Assessment 4: Summary & Presentation

OVERVIEW
In the final week, you are asked to present a summary of themes that has been discussed in
one or two of the sessions, Session 2-10. You are asked to write a 500 words summary of the
main issues and discussions. The written document should be submitted through VU
Collaborate by 2:00 pm on the day of Session 11. In Session 11 you will make a short
presentation (5-7 minutes) on the main points that you have found interesting in relation to
one or two of your selected Sessions discussed in your written summary.
The written summary and presentation should include:
 Ideas taken from the readings in preparation for session discussions;
 Ideas gleaned during sessions that evidence your engagement in discussions. It is
important that you reflect on the discussions that we had in class, noting the main
points made during these sessions;
Evidence of your reflection on sessional discussions – your consideration of the relationship
between sessions and the material presented, as well as your more general engagement with
the unit, sociology of social control.
The purpose of this task is to:
1. Illustrate knowledge of how individuals or groups are constructed as deviant through
a short presentation
2. Further develop skills in creatively working to develop arguments
3. Further develop skills in public speaking and presentation
The unit learning outcomes assessed are:
 LO 1 - Analyse processes through which individuals and groups are constructed as
'deviant'.
 LO 3 - Critically reflect upon sociological approaches to deviance by relating these to
contemporary examples.
DUE DATE
Session 11
INSTRUCTIONS
1. Prepare thoroughly before sessions, select one or two sessions
2. Engage in discussions and completing tasks during sessions
3. Reflect on your experiences and ideas after sessions
4. Submit summary prior to Session 11
 5. Presentations conducted during Session11
ASSESSMENT CRITERIA AND SUBMISSION
Submit the Assessment 4: Summary & Presentation dropbox. The following criteria are used
in the marking rubric:
1. Effort at preparation – as evidenced by the quality of written reflections on required
readings;
2. Engagement with the content of sessions – as evidenced by the quality of work
completed during sessions;
3. Extension beyond the content of sessions and required readings – as evidenced by
your reflections on session content and the relationship between that content and
further reading and/or assessment tasks, and;
4. Organisation of materials.
5. Engaging presentation

Draft #1
Moral Panic (Session 1),
The written summary and presentation should include:
 Ideas taken from the readings in preparation for session discussions;
 Ideas gleaned during sessions that evidence your engagement in discussions. It is
important that you reflect on the discussions that we had in class, noting the main
points made during these sessions;

Understanding Moral Panic Theory

Exploring Power Dynamics and Social Construction of Deviance
Introduction to Moral Panic
 • Definition of Moral Panic: is a concept that refers to a situation where a person or
group of people is labelled as a threat to societal values and interests, often presented
in a stylized and stereotypical manner by the mass media. This can lead to
disproportionate expression of alarm and can have serious and long-lasting
repercussions on legal and social policy, as well as the way society conceives itself.
• Key Features: Concern, hostility, consensus, disproportionality, volatility.
Cohen's Conceptualization
• Cohen's Definition: highlights the role of the media in creating such panics, which can
connect with latent public anxiety and trigger disproportionate expression of alarm.
• Key features of moral panics: include concern, hostility, consensus, disproportionality,
and volatility.
• The moral dimension of the social reaction is also important in Cohen's
conceptualization.
Effects of Moral Panics
• Impact: can include the demonisation and silencing of minorities, increased coercive
powers of the police and legal system, and the construction of individuals or groups as
deviant.
• Consequences: Long-lasting repercussions on legal/social policies, societal self-
conception.
Case Study: "Stop the Boats"
• Example: Exploitation of moral panic by politicians to target refugees.
• Illustration: How political agendas manipulate public perception through
fearmongering.
Construction of Deviance
• Mechanism: Sensationalizing and demonizing behaviours/groups.
• Outcome: Marginalization, criminalization, reflecting broader patterns of
discrimination.
Outdated Concept of Moral Panic
• McRobbie & Thornton's Argument: Moral panic as a standard tactic used by
politicians, businesses, and media.
• Transformation: From emergency intervention to commonplace rhetoric for
manipulation.
Conclusion
 • Recap: Moral panic theory remains relevant but has been co-opted for strategic
purposes.
• Call to Action: Encouragement for critical analysis of media portrayals and official
responses.

