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CRIM2038 W1 M1 — Transcript

by Kev Dertadian · 7,961 words · 1,137 segments · language en · Watch on YouTube

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0:02Hello everyone and welcome to the first
0:05lecture module for CRIM 2038 Young
0:08People and Juvenile Justice. In this
0:11module, I'm just going to introduce you
0:13to um the concepts and approaches that
0:16we're going to be taking uh in this
0:17course, giving you a sense of how the
0:19course runs and um and what you'll need
0:23to get started uh in in our course. So,
0:27welcome to the first lecture. I'm
0:29looking forward to uh exploring a little
0:32bit in this first module how the course
0:34will work and in other modules or
0:36subsequent modules you know what are the
0:38key concepts you're going to be using um
0:40and how do we think critically about uh
0:43young people uh what's often referred to
0:45as young offending so on and so forth.
0:48So um welcome and let's get started.
0:54Before we move on to the sort of core of
0:56what we're going to be doing, it's
0:58important to note that um in this
1:00lecture and in most weeks in this
1:02course, we're going to be covering
1:04content that is distressing. Um that
1:07includes topics like um structural,
1:10physical, and sexual violence. It
1:12includes interpersonal violence as well
1:14as uh broader social and cultural
1:17violence. Um and these are uncomfortable
1:20topics. um and they can be more so for
1:22some people than others. So we should be
1:24keeping those things in mind um both as
1:26we digest the information in these
1:30settings like in a uh recorded lecture
1:33in the way you engage with this lecture
1:35and the um and the interactions that go
1:38underneath. Be aware yourself of how
1:40you're consuming the information. uh for
1:43my part I you know try to only include
1:45information uh and details that are
1:48relevant to your learning. Um so you
1:51know striking the balance here between
1:53what is necessary to include in terms of
1:56distressing material u versus you know
1:59what is gratuitous and not necessary for
2:01you to be thinking about talking about
2:03and engaging with. Having said that,
2:06I'll do my best to strike that balance.
2:08But if things come up, um it's important
2:11to to think through what strategies you
2:13have for dealing with distress. Um you
2:16know, you can do any of the things I've
2:18provided on this slide, including kind
2:21of disengaging uh with distressing
2:23topics. Uh that could mean leaving the
2:26room, putting your headphones on or off,
2:29um walking away, muting, skipping
2:31slides, whatever works for you. I just
2:34wanted to put that uh up front here to
2:37say um that this material that material
2:40in this course will be distressing. Um
2:43and uh please be careful about the way
2:46you engage. I've certainly uh been as
2:49thoughtful as I can be about what I
2:51should be including and what is
2:52necessary.
2:54I'll start with an acknowledgement of
2:57country to acknowledge the sovereign
2:58people of the lands of the veical clan
3:01area and the direct nation on which um
3:03UNSW is built. Acknowledgements remind
3:06us to express gratitude for country
3:10which provides for us all. Um and I'd
3:13also like to pay respects to elders and
3:15ancestors whose knowledge has been
3:16passed down from generation to
3:17generation right here on this land. I'm
3:20recording from campus today. So I'm
3:22recording from direct land. Uh it's also
3:26important to uh remember that as we
3:28gather for teaching and learning through
3:30UNSW on vegetable land uh that teaching
3:33and learning has been happening on this
3:35land for generations and that uh we want
3:38to contribute to that tradition rather
3:39than interrupt it. So thinking about the
3:41ways we do teaching and learning is
3:44absolutely essential.
3:47One of the things I wanted to talk about
3:49in relation to an acknowledgement in
3:52this course is to say that you know much
3:54of this course will involve discussion
3:56of colonial violence uh and its ongoing
4:00impacts its ongoing function in society
4:04and so you know the acknowledgement here
4:06is not something we do at the beginning
4:08and then move on from the
4:10acknowledgement extends into the way we
4:12think about and understand the content
4:15and the material. thinking about the
4:16colonial process is absolutely essential
4:19for a course like this. And um the
4:22reason I say that and you know the
4:24reason will be different in every course
4:25but I'll just give you a short story
4:27that hopefully helps illustrate um what
4:31I mean by the importance of
4:32acknowledgement in this course. So you
4:34know a few years ago um it's getting uh
4:37quite a few many years ago now about 5
4:39years ago when I was asked to start
4:40teaching this course I started doing um
4:43some research around how I would like to
4:46structure the course and what it should
4:47look like and when I did this I I came
4:49up against a statistic that um shocked
4:52me which was that all children in
4:54detention in the Northern Territory were
4:56indigenous. This was a few years ago.
4:58Um, and when I did, so this screenshot
5:01says two years old, but I've also did
5:03this screenshot a few years ago. So,
5:05it's a little bit uh dated now. Uh, but
5:09as we'll see throughout the course, that
5:11those trends continue. But it was a a
5:14real important moment in the way I
5:17thought about what I was going to do
5:18with this course because while I am a
5:21person who is highly aware of processes
5:24of colonial violence, uh structural
5:27violence, the way the criminal legal
5:29system impacts or targets um indigenous
5:32people, uh I was still shocked that
5:35every single child in detention in the
5:37Northern Territory is indigenous. So,
5:39the Northern Territory has the highest
5:41rate of child imprisonment. Um, and
5:43while not every single child in
5:46detention is indigenous at every point
5:50since the last couple of years, it it is
5:52basically the same picture, right? So,
5:54there's a very small portion of children
5:56in prison that are not indigenous in the
5:58Northern Territory. That picture looks a
6:01little different across the country in
6:03different states, but in every state
6:05there is a significant high proportion
6:09of young people in detention when
6:11compared to non- indigenous children.
