This course critically assesses recent cultural and institutional changes in primary, secondary, and tertiary schooling. It involves debating sociological approaches to education with particular attention to the impact of neo-liberalist reforms, emphasising standardized student performance testing. Moreover, it examines the influence of the state and transnational agencies in shaping educational policy. Students will collaborate to develop critical perspectives on literacy and numeracy, youth subcultures within schools, and the challenges facing teachers.

Students will evaluate, justify, and generate arguments throughout the course, consider diverse viewpoints, and propose innovative solutions. They will also engage in debates, construct insightful analyses, and experiment with creative ideas. The course encourages students to reflect on their learning and refine their viewpoints as they investigate educational topics from a comparative perspective but with a particular focus on the Australian context.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. evaluate the leading themes in the research on education as an institutional system, the locus of social inequality, and the socialization process. Assess the role of national and global organizations that regulate the provision of education;
2. interpret and critique theoretical concepts that inform the sociological study of formal and informal education;
3. construct a written argument that integrates theoretical concepts within the field of sociology of education; and
4. develop and conduct a research project that investigates the perspectives of students, teachers, and parents using focus groups or content analysis.

Research-Led Teaching

This course is research-led through its connection to the course convener’s research expertise in the sociology of education, including educational inequalities, gendered educational pathways, cultural capital, occupational and educational expectations, and education-to-work transitions.

Students will also design and carry out a small research project informed by the course literature, connecting sociological concepts with empirical evidence.

Required Resources

Required readings and course materials will be available through Canvas. Students are also expected to use the ANU Library to access scholarly books, journal articles and other academic resources relevant to their research projects and assessment tasks.

Staff Feedback

Students will receive feedback through written comments on assessments, verbal comments in workshops and consultations, and whole-class feedback through Canvas or other official course communication channels.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Educational Access Plans and reasonable adjustments

Students with an Educational Access Plan should contact the course convener as early as possible in the semester to discuss how their approved adjustments will apply in this course, including workshops, in-class quizzes and written assignments. Reasonable adjustments will be implemented in accordance with the EAP, the course learning outcomes and ANU policy. Students should also follow the relevant ANU processes for extensions, special assessment arrangements, or Extenuating Circumstances Applications where required.

Missed classes and missed in-class assessment

Students who miss a workshop and wish to seek participation credit should contact the course convener as soon as possible. Where appropriate, students may be asked to complete an alternative activity that is consistent with the learning outcomes. Students who miss an in-class quiz due to documented medical, compassionate, or other approved circumstances should contact the course convener promptly to discuss whether a make-up quiz or an equivalent assessment is appropriate.

Keeping track of marks and submissions

Students are responsible for checking their marks and feedback in Canvas or the relevant course learning management system. Any suspected error should be reported to the course convener within two weeks of the mark becoming available. Students should keep a copy of all submitted work and any submission receipts or confirmation records.

Students from language backgrounds other than English

Students from language backgrounds other than English may be eligible for special assessment arrangements in some circumstances, including additional time or the use of an approved dictionary for timed assessment. Students who wish to apply should follow the ANU policy and procedure: https://policies.anu.edu.au/ppl/document/ANUP_004603. The ANU student guidance states that applications should normally be submitted before the course census date, and that approval is course-based.

Extensions and Extenuating Circumstances Applications

Students who need an extension for an assessment task must apply through the ANU Assessment Extension or Extenuating Circumstances Application system: https://quicklink.anu.edu.au/101o. Applications should be submitted as early as possible, typically before the due date. Students seeking an extension of 10 or more working days, or an extension that would fall on or after the scheduled return date for the assessment item, must use the ANU Extenuating Circumstances Application process. Supporting documentation may be required. Extensions are not automatic and are assessed in accordance with ANU policy and procedure.

