The fast pace of churn and change are creating an Australian society which is religiously and culturally superdiverse. Paradoxically, secularisation is simultaneously on the rise, and those identifying as ‘no religion’ – the ‘Nones’ – will soon almost certainly outnumber people of faith. In this unit, we critically examine the current and developing shape of secularisation, as well as the changing conditions of belief producing religiously plural younger generations. Taking a lived religion approach, we further investigate the growing need for critical religious and Culturally and Linguistically Diverse (CALD) literacy, facilitating a deep understanding of diverse worldviews for leaders in faith organisations.
Unit code: DA8012Z
Unit status: Approved (New unit)
Points: 24.0
Unit level: Postgraduate Foundational
Unit discipline: Mission and Ministry
Proposing College: Wollaston Theological College
Show when this unit is running| 1. | Articulate a critical comprehension of religious and culturally and linguistically diverse (CALD) literacy. |
| 2. | Demonstrate an understanding of superdiversity and its significance in working with both religious and non-religious cohorts. |
| 3. | Critically assess the role of religious and CALD literacy for leadership and ministry in superdiverse societies. |
| 4. | Describe from a “lived religion” perspective at least one religious or non-religious phenomenon, unrelated to one’s own personal background. |
| 5. | Compare and contrast the shape and significance of diverse approaches to spirituality and/or wellbeing in superdiverse societies. |
No prerequisites required
The unit is offered as an intensive. Unit content is in seminar format with frequent interactive discussion sessions, tutorials, and group work, both in-person and synchronously. The unit can also be taken online asynchronously, with group assessments that enable cooperative learning.
| Type | Description | Word count | Weight (%) | |||||
|---|---|---|---|---|---|---|---|---|
Variant 1 | ||||||||
| Poster | Students design a poster on a particular unit theme or topic, describing and explaining its conceptual underpinnings, historical precursors, present form, and applications in and implications for contemporary society. |
1000 | 20.0 | |||||
| Book Review | Students select one of the assigned texts and write a book review, identifying the overall thesis, elucidating the reasoning and evidence employed, and offering a critical assessment of how adequately the argument is supported. |
1200 | 20.0 | |||||
| Essay | 3000 | 40.0 | ||||||
| Learning Resource | Students work in groups to plan a learning resource for use in educational settings, based on an assigned topic or question. In addition, individual students submit a one-page (300 word) outline of their personal contribution to constructing the learning resource. |
1000 | 20.0 | |||||
Variant 2 | ||||||||
| Poster | Students design a poster on a particular unit theme or topic, describing and explaining its conceptual underpinnings, historical precursors, present form, and applications in and implications for contemporary society. |
1000 | 20.0 | |||||
| Book Review | Students select one of the assigned texts and write a book review, identifying the overall thesis, elucidating the reasoning and evidence employed, and offering a critical assessment of how adequately the argument is supported. |
1200 | 20.0 | |||||
| Essay | 3000 | 40.0 | ||||||
| Audio recording or Podcast | 0 | 20.0 | ||||||
Unit approved for the University of Divinity by Prof Albert Haddad on 18 Oct, 2024
Unit record last updated: 2024-10-18 16:34:19 +1100