Draft #2

Understanding Moral Panic Theory

Exploring Power Dynamics and Social Construction of Deviance

Moral panic is a concept that refers to a situation where a person or group of people is

labelled as a threat to societal values and interests, often presented in a stylised and

stereotypical manner by the mass media. This can lead to disproportionate expressions of

alarm and have serious and long-lasting repercussions on legal and social policy, as well as

the way society conceives itself. A key feature: concern, hostility, consensus,

disproportionality, and volatility. Moral panics often arise from a combination of societal

fears, media sensationalism, and political agendas. These panics can result in stigmatisation,

discrimination, and even violence towards the targeted group or individual.

Cohen's definition highlights the role of the media in creating such panics, which can connect

with latent public anxiety and trigger disproportionate expressions of alarm. A key feature of

moral panics includes concern, hostility, consensus, disproportionality, and volatility. The

moral dimension of the social reaction is also important in Cohen's conceptualisation.

Cohen's conceptualisation emphasises how moral panics are fuelled by societal anxieties and

media exaggeration, leading to a collective overreaction towards a specific group or issue.

The moral dimension of the social reaction refers to the judgement and condemnation of the

targeted group or individual, often resulting in harmful consequences such as stigmatisation

and discrimination.
The effects of moral can include: Impact: can include the demonization and silencing of

minorities, increased coercive powers of the police and legal system, and the construction of

individuals or groups as deviant. And consequences: long-lasting repercussions on legal and

social policies and societal self-conception. Moral panics can also lead to the loss of basic

liberties and the perpetuation of harmful stereotypes. Additionally, they can create a culture

of fear and mistrust within society, further perpetuating division and discrimination.

Example: When I hearing the word "moral panic," a personal event immediately sprung to

mind. When my cousin was stabbed in his Werribee house last year, it was during a break-in

to steal, but he was also hurt in the process. There were also some coincidences—my

brother's friend had been attacked on the Werribee bus a few months prior, for being

Ethiopian. The community was afraid my cousin was assaulted because he is Ethiopian as a

result of these near incidents. There was a general panic to disguise our ethnicity since we

were being targeted for being Ethiopian. They felt more vulnerable and compelled to defend

themselves as a result of their fear of being singled out due to their ethnic origin. The

community had a sense of alienation and mistrust as a result of these episodes. Because many

people in my community lived in Werribee, our parents and older community members

advised us to always travel in groups and never by ourselves. Furthermore, despite the fact

that most people discovered over the course of about five months that my cousin was not

attacked because of his ethnicity, many of them continued to believe that the majority of

tribes and others despise us for who we are and are concerned about their own and their

children's safety.

Construction of Deviance Mechanism: sensationalising and demonising behaviours and

groups. Outcome: marginalisation, criminalization, reflecting broader patterns of

discrimination. Impact: These processes contribute to the dehumanisation of certain groups,

making it easier for policies that violate human rights to be implemented. Significance:

Understanding these mechanisms is crucial in order to challenge and dismantle systems of

oppression and inequality.

An outdated concept of moral panic is: McRobbie & Thornton's Argument: Moral panic is

a standard tactic used by politicians, businesses, and the media. The transformation: from

emergency intervention to commonplace rhetoric for manipulation. A critique: This concept

fails to account for the structural inequalities and power dynamics that perpetuate social

issues. And a call to cction: It is essential to move beyond simplistic explanations and address

the root causes of societal problems in order to create lasting change.

To conclude moral panic theory remains relevant but has been co-opted for strategic

purposes. A call to action: encouragement for critical analysis of media portrayals and official

responses. And the manipulation of moral panic theory highlights the need for a more

nuanced understanding of social issues. Lastly by critically examining how moral panic is

utilised, individuals can better resist its influence and advocate for genuine solutions to

societal problems.

Notes:
 Main points
 Main ideas
 Interesting points
 The written summary and presentation should include:
 Ideas taken from the readings in preparation for session discussions;
 Ideas gleaned during sessions that evidence your engagement in discussions. It is
important that you reflect on the discussions that we had in class, noting the main
points made during these sessions;
 Provide examples of deviant (moral panic)
 Provide necessary references
