hrig5003 human rights activism, advocacy and change...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus This unit explores the role of social movements, advocacy groups and different forms of activism in bringing about change. It covers theories of power and identity politics, social movement theories and postcolonial theories. It also explores specific movements and methods such as Gandhi's non-violence and satyagraha campaigns, Fanon and the Algerian independence movement, the US civil rights struggle, Indigenous peoples' struggles for recognition and land, trade unions and women's movements.

Unit study package code: HRIG5003

Mode of study: Fully Online

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Caroline FleayPhone: +61892661678Email: [email protected]: Building: 209 - Room: 426

Teaching Staff: Name: Caroline FleayPhone: +61892661678Email: [email protected]: Building: 209 - Room: 426

Administrative contact: Name: Caroline FleayPhone: 08 92661678Email: [email protected]: Building: 209 - Room: 426

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

HRIG5003 Human Rights Activism, Advocacy and Change Semester 2, 2016

Faculty of Humanities

HRIG5003 Human Rights Activism, Advocacy and ChangeBentley Campus 18 Jul 2016 Faculty of Humanities, Faculty of Humanities

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Introduction Welcome to Human Rights Activism, Advocacy and Change. Human rights are not a concrete, static concept. In all societies there is an important role to be played by advocates and activists in ensuring that human rights are respected, protected and promoted. This unit provides an overview of human rights activism, advocacy and social action. It looks at different theories and philosophies of social change, the role of conflict in change, and uses some case studies to look at theories in practice.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities The aims of the unit are to explore theories of social movements and social change, how campaigns and movements are developed and sustained, strategies for social change and activist skills. On completion students will have a sound understanding of models and theories of social activism and change. Students will also have a theoretical understanding of some of the practicalities of building a social movement. The unit will begin with exploring theoretical frameworks of social change and activism. It will then look at the histories of some important advocacy and change organisations and movements. It will explore key issues such as the ‘means/ends’ debate and principles of non-violence and civil disobedience, and will cover some case studies of activism highlighting different issues for working locally, nationally and globally.

This unit is taught in both internal and fully online modes.

On successful completion of this unit students can: Graduate Attributes addressed

1 Use appropriate technologies to locate and critically appraise relevant social movement literature

2 Describe and critique theories of power and identity politics, social movements and post-colonialism

3 Analyse and communicate social movement theories and methods

4 Critically evaluate activist/ advocacy campaigns using social movement theories

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Fully online mode

This unit is available in fully online mode. Online students are expected to read the suggested readings outlined in this Unit Outline each week. Recorded lectures with PowerPoint presentations will be made available each week on Blackboard. Each week online students will be expected to listen to this lecture material. Online students are also asked to participate in online discussions with other external students on each week’s suggested readings and lecture materials in the Blackboard Discussion Board. Questions will be provided each week to initiate online discussions. In addition, online students need to complete and submit the assignments on time.

Please be aware that the content of this unit runs concurrently with the Curtin University internally run unit, which begins classes on Tuesday, 2 August. Recorded weekly ilectures will be uploaded on or before 5pm Wednesday of each teaching week.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l Scalmer, S. and Maddison, S. (2006) Activist Wisdom: Practical Knowledge and Creative Tension in Social Movements. UNSW Press, Sydney. (This is available as an e-book in the Curtin Library e-reserve. Check Blackboard for a link to this resource.)

(ISBN/ISSN: ISBN0868406864)

Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l Alinsky, S. (1971) Rules for Radicals. Random House, New York.

l Zinn, H. (ed) 2002 The Power of Nonviolence. Writings by Advocates of Peace. Beacon Press, Boston.

l Burgmann, V. (2003) Power, Profit and Protest. Australian Social Movements and Globalisation. Allen and Unwin, Crows Nest.

l Carter, A. (2005) Direct Action and Democracy Today Polity Press, Malden.

l Fanon, F. (1963) The Wretched of the Earth. Penguin Books, Middlesex.