Help and consultations

Students are encouraged to seek help early. The course convener is available by appointment to discuss the course structure, assessment requirements, readings and course concepts. Students should not leave requests for help until immediately before an assessment is due. The course convener can clarify expectations and discuss general plans, but will not edit or provide detailed comments on full assignment drafts.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Pre-recorded lecture 1: What does this course involve? Education, inequality and the sociological imagination.In-person workshop 1: Sociology of education: why do sociologists study educational inequalities?	Course orientation; introduction to key sociological concepts and assessment requirements.
2	Pre-recorded lecture 2: University as a culturally embedded, marketised and bureaucratic institution.In-person workshop 2: Class, credentials and university pathways: social reproduction and mobility in higher education.	Reading-based discussion on class, capital and university pathways.
3	Pre-recorded lecture 3: Research methods, ethics and teaching as a profession.In-person workshop 3: Focus groups, content analysis and ethical research in the sociology of education.	Research design activity on feasible questions, evidence, methods and ethics.
4	Pre-recorded lecture 4: Standardisation, McDonaldization and institutional theories of education.In-person workshop 4: Comparing sociological approaches to education: social reproduction, school improvement, critical sociology, higher education and new institutionalism.	In-class Quiz 1, covering Weeks 1–3. Concept application activity.
5	Pre-recorded lecture 5: Public and private schooling: institutions, inequality and choice.In-person workshop 5: School sectors, school markets and family decision-making.	Assignment 1: Research Proposal. Discussion of school choice, marketisation and inequality.
6	Pre-recorded lecture 6: First Nations education, migration and the sociology of educational inclusion.In-person workshop 6: Identity, belonging and institutional recognition: First Nations students, migrant-background students and culturally diverse classrooms.	Evidence and interpretation activity on identity, belonging, institutions and educational inclusion.
7	Pre-recorded lecture 7: Assessment, metrics, curriculum and pedagogy.In-person workshop 7: Curriculum and knowledge: who decides what is taught, measured and valued?	Text and policy analysis activity on curriculum, assessment and metrics.
8	Pre-recorded lecture 8: Gender, achievement and educational pathways.In-person workshop 8: Gendered subject choices and educational pathways, including science: institutions, expectations and choice.	Evidence-based discussion of gendered achievement and subject choice.
9	Pre-recorded lecture 9: Gender diversity, schooling and sexuality education.In-person workshop 9: Relationships and sexuality education: curriculum, wellbeing, inclusion and social change.	Discussion of gender, sexuality, family diversity and contested curriculum questions. Preparation for Quiz 2.
10	Pre-recorded lecture 10: Family background, cultural capital and educational advantage.In-person workshop 10: Concerted cultivation, natural growth and students’ educational experiences.	In-class Quiz 2, covering Weeks 4–9. Application activity on cultural capital, parenting logics and institutional advantage.
11	Pre-recorded lecture 11: The changing purposes and value of university education.In-person workshop 11: Remote, hybrid and digitally mediated learning: pandemic lessons and unresolved questions.	Synthesis activity connecting course themes to contemporary debates about university education.
12	Pre-recorded lecture 12: Technology, artificial intelligence and lifelong learning in education.In-person workshop 12: Digital divides, automation, AI and the sociology of educational futures.	Course conclusion and final research report guidance.Assignment 2: Research Report, due during the examination period.

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Assignment 1: Research Proposal	20 %	28/08/2026	11/09/2026	3, 4
Assignment 2: Research Report	40 %	13/11/2026	09/12/2026	3, 4
Two in-class quizzes of up to one hour duration	30 %	*	*	1,2
Workshop participation	10 %	*	*	1,2

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Students must meet all learning outcomes to pass the course. Workshop participation requires active engagement in class, not attendance alone. Students are expected to complete the weekly readings and the pre-recorded lecture before class, participate in discussions and group activities, and complete any required workshop tasks. Completing only the activity without participating in class will not usually count as participation. Students with an Educational Access Plan or approved circumstances may discuss reasonable alternative arrangements with the course convener.

Examination(s)

This course does not involve examinations.

Assessment Task 1

Assignment 1: Research Proposal

Students will design a small research project in the sociology of education. Projects may be completed individually, in pairs, or in groups of three. Groups of four or more are not permitted. Pair and group submissions must include an author contributions form.

The research proposal will describe the planned project, identify a clear research question, explain the sociological concepts that inform the project, and outline the proposed evidence and method. The proposal should be written in the format of an academic paper and include a reference list. References should be formatted using the American Sociological Association style, the American Sociological Review style available through EndNote, or another consistent academic referencing style.