6:14And so what I mean when I say the
6:16importance of acknowledgement um is that
6:19actually uh the way we think about this
6:23material is important for concept for in
6:27terms of a conceptual uh development. So
6:30you know uh juvenile institutions were
6:33brought here through colonial processes.
6:35you know, invasion established uh
6:38colonial laws which produced colonial
6:40institutions which evolved to juvenile
6:43uh detention centers, police that engage
6:45with young people, so on and so forth.
6:48But also substantively, a significant
6:51proportion of what we're actually
6:52talking about here is the way the
6:55juvenile system deals with indigenous
6:57children. The vast majority of the
6:59system is doing this and so a lot of
7:01what we're going to be talking about
7:03relates here. There are also other um
7:06kind of grounded ways in which we might
7:09um more grounded ways in which we might
7:11think about it, you know, closer to home
7:13in New South Wales. There is always
7:15important data to give us a sense of,
7:19you know, what this problem looks like.
7:21You can see here that um in 2005 um a
7:25study was published with the average
7:27daily number of aberiginal and toristra
7:29to straight islander young people in
7:32custody. And you can see uh how much
7:36that that they represent of the young
7:38people in prison. You can see moving up
7:41from 40% all the way to 60% in the most
7:44recent uh most recent um data as in 2024
7:49to 2025. That is 60% well over half of
7:53young people in custody that is in um uh
7:57in police custody and or in prison are
8:00indigenous. So, you know, a very big
8:02part of the puzzle um of what we're
8:04going to be talking about. Uh here you
8:07can see again nationally how that's
8:09reflected nationally. You see um oh
8:13coming back to that sorry you see um
8:17that there are 75 uh%
8:20uh sorry there's 56.5%
8:23uh of children uh are Aboriginal um who
8:27are in custody um reflected across the
8:30nation. So really similar actually to
8:32the picture in New South Wales. Um and
8:35while Northern Territory provides a kind
8:38of stark example which uh focused my
8:42attention, we can see that the problem
8:44persists in other ways in other contexts
8:46and that the vast majority of the
8:49juvenile legal systems uh intensity and
8:52resources uh is aimed at First Nations
8:55children.
8:57It's important to note what um
8:59indigenous leaders say about this
9:01targeted violence, the way this system
9:04focuses so much on First Nations
9:06children. Former um Labour senator and
9:10indigenous leader Pat Dodson has uh for
9:13example called the operation of the
9:15youth detention system uh or the youth
9:18prison system as called it a genocide or
9:21called it a practice as part of
9:23genocide. Um, and he says that uh it's a
9:27it's an assault on the Aboriginal
9:29people. I don't say that lightly, but if
9:32you want to eradicate a people from the
9:34landscape, you start um you start taking
9:38them away. You start destroying the
9:40landscape of their cultural heritage,
9:42you attack their children and remove
9:44their children. a really clear statement
9:47around what it means to have uh such
9:51high rates of indigenous over
9:54incarceration
9:55um or the over incarceration of
9:58indigenous children here. So, uh, Pat
10:01Dodson linking it clearly to kind of
10:04practices of genocide that were
10:07established as part of col ear early
10:09early colonial era policies like the
10:12Stalin generation uh like practices um
10:15to directly um separate families um uh
10:20whether children or not um and so on and
10:22so forth. So uh here we have you know
10:26what the problem looks like uh its
10:29distribution across the country and what
10:32it means to first nations people to
10:34hopefully give you a strong sense of why
10:36you know acknowledgement is not just a
10:38thing we do at the beginning and then
10:40move on from in this course. It's
10:42something that we actually need to be
10:43discussing um as a core uh of the
10:47learning that we're doing here.
10:50All right. So what are our learning
10:52outcomes for this lecture? So that is
10:54this module and the the other two that
10:56follow. Um so at the end of this lecture
10:59you should have an understanding of the
11:01learning approach we're going to take in
11:02this course or the learning approach I'm
11:04I'm bringing to this course. Also uh the
11:07conceptual approach and critical
11:08thinking skills that I'm asking you to
11:11engage with to do the learning in in
11:14this course. uh I know uh for example
11:16that you know critical thinking is a
11:18term that's used a lot at university but
11:20I want to give you some specific core
11:23strategies for doing that right I want
11:25to tell you what I mean by critical
11:27thinking in this course and then also um
11:30a a first understanding of how you might
11:33apply that critical thinking to um the
11:36kind of current set of theories uh of
11:39and characteristics that surround what
11:41is often referred to as young offending
11:44in the lit literature. You'll see um in
11:46this uh the next module and the one
11:49after that we don't often talk about
11:51young offending in the way that the
11:53literature does, the literature tends to
11:55do um in this course because in this
11:57course um we take uh seriously the
12:01critiques of First Nations, but also
12:03just young people more generally about
12:05terms like young offending and the way
12:06they assume the guilt of um young people
12:10who, for example, may not have actually
12:12been convicted of an offense. Young
12:14offender is often used for young people
12:16in custody who may not even be charged,
12:19may not even be convicted, um, and so
12:22on. But also of even for young people
12:25who are convicted of an offense, it
12:27reduces them to that offense, right?
