CRIM 2001 - Surveillance, Deviance & Crime
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code CRIM 2001 Course Surveillance, Deviance & Crime Coordinating Unit Gender Studies and Social Analysis Term Semester 2 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 GSSA 2113 Course Description This course provides an insight into the field of surveillance studies from both a criminological and sociological perspective. Surveillance devices and practices are an increasingly familiar feature not only of crime control but also of everyday living. Data capture occurs as individuals break the law, shop, access services, browse the web, communicate and travel. As a consequence, personal information has become both a vital commodity and an exploitable resource for the wielding of power. Institutions seek to exploit such data to control `deviants?, customers and even those for whom they have a duty of care. This course takes as its starting point the theories and concepts prominent in surveillance studies and drawing upon key theorists, such as Foucault, Lyon and Haggerty, examines the extent to which these ideas offer insights into monitoring practices in late modernity. These insights are then further developed through a consideration of the broader political and economic pressures surrounding surveillance practices, including the possibilities for resistance. A range of surveillance technologies used by the state and other organisations to control both crime and the more mundane elements of everyday life will be examined throughout the course.
Course Coordinator: Dr Andrew Hope
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
On the successful completion of this course students will be able to:
Understand theoretical concepts and perspectives used by sociologists and criminologists to analyse and explain surveillance practices, processes and policies.
Critically evaluate the social impacts and resonances of surveillance in contemporary societies, with particular reference to deviance and crime.
Understand the various reactions to surveillance practices in everyday life, particularly with regard to strategies of resistance.
Comprehend the relational interplays between surveillance practices, monitored populations and illegal activity.
Discern the political, economic and cultural influences responsible for the intensification of surveillance.
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)
1,5 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
2,3,4 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
2,3,4,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,5 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
1,2,5 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
Required ResourcesWeekly readings
Week 01 Waking up in a surveillance society
O’Brien, M & Yar, M. (2008) Surveillance, In M. O’Brien M. Yar, M (Eds) Criminology: The Key Concepts. Routledge: Abingdon, Oxon. Pp 166-169.
Gilliom, J. & Monahan, T. (2013) SuperVision: An Introduction to the Surveillance society. Pp 1-10. Chicago: University of Chicago Press.
Week 02 Are prisons panoptic?
Foucault, M. (1977) Panopticism (an extract from Discipline and Punish: The Birth of the Modern Prison. New York: Vintage) In C. Greer (Ed.) (2010) Crime and Media: A Reader. Abingdon, Oxon: Routledge. Pp 493-505.
Smith, C. (2012) Corrections In Hayes, H. & Penzler, T. (Eds) An Introduction to Crime and Criminology. Frenches Forest, NSW: Pearson. Pp 290-302.
Week 03 Watching the neighbours: crime prevention and community safety
Boyne, R. (2000) ‘Post-Panopticism.’ Economy and Society 29(2): 285-307.
Kelly, A. and Finlayson, A., 2015. Can Facebook save Neighbourhood Watch? The Police Journal, p.0032258X15570557.
Week 04 The new penology and police surveillance
Haggerty, K. (2012) Surveillance, crime and the police. In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 235-243.
Newburn, T. (2013) Criminology. London: Routledge. 327-347
This chapter on ‘Late modernity, governmentality and risk’ not only discusses new penology (p. 345), but also gives an excellent overview of Discipline and Punish, governmentality (we return to this concept later in the course) and Garland’s Culture of Control.
Week 05 The security industry and the surveillance assemblage
Prenzler, T. and Sarre, R. (2009) The Policing Complex. In A. Graycar and P. Grabosky (Eds.) The Cambridge Handbook of Australian Criminology. Melbourne: Cambridge University Press. Pp. 52-72.
Haggerty, K. D. and Ericson, R. V. (2000), The surveillant assemblage. The British Journal of Sociology, 51: 605–622.
Week 06 Transnational crime and (in)security
Bigo, Didier (2004) ‘Global (In)security: The Field of the Professionals of Unease Management and the Ban-opticon’, in Jon Solomon and Sakai Naoki (Eds) Traces: A Multilingual Series of Cultural Theory, No. 4 (Sovereign Police, Global Complicity). Hong Kong: University of Hong Kong Press. Pp 5-49. [Extract]
The language is often complex, but try to focus on the main ideas rather than the details.
Goldsmith, A.J. (2012). Crimes across borders. In M Marmo, W de Lint & D Palmer, ed. Crime and Justice: A guide to criminology. 4th ed. Sydney, NSW: Thomson Reuters, pp. 275-302.
Week 07 Surveillance, media and crime
Doyle, A. (2011), ‘Revisiting the Synopticon: Reconsidering Mathiesen’s ‘The Viewer Society’ in the Age of Web 2.0’, Theoretical Criminology, 15: 283–99.
