爆料王

Unit outline_

DVST6901: Development: Civil Society and Wellbeing

Semester 1, 2023 [Normal day] - Camperdown/Darlington, Sydney

The post-1949 era of 'development' has seen a philosophical and policy shift from nation-building projects of 'modernisation' to the local responsiveness of market forces and civil society. An anthropological emphasis on cultural and local difference and a sociological understanding of state and civil society provide a critical perspective on both this history and current debates. Case studies raise questions of health, gender and childhood, project success or failure, and of the hopes and skepticism development evokes.

Unit details and rules

Academic unit Anthropology
Credit points 6
Prerequisites
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None
Corequisites
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None
Prohibitions
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SSCP6900
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Ryan Schram, ryan.schram@sydney.edu.au
Type Description Weight Due Length
Small continuous assessment Seminar leadership roles
Assigned types of contribution to a productive seminar discussion
20% Multiple weeks 300 words equivalent total
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment First essay: Human emancipation in 鈥渁ctually existing democracies鈥
An essay arguing for an interpretation of an empirical case
30% Week 07
Due date: 16 Apr 2023 at 23:59
1500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Assignment Second essay: Topic and scope tba
An essay involving independent reading on a topic of students' choice
30% Week 13
Due date: 26 May 2023 at 23:59
1500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Online task Weekly writing assignments
Weekly writing on open questions about the class and assigned readings
20% Weekly 12 x 200 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5

Assessment summary

See the class Canvas site for the full details of each of the assignments.

Assessment criteria

The University awards common result grades, set out in the (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Distinction

75 - 84

Credit

65 - 74

Pass

50 - 64

Fail

0 - 49

When you don鈥檛 meet the learning outcomes of the unit to a satisfactory standard.

.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Work will be accepted late, but will lose points for every day that it is late without either a formal extension from the central student administration, or an informal extension from Ryan. Please keep in touch with Ryan throughout the semester about your work in the class.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the .

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the .

Outside assessment tasks, generative AI tools may be used to support your learning. The contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a听simple extension.鈥 The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can鈥檛 complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for听special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,听听includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 What makes this democracy?: Main reading: Wolin (2016). Seminar (2 hr) LO2 LO3
Week 02 What does emancipation mean?: Marx ([1843] 1978) Seminar (2 hr) LO1 LO2 LO3
Week 03 The cultural roots of Western liberal politics: Habermas ([1962] 1992); Fraser (1992); Ryan (1992); Peiss (1991); Warner (2002) Seminar (2 hr) LO1 LO2 LO3 LO5
Week 04 Subaltern counterpublics: Main reading: Yeh (2012); Leonardo (2012). Other reading: Bonilla and Rosa (2015). Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 05 The dialectic of civility and community: Elyachar (2010) Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 06 Colonial subjects and national citizens: Ekeh (1975); Mamdani (2001); Cohn (1987) Seminar (2 hr) LO1 LO2 LO3 LO5
Week 07 The others of citizenship: Chatterjee (1998); Chatterjee (2004); Chatterjee (2012); Chatterjee (2011) Seminar (2 hr) LO1 LO2 LO3 LO5
Week 08 The limits of liberation: Main reading: Cohen (1997); Spence (2019). Seminar (2 hr) LO3 LO4 LO5
Week 09 The paradox of representation in an unequal society: Main reading: Forrest (2013); Forrest (2019). Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 10 Abolition deferred: Main reading: Shange (2019). Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 11 Collective autonomy in a multicultural state: Main reading: Asher (2017); Asher (2020). Other reading: Asher and Wainwright (2019). Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 12 New kinds of sovereignty, alternatives to citizenship: Main reading: Goodyear-Ka鈥樑峱ua and Kuwada (2018); Goodyear-Ka鈥樑峱ua (2017). Other reading: Davis (2021). Seminar (2 hr) LO1 LO2 LO3 LO4 LO5
Week 13 Is liberalism worth saving?: Main reading: Brown (2019). Seminar (2 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

  • Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner鈥檚 Board. The Examiner鈥檚 Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.

  • Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.