l Gandhi, M. K. (1929) An Autobiography or the Story of My experiments with Truth. Penguin Books, London.

l Gibson, N. (1999) Rethinking Fanon. The Continuing Dialogue. Humanity Books, New York.

l Hawke, S. and Gallagher, M. (1989) Noonkanbah. Whose Land, Whose Law. Fremantle Arts Centre Press, Fremantle.

l Iyer, R. N. (1973) The Moral and Political Thought of Mahatma Gandhi. Oxford University Press, New York.

l Kaufman, M & Alfonso, H. D. (eds) (1997) Community Power and Grassroots Democracy. The Transformation of Social Life. Zed Books, London.

l Kearns, B (ed) (2004) Stepping Out for Peace. A History of CANE and PND (WA). People for nuclear Disarmament, Maylands.

l Parel, A. (1997) M.K. Gandhi. Hind Swaraj and other writings. Cambridge University Press, Cambridge.

l Parekh, B. (1989) Gandhi’s Political Philosophy. A Critical Examination. Palgrave Macmillan, London.

l Randle, M. (1994) Civil Resistance Fontana Press, London.

l Shaw, R. (1996) The Activist’s Handbook. A primer for the 1990s and Beyond. University of California Press, Berkely.

l Thornton, P., Phelan, L., McKeown, B. (1997) I Protest! Fighting For Your Rights, A Practical Guide. Pluto Press, Annandale.

l Weeks, W., Hoatson, L. & Dixon, J. (2003) Community Practices in Australia. Pearson Education Australia, Frenchs Forest.





Other resources

Suggested readings for each week are mostly available electronically through the Curtin Robertson Library, either in the E-Reserve Collection or E-Journal database. In addition, students are encouraged to read relevant material beyond these readings. The Robertson Library has a very extensive collection of books on human rights, and students should have no difficulty obtaining relevant material. Students are expected to read all of the allocated readings for each week. All required readings, including chapters from the above text, are listed in the PROGRAM CALENDAR attached to this unit outline. Readings from outside the text will be available on the Library E-Reserve for students to download prior to each week’s lecture.

The books listed above are very useful for this unit. It is not expected that students will purchase any of these as the Robertson Library has a good collection and with some communication between the group, accessing these books should not be difficult. This list is not exhaustive. There are many other books in the Robertson Library relevant for this unit. Students are encouraged to read widely for topics to contribute to the discussion.

Journals

The library has a good journal collection, many of which are available online. Social Movement Studies is one such journal available through Curtin Library online, but social activist articles can be found in a range of different journal areas including philosophy, politics, social science, community work, human rights and so on. Students are encouraged to conduct searches and make full use of the journal resources of the university.





Websites

There are many useful web sites and I highly recommend doing a keyword search using your favourite search engine. Listed below are some we have come across – there will be many more.

http://www.mkgandhi.org/

http://www.wsfindia.org/

http://www.350.org/

http://www.democracynow.org/

http://www.antimedia.net/s11awol/text/NVDASUM2.htm

http://mlk-kpp01.stanford.edu/ (Martin Luther King Project)

http://www.newint.org/issue136/radical.htm

Assessment Assessment schedule

Detailed information on assessment tasks

1. Assignment 1 – Learning Reflections Due: Ongoing Worth: 30%

Length: 1,200 words in total (400 words for each of THREE reflections)

On Discussion Board, reflect on your learning in any THREE of the weekly topics of the unit. Through drawing on the required readings and lecture materials, reflect on any particular aspect(s) of what you have learned from each of these topics with other students. You may also wish to draw on the weekly materials to reflect on any other social movement and/or activism examples that have not been explored in class.

Following your participation in discussions with other students on each of these three weekly topics, write a 400 word summary of your reflections for each topic. This should make reference to any relevant materials from the lecture and the required readings, and any other relevant academic literature.

