Course Outline
Course Name: Government and Social Welfare (POLS 1050)
Academic Period: 2024 - 2025
Faculty:
Faculty Availability:
Associate Dean:
Nivedita Lane
nivedita.lane@humber.ca
Schedule Type Code:
Land Acknowledgement
Humber College is located within the traditional and treaty lands of the Mississaugas of the Credit. Known as Adoobiigok [A-doe-bee-goke], the “Place of the Alders” in Michi Saagiig [Mi-Chee Saw-Geeg] language, the region is uniquely situated along Humber River Watershed, which historically provided an integral connection for Anishinaabe [Ah-nish-nah-bay], Haudenosaunee [Hoeden-no-shownee], and Wendat [Wine-Dot] peoples between the Ontario Lakeshore and the Lake Simcoe/Georgian Bay regions. Now home to people of numerous nations, Adoobiigok continues to provide a vital source of interconnection for all.
Equity, Diversity and Inclusion Statement
Humber College and the University of Guelph-Humber (Humber) are leaders in providing a learning, working and living environment that recognizes and values equity, diversity and inclusion in all its programs and services. Humber commits to reflect the diversity of the communities the College serves. Students, faculty, support and administrative staff feel a sense of belonging and have opportunities to be their authentic selves.
| Faculty or Department | Faculty of Social & Community Services |
|---|---|
| Program(s) |
Criminal Justice, Bachelor of Social Science (CJ411)
Child and Youth Care, Bachelor of (22231)
Community Development, Bachelor of (CD411)
Addictions and Mental Health, Bachelor of Social Science (MH411)
|
| Course Name: | Government and Social Welfare (POLS 1050) |
| Pre-Requisites | none |
| Co-Requisites | none |
| Pre-Requisites for | none |
| Equates | none |
| Restrictions | Must be enrolled in degree and FSCS |
| Credit Value | 3 |
| Total Course Hours | 42 |
| Developed By: | Prepared By: | Approved by: | |
|---|---|---|---|
| Nivedita Lane |
Humber Learning Outcomes (HLOs) in this course.
The HLOs are a cross-institutional learning outcomes strategy aimed at equipping Humber graduates with the employability skills, mindsets, and values they need to succeed in the future of work. To explore all the HLOs, please consult the Humber Learning Outcomes framework.
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Equity, Diversity, Inclusion & Belonging -
Systems Thinking -
Critical Thinking -
Collaboration
Course Description
This course introduces learners to the ongoing struggles around social welfare in Canada. It examines the nature of political power, and the way that conflicting interests use it to challenge or defend social inequality. This struggle has deep historical roots, which the course will trace back to the early days of Canada's social welfare institutions. But past debates about whether to expand or limit social welfare rights are also very much in the news today. Students joining this course from many different career paths will consider those current debates through an interdisciplinary lens, and contemplate alternative approaches which involve more interprofessional collaboration. In the end we should be able to recognize our own political biases, and the ways that these might affect our professional lives.
Course Rationale
Graduates working in the human services sector must connect with various levels of government to ensure that individual and community rights are being upheld, and that people are not being needlessly excluded from social life. If they understand the essential dynamics of government and social welfare, students will be empowered to advocate for change more effectively.
Program Outcomes Emphasized in this Course
Criminal Justice, Bachelor of Social Science (CJ411)
Provide an analytical account of social diversity and inequality and their effects in relation to crime, victimization, crime control and penal practice.
Demonstrate ongoing self-reflection, self-awareness, self-confidence, self-direction, self-management and use resources to plan for and attain personal, career and work-related goals.
Child and Youth Care, Bachelor of (22231)
Analyze issues of social diversity and equality and their effects in relation to child and youth care and community development.
Develop and maintain constructive relationships and partnerships with clients, professionals and the community demonstrating effective conflict management skills.
Examine & apply various research methods assessing the appropriateness of their use.
Evaluate social justice and political issues in regards to child and youth care and community development practices at local, national and global levels.
Community Development, Bachelor of (CD411)
Addictions and Mental Health, Bachelor of Social Science (MH411)
Situate theories, practices and policies in mental health and addictions within the broad context and traditions of the social sciences.
Provide professional services within inter-professional teams providing ethical, legal, effective, timely, and coordinated services within the scope of practice.
Describe the limits of the explanatory power of theoretical constructs in order to retain appropriate measures of flexibility and responsiveness in working with clients.