McCahill, M. (2012) Crime, surveillance and media. In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 244-50.
Week 08 Crime and the rise of the surveillance school
Hope, A. (2015) Governmentality and the 'selling' of school surveillance devices. The Sociological Review. 63(4), pp 840-857.
O’Malley, P. (2013) Governmentality, In McLaughlin, E. and Muncie, J. (2013) (Third edition) The Sage Dictionary of Criminology. London: Sage. Pp 208-210.
Week 09 Surveillance, power and social impacts
Coleman, R. & MacCahill, M. (2011) Surveillance & Crime. London: Sage. Pp. 111-142.
Week 10 Resistance, play and surveillance
Gilliom, J. and Monaham, T. (2012) Everyday Resistance, In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 244-50.
Marx, G. (2009). A Tack in the Shoe and Taking Off the Shoe: Neutralization and Counter-neutralization Dynamics. Surveillance and Society 6(3): 295-306.
Week 11 Criminological futures, control and bodies caught in the net
Hope, A. (In print) Biopower and school surveillance technologies 2.0. The British Journal of Sociology of Education. Pre-print version available online at http://www.tandfonline.com/doi/full/10.1080/01425692.2014.1001060#.VNlvbf6KCUk [Extract]
Trottier, D. (2014) Crowdsourcing CCTV surveillance on the Internet, Information, Communication & Society, 17:5, 609-626.
Week 12: No lectures or seminars. Complete assignment 03
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 1 hour lecture per week (x 12)
1 x 2 hour seminar per week (x 12)
1 x 4 hours reading (x 12)
1 x 3 hours research per week (x 12)
1 x 3 hours assignment preparation each week (x 12)
Total = 156 hours
Learning Activities Summary
Waking up in a surveillance society
Care and control
Are prisons panoptic?
Watching the neighbours: crime prevention and community safety
Culture of control
The new penology and police surveillance
The new penology
The security industry and the surveillance assemblage
Transnational crime and (in)security
Surveillance, media and crime
Crime and the rise of the surveillance school
Surveillance, power and social impacts
Light Touch surveillance
Resistance, play and surveillance
Criminological futures, social control and bodies caught in the net
Focus on assignment 03.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
COURSE LEARNING OUTCOME(S)
Formative and Summative
Sunday 3rd April 2016
Formative and Summative
1, 2, 5
Timetabled seminar slots in the weeks beginning 10 May and 17 May 2016
Formative and Summative
1, 2, 3, 4, 5,
Sunday 12th June 2016
Assessment DetailAssignment 01 Short essay 30% weighting
This assignment is a short essay of 1000 words (not including the bibliography). You are allowed 10% (100 words) over or under this word count.
Drawing upon either panopticism or the new penology critically discuss how the state (and its associated organisations) utilises surveillance to control the population.
Assignment 02 Group presentation 30% weighting
Group Presentations will occur in the regularly timetabled seminar slots in the weeks beginning 10 May and 17 May 2016.
As part of the Small Group Discovery Experience component of this course students will be expected to work together in groups of around five to examine a particular organisation that undertakes surveillance of the population with the purpose of crime control and / or maintaining social order. Examples could include the police, prison services, schools, private security firms etc. As a group you need to research and then describe the surveillance activities of this particular organisation. If you choose a large, diverse institution, such as the police, you should choose to focus on a particular group within the organisation.
Your choice of focus needs to be approved by the seminar tutor.
Please don’t copy the lectures!
Each group will then present for 10-12 minutes:
1) Outlining the surveillance activities of their chosen case study.
2) Providing examples from their case study of known incidents of crime / deviance / social control where surveillance technologies were utilised.
3) Make a judgement regarding the effectiveness of these surveillance technologies.
Each member of the group must take part in the presentation. The group will be given a single combined mark for their presentation.
Assignment 03 Individual report 40% weighting
You must write an individual report that is 2000 words in length (not including the bibliography). You are allowed 10% (200 words) over or under this word count.
The report should focus on the same topic selected for your group presentation. There are two key elements to this report. Firstly it must provide a description of surveillance activities undertaken by the selected organisation. Secondly, you must use at least two concepts from the lectures (listed under key concepts in the lecture overview list) to explore how the technologies described seek to exert control and are resisted. If you wish you can use the same concept you discussed in assignment 1.
SubmissionAll assignments are to be submitted online via MyUni.
For instructions on submitting your assignment file to MyUni for marking, please see http://www.adelaide.edu.au/myuni/tutorials/content/Assignment_-_Submit_an_Assignment__as_a_student_.html
For more assistance on submitting your assignment file to MyUni, please telephone the Service Desk on 831 33000, 9 am – 5 pm, Monday to Friday or email email@example.com
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.