Assessment of this assignment will take into account:

l Extent to which you have engaged with other students about these three topics, either in class or on Discussion Board.

l Extent to which you draw on the lecture materials and required readings from each of the three weekly topics.

l Extent to which you draw on any other relevant academic literature. l Expression (grammar and sentence flow). l Referencing.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1Learning Reflections 30 percent Week: Each week

Day: Ongoing Time: 09:00

1,2

2

Discussion Points 30 percent Week: 8, 19 September Day: Monday Time: 17:00

1,3,4

3

Essay 40 percent Week: 15, 7 November Day: Monday Time: 17:00

1,3,4





http://www.mkgandhi.org/

http://www.wsfindia.org/

http://www.350.org/

http://www.democracynow.org/

http://www.antimedia.net/s11awol/text/NVDASUM2.htm

http://mlk-kpp01.stanford.edu/

http://www.newint.org/issue136/radical.htm

Each of your three Learning Reflections will be due by Wednesday 9am of the week following the relevant weekly topic.

2. Assignment 2 – Discussion Points Due: Monday 19 September Worth: 30%

Length: 1,500 words in total (500 words for each of THREE discussion points)

Drawing on your learning from Weeks 1-7 of the unit, identify THREE discussion points that you would like to further explore. For each discussion point, expand on your understanding of this point through drawing on the relevant lecture materials and required readings for that week, and any other relevant academic literature.

(Please note: each of your chosen THREE discussion points must be from different weekly topics, and they must also be different to the weekly topics you chose for Assignment 1).

Assessment of this assignment will take into account:

l Extent to which you draw on the lecture materials and required readings from at least three weekly topics.

l Extent to which you draw on any other relevant academic literature. l Expression (grammar and sentence flow). l Referencing.

3. Assignment 3 – Essay: Case Study Due: Monday 7 November Worth: 40%

Length: 2,000 words (excluding reference list)

Critical exploration of an activist campaign

Critically explore an activist campaign of your choice, drawing on relevant academic literature (that may include theories and concepts explored in this unit) as well as appropriate reports and documents. This includes a description of the campaign as well as a critical analysis of it.

The critical exploration is to include:

• A brief overview of the campaign issue and the organisation(s) and/or individuals involved with the campaign. • A brief outline of the campaign (or some aspect of it). • A critical analysis of the campaign (or some aspect of it). • Suggestions on how the campaign could be improved.

Your exploration must incorporate at least 8 academic references (books and/or journal articles) in addition to relevant reports, documents and other sources of information. It must be written as an academic essay using a standard international referencing system of choice, and include a Reference List at the end of the essay.

Assessment of your critical exploration will take into account:

• Research • Analysis • Structure (of the overall argument, and of each paragraph) • Expression (grammar and sentence flow)





Guidelines for Submission Assignments submitted electronically must include the following declaration on the coversheet which can be downloaded from Blackboard. Please also save your work in a Word document format and name the file as per the example: Surname_Firstname_Assignment1.doc. Assignments saved as pdf format will not be marked.

Declaration: "I have read and understood the University Policy on Plagiarism and this piece of work conforms to this policy. I declare that this assignment is all my own work and has not been submitted in any form for another unit, degree, or diploma at any university or other institute of tertiary education. Ideas or information derived from the published or unpublished work of others have been appropriately cited in the text; words or passages directly taken from other sources are acknowledged with quotation marks and a list of references is provided. I have retained a copy of this assignment and understand that the University accepts no responsibility for lost work."

It is a requirement that you submit your assignments using the Blackboard drop boxes located in the 'Assessments' area. If you have any problems with uploading your assignments, please email your Unit Coordinator [email protected].

Assessment of assignments in this unit will use the following guide:

80-99%

The assignment demonstrates that the student has a critical and advanced understanding of the subject matter. The assignment demonstrates a sophisticated understanding of key theoretical ideas, and a thorough level of performance in research, argumentation, documentation and expression. Original thought is evident.

70-79%

The student demonstrates a good understanding of key ideas, through a sound level of performance in research, argumentation, documentation and expression. The assignment is well-presented and demonstrates a perceptive analysis of subject matter.