12:28That language reduces a young person to
12:31what is often just a a bad thing they
12:33did or something um that they regret.
12:37often that sometimes uh maybe not even
12:40that but you know it the point remains
12:42that it reduces uh young people to a
12:45stigmatized label. So inaccurate
12:48stigmatizing those kinds of things. So,
12:51we prefer to use more accurate and
12:53specific language like, you know, young
12:55people charged with an offense, young
12:56people um who have who have been
13:00convicted of a juvenile offense, young
13:02people in custody for an offense, those
13:04kinds of terms or that kind of language
13:07to um to, you know, refer more
13:09specifically to what we're talking about
13:11rather than to a broad category.
13:16Okay. So the first thing I want us to do
13:18is to bring it right back to basics to
13:22help us think through you know what are
13:23we going to actually be doing in the
13:25rest of this course and in order to kind
13:27of think about young people and how they
13:29interact with the criminal legal system
13:30or the juvenile system that is kind of
13:32set up for specifically for children and
13:34young people. I want to ask a really
13:36base level question and I want to get
13:38you to think about it and write your
13:40thoughts in the interactions below. So
13:43the question is what is the difference
13:45between children and adults or adults
13:48and children?
13:50Maybe pause the um the recording, have a
13:53little think about it, write your
13:55thoughts down and then come back and we
13:57can discuss
13:58or not discuss here but um we can uh
14:03assess through um through you know in
14:06your tutorials and so on and so forth.
14:12All right, thanks so much for um looking
14:16at that and attempting at that
14:18reflective uh question. Here you can see
14:21that I've provided just a few examples
14:24of different perspectives that highlight
14:27different ways in which we might answer
14:29that question from disciplinary
14:31perspectives. So um there are lots of
14:34ways to answer the question that uh I
14:37have just posed to you and I've given
14:39you four um disciplinary perspectives of
14:42how that is answered. There are sort of
14:44local legal definitions. You know you
14:46can look to the children and young
14:48persons um act of 198 1998 in New South
14:53Wales. Section 3 defines a child as a
14:55person who is under the age of 16 for
14:57example. You can also look to human
14:59rights standards which are international
15:01frameworks things like the convention on
15:02the rights of the child. Article one
15:05says for example for the purpose of the
15:08present convention a child means every
15:09human being below the age of 18 unless
15:12under the law applicable to the child
15:14majority is attained earlier. So
15:18different uh age standards but also
15:22caveats to those standards. So, you
15:23know, if the law applies in a different
15:25context and so on and so forth. And you
15:28can see here that the two kind of legal
15:30standards that I've included here are
15:32really about age um and um uh and fixed
15:36to a number for practical reasons. I
15:38suppose there are other ways though of
15:41thinking about um childhood and young
15:43people. For example, in medical science,
15:46um, youth is often described as a
15:48biological, psychological, emotional, a
15:51and sexual maturation phase associated
15:53with the onset of puberty and the
15:55teenage years. Here is a kind of
15:57biomedical explanation about transition
16:00between uh childhood and adulthood and
16:03what is going on in the body at the time
16:06which has a whole range of implications
16:07for different kind of uh issues around
16:09crime and uh and and harm uh through to
16:13you know what happens to the body when
16:14you use drugs in this age to things like
16:17you know what's going on in a young
16:18person's brain uh in terms of like
16:20decision-m and those kinds of things. We
16:24also have um the social sciences places
16:26like sociology or disciplines like
16:28sociology I should say which talk about
16:31youth as a uh transition phase not
16:35physiologically but socially. So for
16:38example sociologists have described
16:39youth as uh conceptions of the the youth
16:42phase are historically and culturally
16:44specific. The past two centuries in
16:46western societies have been the history
16:48of the gradual emergence and extension
16:51of uh the youth phase as the
16:53socioultural definitions of dependent
16:55childhood and independent adulthood have
16:57become more clearly demarcated uh
17:00producing a notion of the youth phase as
17:02an uh
17:05inter interalia uh phenomena existing in
17:08between the dependency of childhood and
17:10the autonomy of adulthood. So here you
17:12can see um sociology using markers like
17:18transition between adulthood and um
17:22sorry between childhood and adulthood
17:24and how this is um primarily about how a
17:29society thinks of young people. Uh you
17:32know this can be markers like when do
17:34they work? Uh what role do they play?
17:38Um, and you know, when you're a child,
17:40those tend to be fairly uh much clearer
17:43demarcations. When you're an adult,
17:44again, much clearer. But youth in this
17:46instance is seen as a transition between
17:49those, the way people move between
17:51those. Um and as most sociologists have
17:55uh noted in the last um couple of
17:58decades that it it's really been uh the
18:01extension of the youth phase that is you
18:04know drawing out youth further down
18:07towards child and further up towards
18:08adult or um drawing it further up um in
18:14you know late capitalist societies like
18:16you know young young people are um
18:18staying younger for longer I suppose is
18:20is the better way of describing that.
