POLIS 2124 - Global Justice and International Order

North Terrace Campus - Semester 1 - 2019

Which changes in the international system in the last decades are to be considered positive developments, and which are to be judged as negative? What parameters can we use in making these judgments? This course attempts to explore the current state of the debate on some of the most important questions about what is just and what is unjust in the international arena. We will be asking mainly normative questions, questions about right and wrong, but also exploring the reality of the international system and the dynamics of international politics. We will examine major themes in global justice: global poverty and inequality (what are the duties of people in developed countries to people in developing countries? Are they different to what we owe fellow citizens? is global poverty caused mostly by local factors or is it caused by features of the international political and economic order? What changes in the global political structure would improve global justice?); theories of human rights (What rights do human beings have? Who is responsible for their protection?); cosmopolitan democracy and global governance (What should be the mechanisms of decision making on issues with a global impact? Does the fact of contemporary global economic and political integration mean that we should have global democratic procedures?).

  • General Course Information
    Course Details
    Course Code POLIS 2124
    Course Global Justice and International Order
    Coordinating Unit Politics and International Studies
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of Level I undergraduate study
    Incompatible POLI 2124
    Restrictions Available to BIntRel students only
    Course Description Which changes in the international system in the last decades are to be considered positive developments, and which are to be judged as negative? What parameters can we use in making these judgments? This course attempts to explore the current state of the debate on some of the most important questions about what is just and what is unjust in the international arena. We will be asking mainly normative questions, questions about right and wrong, but also exploring the reality of the international system and the dynamics of international politics. We will examine major themes in global justice: global poverty and inequality (what are the duties of people in developed countries to people in developing countries? Are they different to what we owe fellow citizens? is global poverty caused mostly by local factors or is it caused by features of the international political and economic order? What changes in the global political structure would improve global justice?); theories of human rights (What rights do human beings have? Who is responsible for their protection?); cosmopolitan democracy and global governance (What should be the mechanisms of decision making on issues with a global impact? Does the fact of contemporary global economic and political integration mean that we should have global democratic procedures?).
    Course Staff

    Course Coordinator: Dr Tiziana Torresi

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 critically discuss a number of normative theoretical frameworks for thinking about global politics
    and justice
    2 understand the international political system and the dynamics of political change
    3 research, synthesize and present written arguments to a high standard
    4 read reflectively and critically a diverse range of texts and to critically evaluate arguments
    5 work cooperatively and communicate effectively in a group
    6 understand and manage groups dynamics and emotional responses and their own role in this context
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    3, 4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    3, 5, 6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2, 3, 4, 5, 6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 5, 6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    5, 6
  • Learning Resources
    Required Resources
    There is no reader for this course. Most reeadings will be available online.
    Recommended Resources
    There is no textbook required for this course.

    There is a suggested text: Chris Armstrong (2012) Global Distributive Justice: An Introduction, Cambridge: Cambridge University Press

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Interactive lectures are used to explore the theoretical frameworks, both critical and normative, that are central to the issues discussed in the course. In the tutorials students have the opportunity to apply the theoretical tools acquired though the readings and lectures on case studies through guided activities and discussions as well as group work.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    2 x 1-hour lectures per week 24 hours per semester
    1 x 1-hour workshop per week 12 hours per semester
    6 hours reading per week 72 hours per semester
    3 hours research per week –individual and group 36 hours per semester
    1 hours assignment preparation per week 12 hours per semester
    Learning Activities Summary
    Specific topics will be communicated in class, but we will be discussing issues such as, global distributive justice, migration, human rights, environmental justice, global democracy, private actors in international politics.
    Small Group Discovery Experience
    A Small Group Discovery Experience will be run through the semester. This will be a guided reserach activity to be done in small groups with the aim of prodicing a short report and presentation to your class.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    2000 word essay Summative 40% 1, 2, 3, 4
    Weekly online tests Summative 30% 1, 2, 4
    Group research work Summative 30% 1, 2, 3, 4, 5, 6
    Assessment Detail
    2000 word essay: students will be required to write a research essay on topics agreed with the convenor - 40% weighting.

    Weekly online tests: students will be required to complete a short weekly test on the week’s readings and lectures 30%


    Group research: students work on a scaffolded group research assignment throughout the semester, learn research methodology and practices, manage their own group 30%
    Submission

    All the assessemtn must be submitted through Turnitin on or before the deadline. This can be done via Myuni where students can find all relevant material for this course.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

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  • Policies & Guidelines
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