60-69%

This is an adequately researched assignment, which reads fairly well and has a clear structure. The student demonstrates a sound understanding of the concepts discussed but the assignment is primarily descriptive, lacking critical engagement or independent analysis.

50-59%

The assignment has serious problems of structure, fact or argument. There is little evidence of research, inadequate referencing and limited evidence that the student has a critical understanding of the key concepts discussed. However, the assignment does demonstrate a basic understanding of the topic.

Not satisfactory

A fail grade (0-49%) can be given if the assignment totally fails to meet the required standards of work.





mailto:[email protected]

Tips for Academic Essay Writing The following points are based on tips produced by Dr Ruth Abbey and the University of Kent to help improve your essay technique.

l An academic essay is more than just a description of events, documents, etc. It is an extended piece of writing that supports a thesis or overall argument.

l Address the essay topic! As you write your essay, keep referring back to the essay topic and ask yourself whether you are staying focused on the topic. In other words, address the topic throughout the essay, not just in the introduction and conclusion. Ideally it should be clear how each major point you make advances your discussion of the topic.

l Don‟t feel you have to answer the essay topic by ultimately arguing yes or no. As your essay should consider arguments pro and contra any position, you might feel ultimately undecided. So you don‟t need to conclude yes or no, but you do need to keep the material you discuss relevant to an understanding of the topic at hand.

l Do engage with the relevant academic literature to the essay topic. Your essay should reflect that you have consulted a broad range of relevant academic literature and have critically evaluated the arguments that are relevant to your essay topic.

l When you do have your own opinion on a topic, treat it as an argument, considering both sides and its weaknesses and gaps.

l Make sure your essay has an introduction. Outline the points you will make in the essay in the order in which you will make them.

l Each major point usually requires a paragraph of its own. If it is a major point, it needs not just stating but elaboration, and so requires a paragraph. Because the design of the paragraph reflects the things you want to say about the major point, there is no determined length for a paragraph. As a rule of thumb, it is more than a sentence and less than a page.

l Signpost the movement from one paragraph to another – indicate continuity or change of topic at the start of each paragraph. For example, “Another closely related consideration is …” or “Approaching this question from a totally different perspective enables us to see that …” This sort of explicit sign posting will force you to think about the ordering of the ideas, and to justify the inclusion of material and thereby avoid padding. It will also force you to think about how the different parts of the essay fit together and how they relate to the topic as a whole.

l Comment on any quotations you use – if you do quote an author, don‟t leave the quotation to speak for itself; explain its point to the reader, either before or after citing it. This shows that you both understand what you are using and can see its relationship to the larger picture you are building.

l The conclusion should rehearse briefly the themes and concerns discussed and can touch upon the things you have not mentioned so far but which are relevant to the topic and would be explored if time and space permitted.

l Remember that you are writing to show the reader that you are on top of the issues, know the relevant considerations, can express them in your own words and can, as it were, make the issue your own. You are writing to display your knowledge and mastery of the topic, so do not think that you should exclude something because you know that the reader knows it. That is not the point; the point is to show that you know it.

Pass requirements

Participation in weekly discussions is highly recommended for external students.

Assignments: All assignments must be submitted on time to satisfy unit requirements. Requests for extensions must be made to the Unit Coordinator BEFORE the due date of the assignment. Assignments handed in late will be treated according to Curtin Late Assessment Policy.





Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

Referencing style

The referencing style for this unit is not specific. You can use any style, but please be consistent when using a particular referencing system.

More information on this referencing style can be obtained at http://libguides.library.curtin.edu.au/content.php?pid=141214

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





http://libguides.library.curtin.edu.au/content.php?pid=141214

http://libguides.library.curtin.edu.au/content.php?pid=141214

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

l Minor changes to the Program Calendar.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar Semester 2, 2016

Readings will be available as links in Blackboard in the Weekly Lectures folder in the Study Area and are also linked below if you are reading the unit outline online.