18:25Okay. So, what I'd like to do now is
18:27just do some course admin to get um a
18:29sense of how the course will run. Uh you
18:31know, those are kind of foundational
18:32things, things I want you to think about
18:34and how you might use that in your
18:37understanding of answering questions or
18:40doing work in this course. Um but the
18:43rest of the conceptual material, you
18:45know, will be found in the next two
18:47modules. And really I just want to do
18:49some course admin stuff here to get to
18:52give you a sense of how this course
18:54works and why it is like that. So in
18:57this course uh I am uh taking an active
19:00learning approach uh which means that uh
19:04as much as possible I'm going to be
19:06developing learning activities like this
19:08lecture uh that get you involved. So
19:11rather than just listening to me talk in
19:13this lecture you will actually have an
19:16activity to do as you listen. So the
19:18interactions just below are an example
19:20of that. The reason I take this approach
19:22is because that the best research or
19:24pedagogical research and education
19:26research says that the more you are
19:28active uh or active in your learning act
19:31actively involved when you're learning
19:33the better you will retain the
19:35information and be able to use it which
19:37means uh better results for your
19:38assignments more robust learning for
19:40professional development and those kinds
19:42of things. So for for me active learning
19:45is essential. I want you to listen to
19:47what I'm saying, but I also want you to
19:49talk back to what I'm saying in various
19:51ways.
19:53Okay. So, um
19:56before I go any further, it might be
19:58useful to also just introduce myself and
20:00how what I bring to this material in the
20:02course. Sorry, the lights sometimes go
20:04out in in this room. Uh my name is Kev
20:08and I am a senior lecturer in uh
20:11criminology at uh the university and um
20:15oop some of the information on that
20:16slide is wrong actually that should say
20:18senior lecturer and it should be the law
20:20building. Um anyway you can look up my
20:22details online for that but anyway um I
20:25am a drug and alcohol researcher and uh
20:28I have done some work with young people
20:31um and the way they use pharmaceuticals
20:34for example the way they um uh the way
20:37they engage with pharmaceuticals through
20:39informal middle-class networks uh and uh
20:43those kinds of things. That's been my m
20:45main direct engagement with research on
20:48the topic of young people. Uh that
20:51research hasn't been with children. It's
20:53been with tends to be with people who
20:55are over the age of 18. Uh just to give
20:57you a sense of uh where my research
20:59expertise comes from. I have however
21:02been teaching this course for um almost
21:05uh you know half more than more than
21:07half a decade now. And so I have a
21:09really strong understanding of uh how
21:12this uh the field of um youth justice,
21:15the juvenile justice system, young
21:17people in general um interacts with both
21:20your lives but also future trajectories
21:23after university. There are so many um
21:27people who come through university in a
21:29bachelor of criminology and criminal
21:31justice who end up in a system that
21:33deals with young people. A and I have
21:36been made aware of that over the years
21:38that I've been teaching this course that
21:40this is a big part of where people go
21:42after university. So it's a real
21:43privilege to be teaching this material,
21:46to be talking about it and thinking
21:47about it with you.
21:50Um I'm not the only teacher on this
21:52course. Um of course your tutors um you
21:56will meet in in your tutorials they are
21:58excellent and they both actually have
22:00very good experience in working uh
22:03either directly with young people or in
22:05research related to young people. So it
22:08is really fantastic to have um Lucas and
22:10Yizzy um with us uh on that journey.
22:14Um this is just some admin to tell you
22:16how you can contact uh me about the
22:19course. The first port of call um for
22:22contacting me about um questions you
22:26have about the course is the discussion
22:28boards. I would like that to be the main
22:30place you contact me about course
22:33content. That's mainly because it allows
22:35everyone to have the same information uh
22:38and everyone to see the answers I'm
22:40giving. And that's really important as a
22:41kind of community of practice. Everyone
22:44knows what questions are being asked and
22:45everyone has the same answers to those
22:48questions. But the key here is that if
22:50the questions are about course content
22:52as in what material there is in this
22:55course then that should be going to the
22:58discussion boards. If your question is
23:00about sort of technology or or software
23:04that is being used in this course again
23:06it goes to the to the discussion boards.
23:09If your question is about how to attend
23:11or join a class again go to the
23:14discussion boards. Um if your question
23:16is about um assessment instructions and
23:18what an assessment instruction means um
23:21how to follow it or what to do with it,
23:23discussion boards at the right place. Um
23:26I have some sort of uh ground rules
23:29around how we do uh post on the
23:30discussion board though. It's really
23:32important to be um to to be really
23:36polite and professional when you're
23:37posting on the discussion boards. That's
23:39important because you have other
23:41students watching as uh of course uh
23:43you're talking uh to me as well and so
23:46we want to make sure we keep that
23:48standard really high about how we're
23:50engaging with each other. Uh it's a
23:53skill that you will have to learn and
23:55practice around how to sort of write
23:58professionally in uh public forums uh in
24:01your work environment public or private
24:03you know it would be the same set of
24:05ground rules when you're writing an
24:07email and so forth. So really good to
24:08sort of practice that stuff. The other
24:11things I ask for when you're posting on
24:12the discussion boards is to remember
24:14that when you're posting, you want to
24:16include all of the relevant information.
