ASSESSMENT TASK 3: CREATIVE TASK AND WRITTEN REFLECTION

Posted: September 25th, 2023

ASSESSMENT TASK 3: CREATIVE TASK AND WRITTEN REFLECTION
In this assessment you will reflect on Catholic social thought to apply it to a theme from this unit and a marginalised or minority group in Australia society. There are two parts for this assessment task.

Part 1: Produce an original and creative work that reflects the relevance of CST principles and a theme from the unit to a marginalised or minority group in Australia.
Original and creative work: choose one from the following options:
1) a letter to a chief executive officer of a company; or
2) a poster; or
3) a written direction/script for a dramatic/comedic scene/skit; or
4) a journal entry.
The original and creative work is not included in the overall word count for this assessment task and should be no more than one A4 page in length (or equivalent). Kindly note: the original and creative piece is not assessed per se, but it is a necessary requirement for this assessment task.
CST principles: choose subsidiarity and participation.
Theme: choose one from the following options:
1) Flourishing and the good life (relates to Module 3); or 2) Empathy and compassion (relates to Module 4); or 3) Advocacy and action (relates to Module 5).
Marginalised or minority group: choose one from the following options:
1) Culturally and linguistically diverse people; or
2) Migrants to Australia from countries affected by civil/international conflict or natural disasters.
Part 2: Based on your original and creative work, write a personal reflection that explores the relationships between the prescribed CST principles; your chosen theme from the unit; your chosen group; and how these relationships are important for your course of study.
Allow me to reflect on how Catholic social thought principles of subsidiarity and participation relate to the theme of advocacy and action for culturally and linguistically diverse people in Australia.
Subsidiarity promotes solving issues at the lowest level of social organization and empowering individuals and communities (Pontifical Council for Justice and Peace, 2004). For culturally diverse communities, subsidiarity respects their right to preserve culture and language while participating in Australian society (Australian Human Rights Commission, 2016). However, lack of English proficiency and understanding of systems sometimes hinders full participation.
Advocacy and action are thus needed to facilitate subsidiarity. Community organizations can liaise between governments and diverse populations to coordinate top-down and bottom-up approaches (Crawford & Smeeding, 2018). For example, migrant resource centers help new arrivals access services, translate documents, and provide culturally-appropriate programs (Migrant Information Centre Eastern Melbourne, 2022). On a smaller scale, bilingual volunteers enhance subsidiarity by translating at medical clinics or parent-teacher meetings.
Participation requires inclusive structures that empower diverse voices. While Australia promotes multiculturalism, diverse populations still face barriers participating equally in decision-making (Markus, 2016). Advocacy raises awareness of these barriers and encourages culturally-sensitive policies. For instance, employing bilingual staff, providing interpreting services, and holding community consultations in multiple languages and locations help diverse populations authentically participate in their communities (Vromen & Collin, 2016).
In summary, through respecting different cultures, facilitating understanding across groups, and removing participation barriers, the principles of subsidiarity and participation uphold the dignity of culturally diverse peoples when combined with advocacy and action. This assessment task explores how Catholic social thought can guide inclusive and just treatment of minorities.
Australian Human Rights Commission. (2016). Face the facts: Cultural diversity. https://humanrights.gov.au/our-work/race-discrimination/publications/face-facts-cultural-diversity-2016
Crawford, C., & Smeeding, T. M. (2018). Race to the top: Place-based policies and the new opportunity agenda. The ANNALS of the American Academy of Political and Social Science, 677(1), 201–221. https://doi.org/10.1177/0002716218769276
Markus, A. (2016). Mapping social cohesion: The Scanlon Foundation surveys 2016. Monash University. Help write my assignment https://www.monash.edu/__data/assets/pdf_file/0006/1433815/mapping-social-cohesion-2016.pdf
Migrant Information Centre Eastern Melbourne. (2022). About us. https://miceastmelb.com.au/about-us/
Pontifical Council for Justice and Peace. (2004). Compendium of the social doctrine of the church. https://www.vatican.va/roman_curia/pontifical_councils/justpeace/documents/rc_pc_justpeace_doc_20060526_compendio-dott-soc_en.html
Vromen, A., & Collin, P. (2016). Everyday participation among culturally and linguistically diverse young Australians. Australian Journal of Political Science, 51(3), 471–487. https://doi.org/10.1080/10361146.2016.1194104