Please note: The dates indicated in the calendar below are the dates of the internal classes. Recorded iLectures will be loaded for online students on or before Wednesday of each week.

Week

Begin Date

Topic Readings

Assessment Due

Orientation Week

25 July

1. 1 August

Social Movements and Power

Scalmer, S. and Maddison, S. (2006) Activist Wisdom: Practical Knowledge and Creative Tension in Social Movements. UNSW Press, Sydney. 'Introduction', pp 1 – 10; Chapter 1 ‘Theory and History’, pp 11-39; Chapter 2 ‘Practical Knowledge’, pp 40-64.

2. 8 August

Women's rights and activism: Unity and Difference

Scalmer, S. and Maddison, S. (2006) Activist Wisdom: Practical Knowledge and Creative Tension in Social Movements. UNSW Press, Sydney. Chapter 5 ‘Unity and Difference’, pp 113-137.

Antrobus, P. (2004) The Global Women’s Movement: Origins, Issues and Strategies. Zed Books, London. Chapter 2, ‘The Global Women’s Movement: Definitions and Local Origins’, pp 9-27.

Purvis, J. (1995) ‘“Deeds, not words”: the daily lives of the militant suffragettes in Edwardian Britain’, Women’s Studies International Forum, 18(2), 91-101.

3. 15 August

Mahatma Gandhi: Satyagraha, Satya and Ahimsa

Gandhi, M. (1971) 'The Practice of Satyagraha or Civil Disobedience' in R. Duncan (ed) Selected Writings of Mahatma Gandhi. Fontana, London.

Kumar, A. A. (2008) Gandhian Protest. Rawat Publications, Jawahar Nagar. Chapter 1 'Introduction', pp 1-20.

Parekh, B. (1989) Gandhi’s Political Philosophy: A Critical Examination. Palgrave Macmillan, London, Chapter 6 'Satygraha and a Non-rationalist Theory of Rationality', pp 142-170.

4. 22 August

Women's Rights and Nonviolence Movements

Fabj, V. (1993) ‘Motherhood as political voice: the rhetoric of the Mothers of the Plaza de Mayo’, Communication Studies, 44(Spring), 1-18.

Prasch, A.M. (2014) ‘Maternal Bodies in Militant Protest: Leymah Gbowee and the Rhetorical Agency of African Motherhood’, Women's Studies in Communication, 38(2), 187-205.

5. 29 August

Teaching free week





6. 5 Sept Saul Alinsky: Citizen Participation and Organisation

Scalmer, S. and Maddison, S. (2006) Activist Wisdom: Practical Knowledge and Creative Tension in Social Movements. UNSW Press, Sydney. Chapter 3 ‘Expressive and Instrumental’, pp 67-90.

Alinsky, S. (1971) Rules for Radicals. Random House, New York. Chapter 2 ‘Of Means and Ends’, pp 24-47.

Alinsky, S. (1969) Reveille for Radicals. Vintage Books, Random House, New York. Chapter 5 ‘Native Leadership’, pp 64-75.

7. 12 Sept Frantz Fanon and Decolonisation

Scalmer, S. and Maddison, S. (2006) Activist Wisdom: Practical Knowledge and Creative Tension in Social Movements. UNSW Press, Sydney. Chapter 6 ‘Revolution or Reform’, pp 138-156.

Fanon, F. (1967) Black Skin, White Masks. Grove Press, Paris. Chapter 5 ‘The Fact of Blackness’, pp 109-140.

Fanon, F. (1963) The Wretched of the Earth. Penguin Books, Middlesex. Chapter 1 ‘Concerning Violence’, pp 27 – 75.

8. 19 Sept Activists Using, and Reshaping, the Internet

Guest Lecturer: Dr Sky Croeser

Ellis, K., Goggin, G., & Kent, M. (2015) ‘Disability’s Digital Frictions: Activism, Technology, and Politics’, The Fibreculture Journal, 26, 7–31.

