Unit rationale, description and aim
This unit explores how contemporary economic systems shape social justice, inequality, and life chances in a rapidly changing global context. Using sociological perspectives, informed by key economic debates and evidence, students examine how contemporary economic systems shape social justice, inequality, and life chances in a rapidly changing global context. The unit explores the structural relationships between poverty, work, education, and economic participation at both local and global levels, analysing how wealth, power, and opportunity are distributed and how these processes reproduce social inequalities across generations.
Students engage with major theories of economic inequality, including debates on post-industrial society, neoliberalism, and the future of work. Particular attention is given to the meanings and experiences of work across historical and cultural contexts, and to the role of education as both a pathway to opportunity and a mechanism of exclusion. Through critical analysis of poverty definitions, measurement, and policy responses, the unit highlights the institutional dimensions of inequality and their implications for social justice and human rights.
The unit aims to develop students’ capacity to undertake independent sociological research, use empirical evidence, and critically evaluate strategies for social and economic change in the new economy.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Understand the extent and nature of the relationsh...
Learning Outcome 01
Independently formulate a specific research task u...
Learning Outcome 02
Employ a range of relevant empirical evidence to c...
Learning Outcome 03
Demonstrate clear understanding of the institution...
Learning Outcome 04
Consider how to address social and economic inequa...
Learning Outcome 05
Content
Topics will include:
- The extent and nature of poverty and economic inequality on a global and local scale
- Analysis of theories and causes of economic inequality
- How the unequal distribution of wealth and life chances are related to social justice and human rights
- Analysis of concepts, measurements, and definitions of poverty and their implications on social policy
- Solutions to economic inequality including social policy options and community development strategies
- The connections between the economic system, work, education, and the reproduction of inequality
- The meaning and nature of work through different historical and cultural contexts
- Post Industrial society, neoliberalism, and the future of social justice
Assessment strategy and rationale
The assessment structure in this unit is designed to progressively develop students’ sociological knowledge, research capability, and applied analytical skills in relation to social justice and the new economy. The three tasks are sequenced to support learning through increasing levels of conceptual depth, independence, and real‑world application.
Assessment Task 1 builds foundational skills in critical analysis by requiring students to apply sociological theories to the evaluation of contemporary social justice campaigns or policy initiatives. This task emphasises theoretical understanding and critical interpretation of social problems. Assessment Task 2 shifts the focus to research design and intellectual independence, enabling students to formulate a sociologically grounded research task that demonstrates theoretical coherence, methodological reasoning, and ethical awareness. This task strengthens students’ capacity for independent scholarly inquiry.
Assessment Task 3 requires students to apply and present sociological insight to policy contexts. Through the use of empirical evidence, data presentation, and policy analysis, students demonstrate their ability to translate sociological reasoning into applied social policy responses. Collectively, the assessments align with the unit learning outcomes and foster critical thinking, research literacy, and socially informed problem‑solving.
Overview of assessments
Assessment Task 1: Critical Analysis of Social J...
Assessment Task 1:
Critical Analysis of Social Justice Interventions:
Students will complete a written critical analysis of a contemporary social justice campaign or a recent social policy related to the new economy. Drawing on key sociological theories and concepts, students will evaluate the campaign or policy’s underlying assumptions, goals, and impacts. The task emphasises critical interpretation, theoretical application, and the ability to assess how social justice claims are constructed, communicated, and contested within contemporary economic contexts.
20%
Assessment Task 2: Sociological Research Framewo...
Assessment Task 2:
Sociological Research Frameworks:
Students will complete a written critical analysis of a contemporary social justice campaign or a recent social policy related to the new economy. Drawing on key sociological theories and concepts, students will evaluate the campaign or policy’s underlying assumptions, goals, and impacts. The task emphasises critical interpretation, theoretical application, and the ability to assess how social justice claims are constructed, communicated, and contested within contemporary economic contexts.
40%
Assessment Task 3: Applied Social Policy Project...
Assessment Task 3:
Applied Social Policy Project:
Students will produce and present a policy-focused project that examines the development of social policy responses to a social issue associated with the new economy. Using empirical evidence, students will present and interpret data, apply key sociological concepts, and propose or assess policy ideas aimed at addressing inequality. The task prioritises applied analysis, evidence-based reasoning, and the translation of sociological insight into policy-relevant outcomes.
40%
Learning and teaching strategy and rationale
The unit’s learning and teaching strategy is designed for live online or multimode delivery and emphasises active, engaged, and collaborative learning. Structured online learning materials introduce students to key concepts, theoretical approaches, and contemporary debates relating to social justice, inequality, and the new economy. These materials are organised around core sociological frameworks, empirical evidence, and applied case studies to support critical understanding and analysis.
Live online or multimode classes provide a shared learning environment in which students engage directly with unit content through guided discussion, debate, and problem-based activities. These sessions encourage students to critically reflect on readings and case material, test ideas in dialogue with peers, and develop their capacity to apply theory to real-world social and economic issues. Students are expected to take increasing responsibility for their learning by independently seeking out additional readings, data, and sources relevant to unit topics.
A range of interactive online learning activities—including discussions, student-led presentations, and question-driven exploration of key issues—supports active participation and deeper engagement. Together, these strategies foster critical thinking, research skills, and sociological reasoning within a dynamic live online learning environment.