegeterianism. In Chaos or Clarity: Encountering Ethics (pp.161-170) Wentworth Falls Australia; Social Science Press. [on e-reserve]
‘Why opponents of ethics education in schools are wrong’ by Simon Longstaff http://www.ethics.org.au/ethics-articles/why-opponents-ethics-education-schools-are-wrong
Step 3. Reflection Questions
Q1. Is there a commendable principle implicit in the teacher’s action?
Q2. Could there be any positive and negative consequence for the students? If so, identify these.
Q3. Do the negative consequences outweigh the positive ones for the students?
Q4. What negative consequences likely for the teacher, the Principal and the school if the teacher’s actions become known?
Q5. Were there any alternative actions available to the teacher for obtaining information on the students without negative consequences?
Step 4. Compose your report
After reflecting on your answers to these questions, decide whether or not you think the teacher’s behaviour was ethical and give reasons for your decision. Compose your report on the analysis of the scenario, integrating your reflections on the questions above. Your report should include an introduction, discussion and conclusion sections and references.
Assessment criteria for assignment 2B: Options 1- 4 Critical Analysis of a Scenario
Your assignment will be marked on the basis of following criteria. Markers will tick appropriate cells on the basis of their assessment of your work. They will give ‘an indication’ of where your work stands along each criteria.
Name:……………………………………………………… Student Number:…………………………
Desirable HD D C P N Needs more work
1. Method of analysis identified and critical analysis is provided of the scenario; implications for social justice and/or ethical practice or disadvantage in the scenario are indicated. 5%
2. Links to relevant research/literature explicitly indicated and discussed. 5%
3. Appropriate alternative socially just strategies and/or ethical practices are suggested 5%
4. Ideas in the analysis are logically developed, and the analysis is coherent 5%
5. Conclusions are supported by evidence or persuasive argument. 5%
6. Presentation is appropriate (e.g., referencing in APA format, citation, expression and grammar, spelling, punctuation, 12pt font, double spaced, word length and ample margins) 5% Inappropriate presentation
Self Evaluation is included Yes/No.
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