Zügar, T., Milan, S., & Tanczer, L. M. (2015) ‘Sand in the Information Society Machine: How Digital Technologies Change and Challenge the Paradigms of Civil Disobedience’, The Fibreculture Journal, 26, 109–136.

Assessment 2 due

Monday 19 September

9. 26 Sept Teaching free week

10. 3 Oct Civil Disobedience: When is it OK to Break the Law?

Bowden, B. (2000) ‘An act of justifiable civil disobedience…or simply breaking the law?’ Flinders Journal of History and Politics, 21, 33-47.

Starr, A. (2006) ‘“…(Excepting Barricades Erected to Prevent Us from Peacefully Assembling)”: So-called “Violence” in the Global North Alterglobalisation Movement’, Social Movement Studies, 5(1), 61-81.

Thoreau, H. (1849) Civil Disobedience, available online at: http://thoreau.eserver.org/civil.html

11. 10 Oct Queer(y)ing Human Rights Activism

Guest Lecturer: Professor Baden Offord

Markwell, K. and Waitt, G. (2009) ‘Festivals, Space and Sexuality: Gay Pride in Australia’, Tourism Geographies, 11(2), 143-168.

Symons, J. and Altman, D. (2016) ‘Queer wars: the best place to start promoting gay rights is at home’, The Conversation, 8 March, https://theconversation.com/queer-wars-the-best-place-to-start-promoting-gay-rights-is-at-home-55747





http://thoreau.eserver.org/civil.html

https://theconversation.com/queer-wars-the-best-place-to-start-promoting-gay-rights-is-at-home-55747

https://theconversation.com/queer-wars-the-best-place-to-start-promoting-gay-rights-is-at-home-55747

12. 17 Oct Aboriginal Protest and Activism: Aboriginal Gatherings at Matagarup (Heirisson Island)

Guest Lecturer: Dr Thor Kerr

Scalmer, S. and Maddison, S. (2006) Activist Wisdom: Practical Knowledge and Creative Tension in Social Movements. UNSW Press, Sydney. Chapter 8 ‘Redistribution or Recognition’, pp 178-201.

Moreton-Robinson, A. (2011) ‘Virtuous Racial States: The Possessive Logic of Patriarchal White Sovereignty and the United Nations Declaration on the Rights of Indigenous Peoples’, Griffith Law Review, 20(3), 641-658.

Kerr, T. & Cox, S. (2013) Setting up the Nyoongar Tent Embassy: A report on Perth media. Edited by R. Briggs, N. Lucy & S. Mickler. Ctrl-Z Press, Perth. pp 5-15.

13. 24 Oct Environmental, Justice and LGBTI Activism in Western Australia

Guest Lecturer: Giz Watson

Scalmer, S. and Maddison, S. (2006) Activist Wisdom: Practical Knowledge and Creative Tension in Social Movements. UNSW Press, Sydney. Chapter 10 ‘Hope and Despair’, pp 224-248.

Doyle, T. (2010) ‘Surviving the gang bang theory of nature: the environment movement during the Howard Years’, Social Movement Studies, 9 (2), 155-170.

Maddison, S. and Martin, G. (2010) ‘Surviving neoliberalism: The persistence of Australian social movements’, Social Movement Studies, 9 (2), 101-121.

14. 31 Oct Refugee Rights and Activism

Scalmer, S. and Maddison, S. (2006) Activist Wisdom: Practical Knowledge and Creative Tension in Social Movements. UNSW Press, Sydney. Chapter 9 ‘Counter-public and Mainstream’, pp 201-223.

Tazreiter, C. (2010) ‘Local to Global Activism: The Movement to Protect the Rights of Refugees and Asylum Seekers’, Social Movement Studies: Journal of Social, Cultural and Political Protest, 9(2), 201-214.

15. 7 Nov Study break Assessment 3 due

Monday 7 November

16. 14 Nov Exams

17. 21 Nov Exams





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