University of Technology Sydney

95743 Diversity and Culture

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Health
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Requisite(s): (60 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 60 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 60 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 60 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures) AND (95730 Psychosocial Perspectives in Health OR 92494 Psychosocial Perspectives in Health)

Description

"It's a small world, after all", and getting smaller every day! In a rapidly shrinking world, characterised by intricate cultural interactions and diverse identities encompassing race, gender, nationality, sexuality, disability, age, and social status, this subject explores how global and local diversity directly and indirectly impacts population wellbeing through health promotion efforts. By examining historical and contemporary approaches to cultural interactions and their effects on health, students engage in healthy discussions that challenge their own perspectives, biases, and prejudices, while considering broader societal power dynamics. Through gaining insights and empathy for diverse ways of thinking and being, students develop skills to effectively navigate and respectfully embrace various cultural, ethnic, and linguistic backgrounds, fostering health promotion in a world rich in diversity.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
A. Evaluate the impacts of prejudice, stereotyping, discrimination, identity, culture, and diversity on individuals and larger cultural groups in local and global contexts.
B. Apply critical analysis to develop and propose effective health promotion strategies for diverse cultural contexts.
C. Be able to discuss role of power, policy, and institutional environments on the public health outcomes for diverse and marginalised groups.
D. Examine the components of the Australian multicultural experience in order to demonstrate both the difficulties and value inherent in fostering national cultural diversity.
E. Develop personal and professional skills of promoting cultural competence and sensitivity in relation to diversity in health.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the following graduate attributes:

  • Advocate for and engage with individuals and communities to reduce health inequities and promote social justice in a global context (1.0)
  • Promote and enhance the health of diverse groups through evidence-based advocacy strategies and techniques (1.3)
  • Develop creative and innovative responses to health issues (2.2)
  • Identify and use culturally sensitive and appropriate communication techniques aimed at improving health in diverse populations (3.1)
  • Recognises the need of supportive and responsive evidence-based practice in diverse communities (4.2)

Teaching and learning strategies

This subject is designed to assist students in understanding the complex interactions of identity and culture and the impacts of this diversity on health promotion efforts and outcomes. It is anticipated that the knowledge and skills gained in this subject allow graduates to appreciate common challenges associated with healthcare and to develop analytical skills through authentic assessments that reflect industry expectations. Fortnightly workshops will allow the students to learn and collaborate respectively with the tutor and fellow peers through working in pairs or groups on activities such as classroom debates and presentations as well as engaging in certain simulation tasks. In addition, students will be expected to engage in preparatory activities (consisting of, but not limited to, online quizzes, surveys, and questionnaires) aided by resources provided on Canvas (such as journal articles, news reports, YouTube videos, and podcasts), as preparation for the relevant in-class activities.

Content (topics)

Unit 1: Frameworks for Understanding Culture?

  • Defining Identity and Culture: What is Identity and how is it constructed? How is culture defined in various forums (academic, political, personal)?
  • How is identity constructed?
  • How is culture defined academically, politically, and personally?
  • The ‘Multicultural Experiment’
  • History of multiculturalism
  • Interactions of Power: Oppression and Agency
  • Understanding Intersectionality
  • Diversity in policy at local, global, legislative, and institutional levels
  • Discrimination (positive and negative) vs. Assimilation (positive and negative)

Unit 2: Health Promotion in Diverse Communities: Case Studies

  • Examine the role of health promotion in addressing health disparities and variations associated with cultural diversity through a series of case studies featuring marginalised target populations:
  • Issues include: Representation and Media; Stigma and prejudice; Comparing concepts of agency and consent; Access to services; Economies of Scale (demographic problems of minority vs. majority power); Belonging and Mental Health; Health Literacy and Education
  • Framing components for communities will include Gender, Race and Ethnicity, Religion, Sexuality, (dis)ability, age, urban vs rural, developing vs developed, socio-economic status, language, and citizenship status.

Unit 3: Strategies for engagement: Diverse Contexts

  • Processes for engagement with Culturally and Linguistically Diverse (CALD) communities in health promotion and service delivery
  • Strategies for increased representation and power through community capacity building, grassroots activism, and advocacy.

Assessment

Assessment task 1: Quizzes

Intent:

The purpose of this activity is to enhance and assess student understanding of the subject content, while simultaneously providing feedback on their responses to allow for deeper learning.

Objective(s):

This assessment task contributes to the development of graduate attribute(s):

1.0, 1.3, 2.2 and 4.2

Type: Quiz/test
Groupwork: Individual
Weight: 40%
Length:

20 minutes per quiz

Assessment task 2: Comparative Analysis of Health Promotion Campaigns

Intent:

This comparative analysis requires students to undertake a comparative analysis of health promotion campaigns across different contexts to foster an understanding of how cultural diversity influences the effectiveness of initiatives, highlighting the pivotal role of cultural awareness in shaping their success or failure.

Objective(s):

This assessment task addresses subject learning objective(s):

A, B and C

This assessment task contributes to the development of graduate attribute(s):

1.3, 3.1 and 4.2

Type: Essay
Groupwork: Individual
Weight: 30%
Length:

Maximum 1200 (excluding references)

Assessment task 3: Group Assignment- Community Advocacy Event

Intent:

This project requires students to participate in a real-world scenario of cultural engagement to use the knowledge learnt over the semester of issues associated with diversity and culture, and the correct tools and protocols of engagement with diverse communities.

Objective(s):

This assessment task addresses subject learning objective(s):

A, D and E

This assessment task contributes to the development of graduate attribute(s):

2.2, 3.1 and 4.2

Type: Presentation
Groupwork: Group, group assessed
Weight: 30%
Length:

Presentation: 10 minutes in length + 5 minutes of Q&A

Required texts

There is no essential text for this subejct. All necessary readings and material will be posted on Canvas.

References

Refer to Canvas for access to up to date references for this subject.

Other resources

UTS Student Centre
Building 10

Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)

Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts

For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.

UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.

Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.

HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.

Please see www.uts.edu.au for additional information on other resources provided to students by UTS.

The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.

The Financial Assistance Service can assist you with financial aspects of life at university, including Centrelink information, tax returns and budgeting, interest-free student loans and grants to assist with course-related costs. Check eligibility and apply online and make an appointment on +61 2 9514 1177 or Financial.assistance@uts.edu.au.