  • Preparation: Students should commit to spend approximately three hours鈥 preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Asher, Kiran. 2017. 鈥淔rom Afro-Colombians to Afro-Descendants: The Trajectory of Black Social Movements in Colombia, 1990鈥2010.鈥 In Beyond Civil Society: Activism, Participation, and Protest in Latin America, 199鈥218. Durham, N.C.: Duke University Press. .
鈥斺斺. 2020. 鈥淔ragmented Forests, Fractured Lives: Ethno-Territorial Struggles and Development in the Pacific Lowlands of Colombia.鈥 Antipode 52 (4): 949鈥70. .
Asher, Kiran, and Joel Wainwright. 2019. 鈥淎fter Post-Development: On Capitalism, Difference, and Representation.鈥 Antipode 51 (1): 25鈥44. .
Bonilla, Yarimar, and Jonathan Rosa. 2015. 鈥#Ferguson: Digital Protest, Hashtag Ethnography, and the Racial Politics of Social Media in the United States.鈥 American Ethnologist 42 (1): 4鈥17. .
Brown, Wendy. 2019. In the Ruins of Neoliberalism: The Rise of Antidemocratic Politics in the West. New York: Columbia University Press. .
Chatterjee, Partha. 1998. 鈥淐ommunity in the East.鈥 Economic and Political Weekly 33 (6): 277鈥82. .
鈥斺斺. 2004. 鈥淧opulations and Political Society.鈥 In The Politics of the Governed: Reflections on Popular Politics in Most of the World, 27鈥51. New York: Columbia University Press.
鈥斺斺. 2011. 鈥淟ineages of Political Society.鈥 In Lineages of Political Society: Studies in Postcolonial Democracy, 1鈥26. Columbia University Press.
鈥斺斺. 2012. 鈥淭he Debate over Political Society.鈥 In Re-Framing Democracy and Agency in India, edited by Ajay Gudavarthy, 305鈥22. London: Anthem Press. .
Cohen, Cathy J. 1997. 鈥淧unks, Bulldaggers, and Welfare Queens.鈥 GLQ: A Journal of Lesbian & Gay Studies 3 (4): 437. .
Cohn, Bernard S. 1987. 鈥淭he census, social structure, and objectification in South Asia.鈥 In An anthropologist among the historians and other essays, 224鈥54. Delhi: Oxford University Press.
Davis, Sasha. 2021. 鈥淏eyond Obstruction: Blockades as Productive Reorientations.鈥 Antipode, March, 1鈥21. .
Ekeh, Peter P. 1975. 鈥淐olonialism and the Two Publics in Africa: A Theoretical Statement.鈥 Comparative Studies in Society and History 17 (1): 91鈥112. .
Elyachar, Julia. 2010. 鈥淧hatic Labor, Infrastructure, and the Question of Empowerment in Cairo.鈥 American Ethnologist 37 (3): 452鈥64. .
Forrest, M. David. 2013. 鈥淐onsensus and Crisis: Representing the Poor in the Post-Civil Rights Era.鈥 New Political Science 35 (1): 19鈥43. .
鈥斺斺. 2019. 鈥淟egitimacy Without Mobilization? How Social Justice Organizations Defend Their Democratic Credentials.鈥 Qualitative Sociology 42 (1): 71鈥92. .
Fraser, Nancy. 1992. 鈥淩ethinking the Public Sphere: A Contribution to the Critique of Actually Existing Democracy.鈥 In Habermas and the Public Sphere, edited by Craig Calhoun, 109鈥42. Cambridge, Mass.: MIT Press.
Goodyear-Ka鈥樑峱ua, Noelani. 2017. 鈥淧rotectors of the Future, Not Protestors of the Past: Indigenous Pacific Activism and Mauna a W膩kea.鈥 South Atlantic Quarterly 116 (1): 184鈥94. .
Goodyear-Ka鈥樑峱ua, Noelani, and Bryan Kamaoli Kuwada. 2018. 鈥淢aking 鈥橝ha: Independent Hawaiian Pasts, Presents & Futures.鈥 Daedalus 147 (2): 49鈥59. .
Habermas, J眉rgen. (1962) 1992. 鈥淭he Public Sphere in the World of Letters in Relation to the Public Sphere in the Political Realm.鈥 In The Structural Transformation of the Public Sphere: An Inquiry Into a Category of Bourgeois Society, edited by Thomas McCarthy, translated by Thomas Burger, 51鈥57. London: Polity Press.
Leonardo, Micaela Di. 2012. 鈥淕rown Folks Radio: U.S. Election Politics and a 鈥楬颈诲诲别苍鈥 Black Counterpublic.鈥 American Ethnologist 39 (4): 661鈥72. .
Mamdani, Mahmood. 2001. 鈥淏eyond Settler and Native as Political Identities: Overcoming the Political Legacy of Colonialism.鈥 Comparative Studies in Society and History 43 (04): 651鈥64.
Marx, Karl. (1843) 1978. 鈥淥n the Jewish question.鈥 In The Marx-Engels reader, edited by Robert C. Tucker, 26鈥52. New York: Norton. .
Peiss, Kathy. 1991. 鈥淕oing Public: Women in Nineteenth-Century Cultural History.鈥 American Literary History 3 (4): 817鈥28. .
Ryan, Mary. 1992. 鈥淕ender and Public Access: Women鈥檚 Politics in Nineteenth-Century America.鈥 In Habermas and the Public Sphere, edited by Craig J. Calhoun, 259鈥88. Cambridge, Mass.: MIT Press.
Shange, Savannah. 2019. Progressive dystopia: abolition, anthropology, and race in the new San Francisco. Durham, N.C.: Duke University Press. .
Spence, Lester K. 2019. 鈥淟ive and Let Die: Rethinking Secondary Marginalization in the 21st Century.鈥 Souls 21 (2-3): 192鈥206. .
Warner, Michael. 2002. 鈥淧ublics and Counterpublics.鈥 Public Culture 14 (1): 49鈥90.
Wolin, Sheldon S. 2016. 鈥淔ugitive Democracy.鈥 In Fugitive Democracy: And Other Essays, 100鈥114. Princeton, N.J.: Princeton University Press. .
Yeh, Rihan. 2012. 鈥淭wo Publics in a Mexican Border City.鈥 Cultural Anthropology 27 (4): 713鈥34. .

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Understand the main issues and debates within the study of citizenship, civil society, and the public sphere.
  • LO2. Understand the difference between and be able to identify normative claims and empirical claims, and the respective roles of each as part of rigorous inquiry into a topic.
  • LO3. Be able to take a position on an open question, either normative or empirical, and to draw on several types of scholarly inquiry to develop an argument for one's position.
  • LO4. Be able to bridge divides among disciplinary paradigms and modes of inquiry to apply the results of empirical research to a critique of theory.
  • LO5. Understand and take a position on the role of normative inquiry and empirical research in the critique of dominant ideologies in the wider society

Graduate qualities

The graduate qualities are the qualities and skills that all 爆料王 graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one鈥檚 personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

This unit has been redesigned to address new topics as part of the Masters of Social Justice program.

Disclaimer

Important: the 爆料王 regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an .