24:18So if there's an attachment you need, if
24:20there's documents uh that I need to see
24:23to answer your question, if there's a
24:24screenshot that would help me uh answer
24:27your question, please please post it uh
24:30with your post or put it with your post.
24:33Uh the other thing to say here is that
24:35if however your question is about your
24:38personal progress in the course, any
24:40issues you're having or a situation that
24:42impacts your learning in this course,
24:44that doesn't go to the discussion
24:46boards. That's actually an email to me.
24:50So that's the differentiation, right?
24:52The first six points are about when and
24:54how to post in the discussion board.
24:56Number seven is, you know, if it's about
24:59your personal progress, that's an email
25:01not not to go in the discussion boards.
25:03And the last point is just to say that
25:04you need to allow me like between 24 and
25:0748 hours to respond to you um on the
25:10discussion boards. And that's important
25:11uh partly because uh you know I teach
25:14another course. I um I
25:19uh have other research obligations and I
25:22also have a family uh which affects how
25:24early I can get onto campus and uh when
25:27I leave campus when I'm emailing you
25:30back. Sometimes it'll be in the middle
25:31of the night because I think that's good
25:33practice just because that's when I have
25:35the time. So just just giving you a
25:37sense of you know when I'm going to be
25:39able to answer and and why that is.
25:42uh emails for guidel uh guidelines for
25:44emailing. Um it's important to think
25:47about whether your post, if you're going
25:48to send an email, just think first,
25:50should this be a discussion board post?
25:52Would other people benefit from hearing
25:54the answer to this? Um and of course,
25:57the marker is, you know, is it about my
25:59personal progress? The other things I'd
26:01like you to consider is um to always use
26:03your UNW email. It's just much easier to
26:06verify who you are, to know that you're
26:09enrolled in in one of my courses or that
26:11you are um uh or which course you're
26:14enrolled in. Again, always just be
26:16polite and professional um in those
26:18emails and include all the relevant
26:22information. It's a bit different over
26:23email because in Moodle, I know what
26:25course you're enrolled in obviously, but
26:27in um over email, I won't always know
26:30that. So, just tell me what course
26:31you're enrolled in, what assignment
26:33you're specifically referring to. that
26:34really helps if you're sending an email
26:36about an assignment and again any
26:39relevant attachments, screenshots and so
26:41forth. Same thing with um time for me to
26:44get back to you. Please allow 24 to 48
26:47hours for me to respond. It might jump
26:49up a little bit during um during busy
26:53times like when assessments are due
26:55because I will get many more emails
26:57around that time.
27:00Okay, so these are the learning outcomes
27:02for the course. So I just did learning
27:05outcomes for the today's lecture. Uh but
27:08there are learning outcomes for the
27:09course broadly. It's useful to look at
27:11these to get a sense of you know uh what
27:13the assignments are about, what the
27:15course is about and what you're going to
27:16be expected to do uh in the course. I
27:19don't need to go through them in detail
27:20here for you. It's just a good
27:21checkpoint to kind of go back and look
27:24at if you need and as you need.
27:28In this course, there are three
27:30assignments. The first is class
27:32reflection, which is um basically an
27:35assessment of the way you fill in the
27:38interactions that sit just below the
27:41lecture modules each week. So you are
27:44expected to complete uh those lecture
27:46interactions each week and your tutors
27:49and I will look at those lecture
27:50interactions once uh the term finishes
27:54and give you an overall mark for how
27:57many of them you filled in and the
27:59quality of um your reflections in those
28:03uh in those interactions. That's worth
28:07at 10 marks. It's ongoing. Uh we won't
28:10be marking them until the end of
28:11semester, but I I should warn that uh
28:14you should be doing them as you go
28:16because um it is a real hellscape to
28:19have 10 of these to do right at the very
28:22end when you also have the presentation
28:24submission due on the same day. So make
28:27sure you're doing those as you go and
28:29you'll get the most use out of them. We
28:31have an we have a research essay where
28:34um I ask you to respond to three
28:36imaginary scenarios and to do some
28:39research on uh how those imaginary
28:42scenarios might impact the lives of
28:44young people. Here I'm asking you to
28:47engage with uh critical thinking around
28:50you know what research exists that has
28:52the components of this scenario that
28:55would allow me to say something
28:56authoritative about why that scenario is
29:00a would have a good impact on young
29:02people's lives or a detrimental or
29:04harmful impact on young people's lives.
