Course Outline Format - School of Social Work - University of British ...

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SOWK550(004) 2012-2013 Readings Oldfield, Kenneth, 2010, Reflections on Theory in Action: Using Critical Theory to Teach Public Administration Students About Social Class Inequalities, Administrative Theory & Praxis, Vol. 32:3, 450-472. (available at UBC on-line) Dutheil, April, Jordan Konek & Frank Tester, 2012, Unequal Exchange: Western economic logic and Inuit/Qablunaat research relationships, paper presented at the International Polar Year Conference, Montreal, PQ, April 22-27, 2012 (in press). (reading package) BC Provincial Ombudsperson’s Annual Report, 2010-2011. Go to the Ombudsperson’s website (online). The annual report provides summaries of cases dealt with by the ombudsperson’s office. Using the table of contents, identify a case that interests you from the Ministry of Children and Family Development, Health, Social Development, etc. Come to class prepared to present the case for discussion. Week 8, Oct. 31 Human Rights, Social Justice and Disability Resource Bonnie Sherr Klein, 2006, Shameless: The Art of Disability. The National Film Board of Canada. This film raises many issues related to disability. Come prepared to be a movie critic. Take notes as to what is positive about the film and what you find to be its weaknesses. Keep a list of the issues that the film deals with. Following the film we will have a discussion led by Daryl Rock. Daryl is a good friend of mine and Chair of the Global Accessibility Initiative. He has worked with the Rick Hansen Foundation. Daryl retired from the Federal Public Service in 2008 after working for the Social Sciences and Humanities Research Council and other Departments concerned with research, development and Canadian social policy. Week 9, Nov. 7 Week 10, Nov. 14 Week 11, Nov. 21 These three weeks are set aside for student presentations (see assignments). Each student will have half of the class (approximately 1 hour 20 minutes) to present on the human rights covenant, charter, declaration, etc. of her or his choice. This schedule assumes that we have a maximum of 6 students and 6 presentations. If there are sufficient numbers in the class, we will go to group presentations and/or use the last class (Nov. 28) for this purpose. Week 12, Nov. 28 Putting Social Justice/Human Rights Into Practice (Readings) Ife, Jim, 2008, Human Rights and Social Work: Towards Rights-Based Practice, Cambridge & New York, Cambridge University Press. (Chapter 9, Constructing Human Rights for Social Work Practice, Chapter 10, Achieving Human Rights Through Social Work Practice, and Chapter 11, Respecting Human Rights in Social Work Practice). 8
SOWK550(004) 2012-2013 Ball, Olivia and Paule Gready, 2006, The No-Nonsense Guide to Human Rights, Toronto, New Internationalist Publications. Chapter 5, Other Ways of Securing Human Rights. How realistic – plausible, feasible, do-able – are the ideas advanced in these chapters What are the barriers to practicing this way, and what do we do when we encounter them SUBMISSION AND GRADING OF ASSIGNMENTS Submitting Assignments- Students can use the drop box located next to office 116 to submit their assignments or any correspondence to faculty, sessionals or staff. Items will be date-stamped and distributed to the appropriate mailbox throughout the day. Return of marked student assignments - Instructors coordinate the return of marked assignments. The options are as follows: a) the instructor returns the paper to students in class; b) if the paper has been submitted electronically, the instructor will mark it on-line (with track changes) and return to the student on-line; c) the instructor returns the paper to the student by regular mail (the student provides a self-stamped, addressed envelope to the instructor). Marked papers not returned by any of the options above will be held by the instructor. Marked papers will no longer be put in a box outside the instructor’s office or at the main office counter. GRADING CRITERIA: Letter Grade A+ A A- B+ B B- C+ C C- Percent Range 90-100 85-89 80-84 76-79 72-75 68-71 64-67 60-63 55-59 Mid- Point 95 87 82 77.5 83.5 69.5 65.5 62.5 57 Represents work of exceptional quality. Content, organization and style are all at a high level. Student demonstrates excellent research and reference to literature where appropriate. Also, student uses sound critical thinking, has innovative ideas on the subject and shows personal engagement with the topic. Represents work of good quality with no major weaknesses. Writing is clear and explicit and topic coverage and comprehension is more than adequate. Shows some degree of critical thinking and personal involvement in the work. Good use of existing knowledge on the subject. Adequate and average work. Shows fair comprehension of the subject, but has some weaknesses in content, style and/or organization of the paper. Minimal critical awareness or personal involvement in the work. Adequate use of literature. D 50-54 52 Minimally adequate work, barely at a passing level. Serious flaws in content, organization and/or style. Poor comprehension of the subject, and minimal involvement in the paper. Poor use of research and existing literature. F 0-49 Failing work. Inadequate for successful completion of the course or submitted beyond final date of acceptance for paper. 9
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Course Outline Format - School of Social Work - University of British ...

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