DEVT 3003 - Rights and Development

North Terrace Campus - Semester 1 - 2017

This course is about human rights and international development, and about how these two parts of the international system increasingly intersect in a number of different ways. This intersection is an outcome, on the one hand, of the fact that human rights instruments, and the institutions which enforce these, have greatly expanded in recent decades, to now engage with a much wider range of (especially) social issues. On the other hand, rights-based approaches to international development have become increasingly influential in development policy circles over the past twenty years and they now inform much of the work of many official and non-government development organisations (including UN agencies and key bilateral donors such as DFID and AusAID). This course provides an introduction both to human rights, especially as these apply to questions of social change, and to rights-based approaches to international development. Through a series of empirically-rich case studies taken from across the developing world, we look at the approaches of both of these areas, and examine debates surrounding them. In this way, the course addresses key questions such as: What are human rights, how can these be applied, and what effects do they produce in practice? What are the main features of rights-based approaches to international development and how do these differ from other approaches? How are rights-based approaches received (and perceived) by their target audiences? What are the limits of human rights; how, when and why might they not be applicable?

  • General Course Information
    Course Details
    Course Code DEVT 3003
    Course Rights and Development
    Coordinating Unit Anthropology and Development 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 6 units of level 2 undergraduate study
    Incompatible DEVT 2002
    Course Description This course is about human rights and international development, and about how these two parts of the international system increasingly intersect in a number of different ways. This intersection is an outcome, on the one hand, of the fact that human rights instruments, and the institutions which enforce these, have greatly expanded in recent decades, to now engage with a much wider range of (especially) social issues. On the other hand, rights-based approaches to international development have become increasingly influential in development policy circles over the past twenty years and they now inform much of the work of many official and non-government development organisations (including UN agencies and key bilateral donors such as DFID and AusAID). This course provides an introduction both to human rights, especially as these apply to questions of social change, and to rights-based approaches to international development. Through a series of empirically-rich case studies taken from across the developing world, we look at the approaches of both of these areas, and examine debates surrounding them. In this way, the course addresses key questions such as: What are human rights, how can these be applied, and what effects do they produce in practice? What are the main features of rights-based approaches to international development and how do these differ from other approaches? How are rights-based approaches received (and perceived) by their target audiences? What are the limits of human rights; how, when and why might they not be applicable?
    Course Staff

    Course Coordinator: Dr Andrew Rosser

    Dr Andrew Skuse
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Provide an understanding of the broad nature of multi-disciplinary studies of human rights and international development.
    2. Develop of knowledge of and insight into key issues and concerns of human rights policy, practice and theory.
    3. Foster the ability to understand the history and application of key theoretical approaches to human rights and international development.
    4. To develop the ability to critically evaluate central themes, propositions and concepts in these fields.
    5. To develop the skills to work collaboratively in teams as well as individually in a learning and research environment.
    6. To foster an interest in and commitment to continuous learning and social scientific research.
    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)
    1-3
    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
    1-4
    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
    5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1-6
    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
    2
    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
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The mode of teaching for this course involves various theories being introduced during each lecture (with AV examples), and these theories then being applied during each tutorial to a set of specified debates and case studies. For students who miss the lectures, they can catch up with these online (via the MyUni site) before attending the tutorials. Extended essay assignments and classroom exercises provide students with an opportunity to carry out independent research. They are required to define a research problem appropriate to the field of rights and development, identify and evaluate competing explanations of the problem emerging from different academic traditions, determine an appropriate methodology for assessing these explanations, and generate the required data using course-provided materials and materials generated through their own independent research.
    Workload

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

    WORKLOAD TOTAL HOURS
    1 x 2-hour lecture per week 24 hours per semester
    1 x 1-hour tutorial per week 12 hours per semester
    4 hours reading per week 48 hours per semester
    3 hours research per week 36 hours per semester
    3 hours assignment preparation per week 36 hours per semester

    TOTAL = 156 hours per semester
    Learning Activities Summary
    WEEK LECTURE TOPIC

    1 Human Rights and International Development
    2 Human Rights, Culture and Anthropology
    3 Human Rights Practice, Advocacy and Mediation
    4 Transitional Justice I: National Reconciliation and International Justice
    5 Transitional Justice II: Redistributive and ‘Traditional’ Justice
    6 Rights and Development in Ongoing Conflict Situations 
    7 Rights-based Approaches to Health Programs
    8 The Right to Education
    9 Rights, Personhood and Disability
    10 LGBT Rights in the Developing World
    11 The Right to Asylum
    12 Human Rights and the ‘War on Terror’
  • 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 COURSE LEARNING OUTCOME(S)

    Tutorial participation Formative and Summative 10% 1-6
    Policy Essay Formative and Summative 40% 1-4, 6
    Long Essay Formative and Summative 50% 1-4, 6
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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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