The project must be informed by the course literature and should demonstrate students’ capacity to connect sociological concepts with empirical evidence. Detailed guidelines will be available in Canvas. The word limit is 1500 words, with 10% leeway. Appendices, references, AI declarations and author contribution forms are excluded from the word count. Everything else is included. Papers submitted on time will normally be returned within two weeks. The late submission penalty is 5% per working day.

AI use category: Assistance. Students may use AI tools to support planning, idea development, editing or refinement where this is consistent with the assessment instructions, but the final submission must reflect the student’s own understanding, judgement and work. Any AI use must be declared.

Rubric

Criterion and weighting	Fail	Pass	Credit	Distinction	High Distinction
Research question and sociological purpose 20%	No clear research question, or the topic is not about the sociology of education.	The topic is relevant, but the question is broad or only partly researchable.	The question is clear, relevant and researchable; the sociological purpose is basic.	The question is focused and researchable; the proposal explains why it matters sociologically.	The question is precise and well motivated; the proposal shows strong sociological insight.
Research design, data, methods and ethics 20%	The method or data is missing, unsuitable, or not feasible for this task.	A basic plan is present, but data, method, feasibility or ethics are under-explained.	The plan is suitable for a small project; data, method and basic ethics are explained.	The design is coherent: question, data, method and ethics fit together.	The design is thoughtful and realistic; it shows good judgement about limits and ethics.
Use of course learning and sociological evidence 40%	Little meaningful use of course readings, lectures, workshops or sociological concepts.	Some course material is used, but mostly in a general or descriptive way.	Relevant readings and concepts are used accurately, with some link to examples or experience.	Readings, lectures and workshop learning are used to analyse examples sociologically.	Readings, concepts, notes and discussion are synthesised with independent sociological judgement.
Writing, referencing, integrity and required declarations 20%	Hard to follow, poorly referenced, or missing required AI, collaboration or contribution information.	Understandable but uneven; referencing or required declarations are incomplete or vague.	Structured and mostly clear; referencing and required declarations are adequate.	Well organised and carefully referenced; AI, collaboration and contribution information is complete.	Polished and coherent; authorship, sources, AI use and group contributions are fully transparent.

Assessment Task 2

Assignment 2: Research Report

Taking account of feedback received on Assignment 1, students will carry out their research project and write a research report modelled on an empirical academic article in the sociology of education. The report must present a clear research question, explain the relevant sociological concepts, describe the evidence and method used, and develop an argument grounded in course readings and appropriate scholarly literature.

Projects may be completed individually, in pairs, or in groups of three. Groups of four or more are not permitted. Pair and group submissions must include an author contributions form.

Students must submit the raw data or research materials on which the report is based, unless an alternative arrangement has been approved in advance. Interviews and focus groups require the submission of the relevant audio file. Other methods require the submission of appropriate research materials, such as survey output, coding notes, a research log, field notes, documentary sources, screenshots, or a source archive. These materials are required so that the course convener can verify that the research was conducted as described. Students should not collect highly sensitive personal information, and they must follow the ethical and privacy guidance provided in the assessment instructions.

The required referencing style is American Sociological Review or another consistent academic referencing style. Detailed guidelines will be available in Canvas. The word limit is 2500 words, with 10% leeway. Appendices, references, required research evidence, AI declarations and author contribution forms are excluded from the word count. Everything else is included.

Students must follow the assessment instructions on academic integrity, collaboration and permitted AI use. The late submission penalty is 5% per working day.

AI use category: Assistance. Students may use AI tools to support planning, idea development, editing or refinement where this is consistent with the assessment instructions, but the final submission must reflect the student’s own understanding, judgement and work. Any AI use must be declared.

