GEND 3016 - Encountering Human Rights: Global Citizenship III
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code GEND 3016 Course Encountering Human Rights: Global Citizenship III Coordinating Unit Gender Studies and Social Analysis 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 N Prerequisites At least 6 units of Level II undergraduate study Incompatible GEND 2016/EX, GSSA 2019/EX, GSSA 3002/EX Course Description Since the ratification of the Universal Declaration of Human Rights in 1948, a global human rights industry has emerged, making human rights abuses ever more visible, yet global injustices and abuses are arguably as common and entrenched as ever. This course will take a critical approach both to human rights violations, and to the human rights discourses and campaigns that seek to remedy them. We will look at case studies involving rights issues in globalised contexts, for instance refugees, human trafficking, international women's rights campaigns and global Indigenous movements. We will explore the ways in which universal rights have been embraced, problematised and reconfigured as they travel the globe. We will also look at different ways of presenting rights issues - through reports, campaigns, and visual documentary - seeking the most effective ways of presenting rights issues to global publics. Considering these questions we will explore our own reactions to human rights imagery and victims' testimonies, and discuss the most productive ways to respond to the ways in which we are positioned as global citizens with a responsibility for responding to rights issues. The course will offer the opportunity to pursue individual interest in a particular rights issue, and is suitable for those who want to take their interest in social justice into advocacy, campaign or development work, for those who want to cover human rights issues in creative or media work, and for those who simply want to think about how to be ethical and engaged global citizens.
Course Coordinator: Dr Anna Szorenyi
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1 Participate in informed discussions on human rights issues in a variety of local and global contexts
2 Show leadership in arguing for the importance of protecting human rights in their various dimensions
3 Articulate both benefits and limitations of conceiving of social justice issues in terms of human rights
4 Identify and discuss the major rights issues currently evolving under 21st Century globalisation
5 Conduct informed, independent research on particular human rights issues, paying attention to local context, and report findings to a professional standard6Evaluate specific human rights campaigns in terms of social justice, ethics, and empowerment
7 Identify and/or develop innovative and effective ways of presenting rights issues to various publics and stakeholders
8 Engage respectfully and enthusiastically in cross-cultural contexts and debates
9 Construct a clear, coherent and independent argument which responds to a particular question and is supported by appropriate scholarly evidence, within identified timeframes.
10 Demonstrate interpersonal, leadership and teamwork skills in group activities
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)
1-4 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
1,2,3,4,6,9 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
10 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,4,5,7,8,9,10 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
1,3,5,6,8 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 ResourcesMyUni site including set readings, recorded lectures, and online discussion.
Recommended ResourcesAn extensive list of further resources will be provided during semester. These include:A list of further readings on each topicResource guides on Harvard referencing and essay writingAssistance with finding library research materials
Online LearningMyUni course site including announcements, discussion board, recorded lectures, assignment submission andfurther resources.
Students wishing to study the course entirely online as an External course should enrol in GEND 3016 EX.
Learning & Teaching Activities
Learning & Teaching ModesFace to face:Lectures - Critical overview of course material and introduction to keyconcepts. Opportunities for interaction included.Workshops - extended group and self-guided learning, via discussion, casestudies, peer research, collaborative problem-solving, independent and groupprojects and activities
Online:Discussion board, sharing resources
Independent:Reading of scholarly texts and research reportsIndependent library and internet research on a chosen topicDesigning and writing an independent research project
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
You are expected to spend 12 hours per week on this course during each week of semester.
1 hour lecture
2 hour workshop
9 hours independents study, including:2-4 hours on weekly set readings
5-7 hours on further research, reading and assignment preparation
Learning Activities Summary
Schedule Week 1 Introduction and history of the concept of human rights Week 2 What's wrong with rights? Critiques of human rights Week 3 Alternatives and possibilities: What could rights become? Week 4 Who speaks for whom? Human rights testimonies Week 5 Library research skills Week 6 Visualising wrongs: Photography and video Week 7 Gender and human rights Week 8 Moving rights: forced migration, migrant labour and trafficking Week 9 Human rights and Indigenous sovereignties Week 10 New rights issues: Environment and genetics Week 11 Conclusion: Human rights and global citizenship Week 12 Assignment consultations
Small Group Discovery ExperienceGroup Presentation/SGDE:
Students will work in groups of 5-6 members to choose and research a human rights issue over the second half of semester, culminating in a presentation to the class. Students will be expected to find and share materials on their chosen topic, and seminar time will be provided for them to discuss their topic, plan, and prepare presentation materials. The aim is not only to inform the class about the issue, but also to carefully consider options for presenting the issue to an audience in the light of critical views on the ethics of human rights texts, as covered in the course. The teacher will be available to provide advice and guidance during seminars as well as give feedback on the final presentation. Students will be asked to evaluate their own performance in the team and also to comment on the group process.
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.
Assessment Task Task Type Due Weighting Learning Outcome Short critical essay Formative and Summative
30%, 1000 words 1,2,3 Group research presentation Formative and Summative To be scheduled, second half of semester 20% 1,2,4,5,6,7,8,9,10 Research Essay/Report Summative End of semester 40%, 3000 words 1-10, especially 5,9 Workshop Participation Formative and Summative Weekly in class 10% 1,2,3,4,6,8,10
Assessment Related RequirementsAttendance at workshops is compulsory. Students may miss two workshops during semester without penalty (other than the missed opportunity for learning). Absences beyond this will be required to be made up with extra work.
Assessment DetailShort essay 1000 words
You will write an essay outlining your understanding of a key theoretical issue in human rights. Specific topics will be provided during semester. 30%
You will work with a group to select a human rights issue, research it, discussand develop the best way to present it, and present your findings to the rest of the class. (Note this assignment will contain components of peer and self-assessment). 20%
Research essay 3000 words
You will apply your learning in the course to developing a critical report on a human rights issue of your choice. Specific guidance will be provided during semester. 40%
You will be assessed on your contribution to the learning atmosphere of your workshop, including evidence of preparation, verbal and non-verbal participation, level of comprehension, engagement in group and class exercises, and respect for and consideration of other students. 10%
SubmissionAssignments will be submitted online, and checked for plagiarism using Turnitin.
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.
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
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