29:06So thinking really uh critically and
29:08creatively about what research exists
29:11that would allow me to say something
29:13authoritative about this topic. The
29:16final assignment is a presentation
29:18submission. So you are not standing up
29:20and doing a presentation here. Instead,
29:22you're preparing um PowerPoint slides
29:25and then writing a script associated
29:28with those slides
29:30uh to respond to a scenario about being
29:32at a um at a government summit, a youth
29:37and um youth and uh juvenile justice
29:41summit. And the sort of premise of this
29:43presentation is that you're being asked
29:44to come to the summit to advise on an
29:47area of um you know an issue within uh
29:52young people's lives or an area of the
29:54juvenile legal system that um that would
29:57benefit from greater decision-m by young
30:00people. And so that's the task here is
30:02to get you to think about what already
30:04exists in this space, what other things
30:07exist in other contexts that you could
30:09bring to that space and to say how could
30:12young people better be involved in the
30:14decision-m in this area. So you got to
30:17choose an area then you got to um do
30:19some research and um justification or uh
30:23policy thinking around that. We'll have
30:26some sessions uh around these
30:28assignments or or I should say around
30:30assignment two and three as well to help
30:32you think through some of that stuff.
30:36Before we go any further, it's useful to
30:38have a quick conversation or just for me
30:41to to talk with you a little bit about
30:43the use of AI in this course. I want to
30:46um cover off some really just basic
30:48information about uh what AI is and what
30:51it does. also what your relationship uh
30:55to AI is at UNSW. Just so you have an
30:58understanding of where I sit in relation
31:01to these things. So AI tools are large
31:04language models that can predict text
31:07based on prompts, right? That is what
31:09they do. They imagine uh responses based
31:13on large data sets of language uh that
31:16already exist. So they aren't producing
31:19new information or knowledge. they are
31:21guessing uh based on what other
31:24knowledge exists. This makes it
31:26particularly problematic as a tool for
31:28doing research. So um that's not to say
31:31you can't use it for research. It means
31:32that you need to use it in ways that
31:34make sense uh and that check it will
31:37often make up references and that is not
31:40something that should be ending up in a
31:43final uh assignment. Right? There should
31:45never be a madeup um reference in your
31:48final assignment. uh in terms of your
31:50relationship to it at UNSW, the
31:52university provides all UNSW students
31:54with access to chat GBT based tools uh
31:57for for your studies. So it is something
32:00you do have access to. Although it is
32:03important to note that there are uh for
32:06each assignment every um course
32:09coordinator sets an allowance for use
32:11for that assignment and you should
32:13really be referring to that before you
32:15use um you use AI in your assignment
32:19like what am I allowed to do for this
32:21assignment for this um uh what how am I
32:24allowed to use AI for this assignment.
32:26It's worth um noting that, you know, if
32:29you do choose to use AI for this
32:32assignment that there are um many
32:34demonstrated harms for the use of AI,
32:37things like environmental damage, uh
32:39reliance on exploitative labor practices
32:41and contributions to um the continuing
32:45issue of wealth inequality um in the
32:48world. These are um not things that you
32:50can solve or not by engaging or not in
32:54AI, but they're important to keep in
32:55mind, especially as part of a course
32:57where we're teaching things like harm
32:59and um exploitation and u violence,
33:03right? So, these are things we should be
33:05thinking about uh when we engage with
33:06these kinds of tools and these kinds of
33:09materials.
33:11Um it's been a few years now where I've
33:13had students use AI uh for their course
33:15material. Um, I have to say that in my
33:18experience, the use of AI tools does not
33:21improve the quality of the work being
33:23produced when submitted. A and I I'll
33:26explain to you why just to give you a
33:28sense of what I'm what I'm talking
33:29about. I'm not saying that you can never
33:31use AI or that it's never useful, but it
33:33is my experience that um if you use AI
33:37to replace um reading and writing uh
33:41tasks, manual reading and writing tasks,
33:45um then uh what you're doing is you're
33:47not actually um learning what your tr
33:51you're learning what good writing looks
33:52like to you. So reading allows you to
33:54see what models of writing look like and
33:56what we're looking for in good writing.
33:59And so you learn both what is bad
34:02writing in in doing readings and what is
34:04good writing or what works for you. Um
34:07and if you're using AI to get to good
34:09writing, but you don't yet know what
34:10good writing looks like, that's where
34:13the conundrum really comes in because
34:16the tools can only help you get to
34:18something. They can't actually give you
34:20some get get you to something that you
34:22don't know or you you're not quite sure
34:25what it looks like. When I first started
34:27uh writing for university, I had no idea
34:30what good writing looked like for
34:32university. It came through reading and
34:36through argumentation, through feedback
34:38and those sorts of things that cannot be
34:41replaced. And um and it's important to
34:44think carefully about that. That is the
34:45only way to get the most out of the
34:47education uh that this uh university
34:50degree provides you. Um, if you are
34:54going to use AI though, um, there are
34:57really important hard and fast rules um,
35:00about what should never happen um, in
35:03your submission. For example, um, you
35:06should never ever copy and paste any
35:08content from AI into a document you will
35:11then be submitting. If you're going to
35:13use AI, you must always rewrite in your
35:16own words in the document that you will
35:20be submitting for assessment. A and I
35:23mean that genuinely both for your own
35:24protection uh to protect yourself um but
35:27also to protect your own learning. Um
35:30you learn nothing when uh when you ask
35:33some when you ask a tool to do something
35:35for you. You learn much from writing it
35:38yourself or reinterpreting things. The
35:42second point is that you should never
35:43include a reference in a piece of work
35:45that you are submitting that you have
35:46not actually read. Right? you must
35:50always read the paper that is that sits
35:52in your reference list even if that's
35:54just the abstract. So that protects
35:56against um uh the inclusion of uh
36:00references that aren't real of course uh
36:02but also means you're at least engaging
36:04with the material in a way that is
36:06sufficient for the standard of
36:08university. Right? You must read
36:11everything that ends up in your essay.
