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Section A: Reflect upon three learning experiences which have helped you examine your own perspectives and values regarding the discrimination towards, and stereotyping of, a particular community

Coursework Two: Portfolio      (3,000 words equivalent)

Part One: Reflective Journal

Content, guidance and suggested word count

Section A:  Reflect upon three learning experiences which have helped you examine your own perspectives and values regarding the discrimination towards, and stereotyping of, a particular community

 

                                                   Suggested word count of around 1,000

Students are recommended to:

  • Give each learning experience its own sub heading
  • Describe the principle encapsulated within / essence of each experience
  • Resist describing the experiences in too much detail, and thereby save word count for critical analysis / the application of theory
  • Cite the theory that the experience most relates to or illustrates
  • Not be afraid to highlight their own shortfalls or prejudices (For example to what extent their values and perspectives aligned, internalised and colluded with dominant ideologies and sterotyping? Why they might have behaved this way and what might have been the impact of these behaviours? 
  • Indicate how the learning could inform their future behaviour or enhance their practice
  • Refer to literature as well as reflecting on personal experience, and observations
  • Finish with a short, well written paragraph that summarises their position (i.e. their conclusion)

 

 

 

 

 Section B:  Discuss the strengths and weaknesses of three anti-discriminatory strategies that might support the oppressed community you have chosen

 

                                                  Suggested word count of around 1,000

Students are recommended to:

  • Give each anti-discriminatory strategy its own sub heading
  • Describe the principle process / essence of each one
  • Cite the source (for example, the strategy’s author and date of origin)
    • Resist describing the strategy in too much detail, and thereby save word count for critical analysis
    • Identify some strong points that would suggest its effectiveness
    • Identify some of the strategy’s weaknesses and limitations
    • Give some ‘real life’ examples of how the strategy has or has not worked
    • Indicate why the strategy might be especially applicable to supporting the chosen community
    • Refer to literature as well as reflecting on personal experience, or observations
    • Finish with a short, well written paragraph that summarises their position (i.e. their conclusion)

 

Reference list

 

 

Should include all items referred to in the assignment

  • Wide ranging (including the core text and recommended reading)
  • Does not over rely on websites
  • Follows academic conventions (Cite them Right)

 

Part Two: Educational Resource

Students are required to:

Create an educational resource that elegantly illustrates and challenges the discrimination your chosen community has faced.

In other words:

  1. Make sure your examples concentrate mainly on incidents from the recent past.
  2. Make connections between your different examples and apply academic explanations and definitions.
  3. Make references to text books and articles from the reading list. Prioritise these academic sources more than citing newspapers, news channels, song lyrics, television stations and internet sources and provide the author’s name and the date of publication.
  4. 4.    Make it obvious that there is always ‘more than one side to any story’ by using language such as: On the one hand, Godfrey (2017) argues….., whereas on the other hand, Baugh (2017) suggests …. Try also to demonstrate your own independent thinking by paraphrasing rather than using too many direct quotes. Try and develop your own position rather than just mirror other people’s analysis.

Writing at Higher Education level is not a cut and paste exercise, but rather a demonstration of understanding and insight.

WORD COUNTS

  • A margin of +/- 10% is normally allowed  in word counts
  • For example, your 3,000 word Case Study and Reflective Journal can each be under or over by up to 200 words. In both cases, this equates to a minimum of 2,800 words and a maximum of 3,200 words.

Assessment criteria for each task




Area of learning

At level 4, students are expected to:

Acquiring knowledge, understanding and specialist vocabulary and principles

demonstrate a general knowledge and understanding of the subject under consideration together with a range of principles, concepts, ideas and terminology (vocabulary) associated with this area;


Applying knowledge and understanding

apply knowledge and understanding to interpret, describe and analyse problems and issues in limited and defined contexts;

In doing this

show some awareness of different approaches to problems and issues;

 

Communication of ideas and argument; academic writing

begin to communicate accurately and reliably, using arguments that are coherent and well structured with some sense of audience and purpose; answer a given question paying attention to specific requirements in terms of word length, nature of the work, appendices, etc.

 

Linking theory with practice; the skills of searching, referencing, making links.

begin to use skills to find and select information for a specific purpose; make reference to what they read and learn as they produce written or other responses; know how to set up a bibliography, using the conventions that apply at UEL;

 

Reflecting on own learning and progress and acting on this

 

Begin to show an awareness of own strengths and weaknesses and exploit opportunities for their own development.


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