Course Learning Method(s)
- Group or Team Work
- Lecture
- Cooperative Learning
Course Learning Outcomes (CLO)
| Learning Outcome | Learning Objectives | Summative Assessments | Formative Assessments |
|---|---|---|---|
| Highlight the struggles that affect government policies and structures, and show how they shape the key concerns of professionals in our chosen fields. |
Assessment Details: Individual/Online Assessment Details: Individual/In-Person Assessment Details: Group/In-Person Assessment Details: Group/In-Person |
|
|
| Assess the impact of inequality and oppression in Canada, and show how they affect the exercise of power in our society. |
Assessment Details: Individual/Online Assessment Details: Individual/In-Person Assessment Details: Group/In-Person Assessment Details: Group/In-Person |
|
|
| Assess critically the scope, goals and methods of social policy, and compare these to approaches in other fields. |
Assessment Details: Individual/Online Assessment Details: Individual/In-Person |
|
|
| Identify key players in the evolution of Canada's social welfare system, and assess the degree to which the system now meets relevant social needs. |
Assessment Details: Individual/Online Assessment Details: Individual/In-Person Assessment Details: Group/In-Person Assessment Details: Group/In-Person |
|
|
| Develop collaboration and conflict management skills while considering the impact of current social/economic trends on clients and communities. |
Assessment Details: Group/In-Person |
|
|
| Assess critically our own political biases and consider how these might affect the way we work with service users. |
Assessment Details: Group/In-Person |
|
|
| Develop the capacity to work in a professional way with other professionals while recognizing the need for self-care in the face of escalating work demands. |
Assessment Details: Group/In-Person Assessment Details: Group/In-Person |
|
Assessment Weighting
| Assessment | Weight |
|---|---|
| Writing Assignment | |
| Group In-Class Assignments (GICAs) | 20% |
| Presentation | |
| Group In-Person News Presentations (GIPNEWS) | 20% |
| Final Exam | |
| Final Individual In-Person Exam (FINPEX) | 30% |
| Test | |
| Online Reading Tests - Individual (ORTIs) | 30% |
| Total | 100% |
Modules of Study
| Module | Course Learning Outcomes | Resources | Assessments |
|---|---|---|---|
| Introduction: Whose Welfare? |
|
NOTE: Course resources are continually updated in order to keep the learning experience fresh and relevant. Please see the Critical Path for the most complete and up-to-date list of course resources. Any other required and supplemental readings will be posted on Blackboard. |
|
| What Can Governments Do? |
|
See Critical Path. |
|
| Challenging Inequality? |
|
See Critical Path. |
|
| Accommodating Diversity? |
|
See Critical Path. |
|
Required Resources
| Title | ISBN |
|---|---|
There is no textbook for this course. All required and optional readings will be available through Blackboard. |
|
NOTE: Course resources are continually updated in order to keep the learning experience fresh and relevant. Please see the Critical Path for the most complete and up-to-date list of course resources. Any other required and supplemental readings will be posted on Blackboard. |
|
Baskin, C. (2018). Sovereignty, colonization and resistance: 150 years of social work with Indigenous peoples. Canadian Social Work, 20, 1: 34-49. |
|
Mikkonen, J. & Raphael, D. (2010). Social determinants of health: The Canadian facts. Toronto: York University School of Health Policy and Management. Available at: http://www.thecanadianfacts.org/ |
|
|
Taylor, K. Y. (2021). The emerging movement for police and prison abolition. The New Yorker, May 7. Available at https://www.newyorker.com/news/our-columnists/the-emerging-movement-for-police-and-prison-abolition
|
|
Walmsley, C. (2019) Ideas and Social Policy, pp. 30-40 in Harding, R. & Jeyapal, D. Canadian Social Policy for Social Workers. Don Mills, ON: OUP |
Supplemental Resources
| Title | ISBN |
|---|---|
All required and supplemental readings will be available through Blackboard. |
|
NOTE: Course resources are continually updated in order to keep the learning experience fresh and relevant. Please see the Critical Path for the most complete and up-to-date list of course resources. Any other required and supplemental readings will be posted on Blackboard. |
Resource(s):
Course material costs can be found through the Humber Bookstore.
Additional Tools and Equipment
- Reliable internet access is essential for this course.
Prior Learning Assessment & Recognition (PLAR)
Prior Learning Assessment and Recognition (PLAR) is the formal evaluation and credit-granting process whereby candidates may obtain credits for prior learning. Prior learning includes the knowledge competencies and skills acquired, in both formal and informal ways, outside of post-secondary education. Candidates may have their knowledge, skills and competencies evaluated against the learning outcomes as defined in the course outline. Please review the Assessment Methods Glossary for more information on the Learning Portfolio assessment methods identified below.
The method(s) that are used to assess prior learning for this course may include:
- Challenge Exam (results recorded as a % grade and added to student’s CGPA)
Please contact the Program Coordinator for more details.
Academic Regulations
It is the student's responsibility to be aware of the College Academic Regulations. The Academic Regulations apply to all applicants to Humber and all current students enrolled in any program or course offered by Humber, in any location. Information about academic appeals is found in the Academic Regulations.
Anti-Discrimination Statement
At Humber College, all forms of discrimination and harassment are prohibited. Students and employees have the right to study, live and work in an environment that is free from discrimination and harassment. If you need assistance on concerns related to discrimination and harassment, please contact the Centre for Human Rights, Equity and Inclusion or the Office of Student Conduct.
Accessible Learning Services
Humber strives to create a welcoming environment for all students where equity, diversity and inclusion are paramount. Accessible Learning Services facilitates equal access for students with disabilities by coordinating academic accommodations and services. Staff in Accessible Learning Services are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations. If you require academic accommodations, contact:
North Campus: (416) 675-6622 X5090
Lakeshore Campus: (416) 675-6622 X3331
Academic Integrity
Academic integrity is essentially honesty in all academic endeavors. Academic integrity requires that students avoid all forms of academic misconduct or dishonesty, including plagiarism, cheating on tests or exams or any misrepresentation of academic accomplishment.
Disclaimer
While every effort is made by the professor/faculty to cover all material listed in the outline, the order, content, and/or evaluation may change in the event of special circumstances (e.g. time constraints due to inclement weather, sickness, college closure, technology/equipment problems or changes, etc.). In any such case, students will be given appropriate notification in writing, with approval from the Senior Dean (or designate) of the Faculty.
Copyright
Copyright is the exclusive legal right given to a creator to reproduce, publish, sell or distribute his/her work. All members of the Humber community are required to comply with Canadian copyright law which governs the reproduction, use and distribution of copyrighted materials. This means that the copying, use and distribution of copyright- protected materials, regardless of format, is subject to certain limits and restrictions. For example, photocopying or scanning an entire textbook is not allowed, nor is distributing a scanned book.
See the Humber Libraries website for additional information regarding copyright and for details on allowable limits.
Humber College Institute of Technology and Advanced Learning • 2024/2025.