36:14And that's really how you demonstrate
36:16that you've actually understood content
36:18and used uh done further research to
36:21build your argument.
36:24This is um the next point actually
36:27reading is actually essential to the way
36:30you do your learning in this course. The
36:32readings frame absolutely everything
36:34that we talk and think about. You will
36:37be lost in conversations in tutorials if
36:39you have not done your readings. uh they
36:41they are um they are core to how we
36:46think and talk about it. They aren't the
36:47only thing that matters. Of course,
36:49readings are our starting point and
36:51tutorials are where we take that
36:53starting point. I know everyone has a
36:55different relationship to reading. I
36:57know I do. Um uh you know, some people
37:00don't write like reading unless that
37:02there are pictures in there. I I sort of
37:04was that person at undergrad. I really
37:06really hated reading. Um although I
37:09understood its value um but I didn't
37:12like it. Some people are sort of
37:13ambivalent to it. It's just something
37:15that you have to do. Um others are very
37:18good at it and like doing it. But either
37:21way, wherever your relationship, a
37:23reading is actually essential and
37:25fundamental to what we're doing uh in
37:27this course. Uh so yes, please do your
37:30readings. Please uh be enthusiastic
37:32about the way you do your readings. It
37:34is the core of your learning here or
37:37foundation I should say
37:40which brings me to the learning
37:41contract. Um so every course I do I do a
37:45little learning contract which just
37:46gives you a sense of you know what my
37:48responsibilities are and what your
37:50responsibilities are in relation to
37:52those. Uh, and I like to do this to make
37:55sure that um that people understand uh,
37:59you know, what I think I'm supposed to
38:01be doing and what I think you're
38:02supposed to be doing, which really helps
38:04with sort of setting expectations around
38:06things like assignments, around things
38:07like you know how you come prepared to
38:09class um, and those kinds of things. So
38:13firstly, it is my responsibility to
38:15provide clear expectations in the course
38:17like what are we supposed to be doing in
38:19this course? what is the purpose of each
38:21activity or each um uh each kind of
38:26activity that we do in the course. It's
38:29then your responsibility uh to read the
38:31course outline and the learning material
38:33provided on Moodle to understand um how
38:36that how what I've set out as
38:38expectations
38:40um impacts you. So, I've told you what
38:42the expectations are, and now you got to
38:44read it and sort of digest. Okay, I'm
38:47expected to do these things. Things like
38:49reading before class, things like um you
38:51know, doing independent research, which
38:53we'll get to next. It's important for me
38:55to set clear learning objectives. So,
38:58you shouldn't come to class and not know
39:00what you're supposed to be learning in
39:01that classroom, right? So, at at the
39:04beginning of every lecture, I tell you
39:05what I'm trying to teach you or what
39:08we're trying to learn. uh same thing for
39:10tutorials, right? It's then your um your
39:14responsibility to engage genuinely with
39:16that learning process. So to think about
39:19what those learning outcomes are and to
39:21use that to filter uh what you do in uh
39:25in listening to the lectures and in
39:26engaging in the tutorials, right? Think
39:29about what those learning outcomes are
39:30meant to be and try and do those
39:33learning outcomes as you listen to the
39:35lecture, as you go into conversation in
39:38in tutorials.
39:40It's my responsibility to learn to align
39:42I should say learning outcomes uh with
39:45activities and assignments. Right? So
39:46I've told you what those learning
39:48outcomes are, the things you're expected
39:50to do in this course in each tutorial,
39:52so on and so forth. Um and it's my
39:54responsib responsibility to make sure
39:57those things that I've told you we
39:58should be learning um match what we do
40:01in class and what the assignments test.
40:05Your responsibility then is to be aware
40:07of um the relationship between those
40:10things to engage um genuinely uh with
40:15what I say the learning outcomes are and
40:17what I say you should be demonstrating
40:20in your assignments, right? To think
40:22about those learning outcomes, how
40:24they're connected and how they um how
40:26you should then be engaging in them.