Rubric

Criterion and weighting	Fail	Pass	Credit	Distinction	High Distinction
Research question, argument and development from the proposal 20%	No clear research question or argument; feedback on Assignment 1 is not used.	A relevant question is present, but the argument is weak or only partly developed from the proposal.	A clear question and basic argument are presented; some feedback has been addressed.	A focused question and coherent argument are presented; feedback has been used well.	A strong question and persuasive argument are presented; the report clearly develops beyond the proposal.
Data, method, ethics and research data file 25%	Data or method is missing, unsuitable, or required credibility evidence is absent.	Some relevant data is used, but method, ethics or credibility evidence are unclear.	Appropriate data and method are used; ethics are addressed and the required raw data/research materials are submitted.	Strong data and method are used; ethics, limits and submitted research materials are explained well.	Excellent data and method are used; the submitted raw data/research materials are complete, well organised and clearly support the report.
Analysis and use of sociological concepts 25%	Mostly descriptive; little meaningful use of course readings, lectures, workshops or concepts.	Some course material is used, but analysis is general or loosely linked to the evidence.	Relevant readings and concepts are used to interpret the evidence.	Strong analysis links evidence to concepts, readings and class discussion.	Sophisticated analysis integrates theory, evidence and educational experience with strong judgement.
Report structure, writing and referencing 15%	Difficult to follow, poorly structured or poorly referenced.	Understandable but uneven; structure or referencing is inconsistent.	Clearly structured; writing and referencing are generally sound.	Coherent, well written and carefully referenced.	Polished, persuasive and professionally presented; sources are handled precisely.
Academic integrity, AI declaration and author contributions 15%	Serious concerns about authorship, undeclared AI use, missing evidence, missing contributions, or inappropriate collaboration.	Required declarations or evidence are present but incomplete or vague.	AI use, human help, evidence and group contributions are declared clearly enough.	Declarations and evidence are specific, complete and consistent with the report.	There is no ambiguity about authorship, AI use, evidence, collaboration or group contributions.

Assessment Task 3

Two in-class quizzes of up to one hour duration

The quizzes are worth 30% in total, with each quiz worth 15%. There will be two in-class quizzes, held in Weeks 4 and 10, unless otherwise advised on Canvas. Quiz 1 will cover Weeks 1–3, and Quiz 2 will cover Weeks 4–9. The quizzes will assess students’ engagement with the pre-recorded lectures, required readings and workshop discussions. Questions may refer to key sociological concepts, course readings, lecture material, examples discussed in class, and applications to educational institutions, policies or lived educational experience. The quizzes will be completed in class and will last up to one hour. They may combine closed-ended and open-ended questions.

AI use category: No assistance. The quizzes are completed in class. Students may not use AI tools, internet searches, notes or other unauthorised assistance unless explicitly permitted by the course convener.

Rubric

Criterion and weighting	Fail	Pass	Credit	Distinction	High Distinction
Understanding of course concepts 35%	Major misunderstanding of concepts, or no relevant concept is used.	A basic idea is present, but it is partly inaccurate or vague.	A relevant concept is explained accurately.	A relevant concept is explained clearly and linked to the question.	Concepts and arguments are used precisely and with nuance.
Engagement with course materials 30%	Little evidence of engagement with readings, lectures or workshops.	Some course material is recalled, but references are vague.	Relevant reading, lecture or workshop material is used accurately.	Readings, lectures and workshop discussion are used clearly.	Consistent preparation is shown by integrating readings, lectures and discussion.
Application and interpretation 25%	No relevant educational example or application is provided.	An example is given, but it is mostly descriptive or weakly linked to the concept.	The concept is applied to a relevant educational example.	The application explains how the example illustrates a sociological issue.	The application is insightful and recognises complexity or limits in the example.
Clarity, relevance and integrity in class 10%	Off-task, very unclear, or uses unauthorised assistance.	Answers part of the question, but is thin, incomplete or hard to follow.	Answers the question clearly and covers the main point.	Answers in a logical order with relevant detail.	Direct, precise and concise; every point helps answer the question.

Assessment Task 4

Workshop participation

Workshop participation is based on active engagement in weekly in-person workshops. Students are expected to come prepared, having completed the required reading and the pre-recorded lecture, and to participate in workshop activities, discussions, group work, short writing tasks, or concept-application exercises. The course includes 12 workshops, and students can earn up to 10% course credit at 1% per workshop, to a maximum of 10 workshops. Details of weekly activities will be provided in Canvas. Students with an Educational Access Plan or approved circumstances affecting attendance or participation should contact the course convener as early as possible to discuss reasonable alternative arrangements.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an approved extension will be penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission is not accepted more than 10 working days after the due date, or on or after the date specified for return of the assessment item, whichever comes first. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Feedback will be made available through Canvas or the relevant course learning management system. For assessment tasks returned during semester, students will be notified through course announcements or other official course communication channels when feedback is available and how to access it. Feedback on the final assessment item will be made available in accordance with university rules on the release of final results.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Students normally will not be able to resubmit assignments.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students