40:29Lastly, it's my responsibility to
40:31provide you with structured tasks to
40:33guide your learning. I have prov uh
40:36provided lecture material um basic um
40:40tutorial um activities and design um and
40:45assessment instructions for example it's
40:48then your responsibility to utilize the
40:50resources that I've provided for you
40:53cultivated designed for you to engage in
40:56your own independent learning the things
40:58you do in this course are the starting
41:02point for your learning and they are
41:04meant to be giving you a leg up to do
41:07the the rest of the learning, right? So
41:10when I say independent learning, I mean
41:12things like yes, you do readings for
41:14this course. We have a lecture, we have
41:16tutorials that gives you the foundation
41:18for then going off and doing your own
41:20further reading, further research,
41:23looking at uh empirical research,
41:26looking at policies that exist in the
41:28areas you're interested in, choosing
41:30areas that you're interested in, things
41:32that fascinate you, things that you find
41:34important. uh and um showing interest in
41:38those things and devoting your attention
41:40to those things, spending time putting
41:43that together. Those are the forms of
41:46independent learning that you're being
41:48asked to engage with in relation to
41:51that. So in the interactions you have um
41:55uh you can sign the learning contract by
41:56saying yes. You can also say um uh I
41:59don't agree and push back if you like on
42:01some of that stuff. Always love a bit of
42:03push back. Um
42:06okay so this is just a bit of a
42:08structure of the course. Um it gives you
42:10a sense of how it looks like and why it
42:13looks like that. Uh the first part of
42:15the course is about the system and the
42:17way it works. This week is an
42:18introduction to the um broad ideas that
42:21the course will bring you to. The next
42:24uh lecture. So next week's lecture week
42:26two will be sort of a broader
42:29understanding you know what is how do we
42:31think of young people? How do we
42:32conceptualize the juvenile legal system,
42:34including its history and and kind of
42:36contemporary um theorization of it? In
42:40week three, we're going to talk about
42:41the first part of that system, which is
42:43police. In week four, we talk about
42:45courts and sentencing related to young
42:48people. And in week four, we talk about,
42:49you know, youth prisons or youth
42:51imprisonment. And that gives you a broad
42:53sense of, you know, what is this system?
42:56What are the parts of this system? Now
42:59um in the weeks that follow so after the
43:02break we have key issues or as it turns
43:05out kind of groups that are impacted by
43:07this system. So we talk about the
43:09criminalization of Aboriginal children.
43:12Um so how do these different parts of
43:13the system that we explored in part one
43:15of the course? How do they land in
43:18different ways on Aboriginal uh children
43:21and young people? We then talk about uh
43:23the criminalization of children with
43:25disability in in a the same or a similar
43:28way. How do all of these parts of the
43:30system impact children with disability?
43:33We talk about policing of gender and
43:35sexuality amongst young people and then
43:37the criminalization of ethnic minority
43:39youth. So that's the broad spectrum of
43:42the course. Um the first part is about
43:45the system. The second part is about how
43:46the system impacts different groups. And
43:48then we have some online content, you
43:50know, bonus modules each week, sorry,
43:52not each week, in some of the weeks. And
43:54then also assessment preparation modules
43:56which help you prepare for your
43:58assignments. And I'll be doing some live
44:01um live uh assessment preparation
44:04sessions too to help you through some of
44:07that material.
44:09All right. So the final piece of the
44:10puzzle then is um is what you're going
44:15to be doing for each component of the
44:18course like what are the different
44:20learning activities that you need to be
44:21doing for the course. We already talked
44:23a little about a little bit about
44:24readings but this is just giving you a
44:26sense of how it fits with the broader uh
44:28spectrum of things you're being asked to
44:30do. So the readings uh uh are where all
44:33the detail is in this course. gives you
44:36a broad overview or foundation of the
44:38field that you need to have in order to
44:40engage with the specific topic areas
44:43that we cover.
44:47Okay. So the lecture modules then are
44:49where you get a taste of how this course
44:51will focus on some of those areas. um
44:54you know where uh those lecture modules
44:57the ones you're engaged with right now
45:00will help guide you through the thinking
45:02uh thinking with those ideas rather than
45:04passively consuming those ideas right so
45:07you have um the readings you do the
45:10readings they give you a foundation then
45:12in the lecture we go okay this is how I
45:13want you to use some of the ideas in
45:16that uh in that lecture uh sorry in that
45:19reading h and um here as you um you know
45:24fill out the interactions as well. Um
45:27you begin that conversation back, right?
45:29You go, okay, I've unders I've consumed
45:32the reading. I've I've read the
45:35material. That's my foundation. I've
45:37heard what Kev has to say about how that
45:40material should be used. And it's your
45:42first opportunity through the
45:44interactions to respond back to that.
45:46The tutorials then um are a place for um
45:52for the ball to kind of go firmly into
45:54your court to move over to you. There
45:57are two um sorry the the this is where
46:00you know it's over to you to sort of
46:02lead studentled conversations about how
46:05you would use this information these
46:08learning tools um to think about the
46:10topic right I will give you and your
46:13tutors will give you some scenarios some
46:15activities but it's really about you
46:17animating those conversations to see
46:20what you're going to do with that
46:21information what you're going to do with
46:23the tools that I've given you to think
46:24about young people to think about the
46:26system and so on and so forth. And then
46:29finally, we have some of the more
46:31self-directed stuff. So, there's some
46:33bonus online uh um online modules, and
46:37there's also some assessment prep
46:39material, which is really just getting
46:40you to think a little bit more deeply
46:42about certain topics, but also to get
46:44you prepared uh for your assignments.
46:48I hope all of that makes sense. If you
46:50have any questions, you can always send
46:52me an email and get in touch. I'm really
46:55excited to be continuing to do learning
46:58and teaching with you on issues related
47:00to young people. I hope all of that
47:02admin stuff um help make sense of how
47:06this course is running. And um yeah, if
47:09you have any questions, let me know. And
47:10see you in the next module. Bye now.

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