arts1811 course outline.pdf

8/10/2019 ARTS1811 Course Outline.pdf

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School of Social Sciences

ARTS1811International Relations:

Continuity and Change

Semester 2, 2014


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PART A: COURSE SPECIFIC INFORMATION ......................................................... 3Staff contact details ................................................................................................. 3About this course ..................................................................................................... 3

Learning outcomes .................................................................................................. 4Course design and learning activities...................................................................... 4Reading and resources ........................................................................................... 5Course schedule ..................................................................................................... 6Assessment ........................................................................................................... 17Research Essay .................................................................................................... 19Essay Questions ................................................................................................... 20Submission of Written Assignments ...................................................................... 21Collection of Written Assignments......................................................................... 21Feedback ............................................................................................................... 21Course Evaluation and Development .................................................................... 22

PART B: POLICIES AND PROCEDURES .............................................................. 23Student Conduct .................................................................................................... 23Communication ..................................................................................................... 23Avoiding Plagiarism ............................................................................................... 23Attendance ............................................................................................................ 24Extensions and Late Submission of Work ............................................................. 25Special Consideration ........................................................................................... 25Student Equity and Disabilities Unit (SEADU)....................................................... 26Review of Results ................................................................................................. 26Student Support and Grievance Procedures ........................................................ 27


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PART A: COURSE SPECIFIC INFORMATION

Staff contact details

Course convenors

Name Dr William Clapton

Phone 9385 5370

Office location Morven Brown 124

Email address [email protected] hours Tuesdays 10am 12pm

Name Dr Elizabeth Thurbon

Phone 9385 3622Office location Morven Brown 126

Email address Contact via moodle

Consultation hours Thursday 1-2pm

Tutors Please see Moodle for tutor details.

About This Course

Credit points: This course is worth six (6) units of credit.

Summary of the course:International Relations: Continuity and Change (ARTS1811) is a first yearcompulsory core course in the International Studies program and a Gateway Coursefor any student wishing to pursue a major in International Relations or Politics atUNSW. It is designed to provide students with an introductory insight into the majorInternational Relations debates of the 21st Century, particularly those sparked by theend of the Cold War in the 1980s. The thawing of that war is often cited as a turningpoint in International Relations, with many scholarly and political pundits predicting anew era of global peace and prosperity underpinned by liberal ideals and drivenrelentlessly forward by !globalisation" (increasing economic, political and culturalintegration between nations). But to what extent have predictions of the liberaltransformation of International Relations been realised? Has 21st CenturyInternational Relations been marked by more continuity than change? It is this

question that informs our empirical and theoretical examination of the major political,economic and social developments of the past thirty years.

Aims of the course:1. To develop students"knowledge of the key events, ideas and processes that haveshaped global politics in the post Cold-War period2. To provide students with an empirical and theoretical foundation for the furtherstudy of politics in general, and International Relations in particular

Important information:This is a lecture-based course in which 50 per cent of students are enrolled in the

weekly, 2-hour, face-to-face lecture, and 50 per cent are enrolled in the web-basedlecture. The web-based lecture is a recording of the face-to-face lecture that is held


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on Thursdays from 10am-12pm in the Ritchie Theatre. The lecture recording isuploaded to Moodle as soon as possible following that lecture. Students enrolled inthe web-based lecture can access the lecture online via the ARTS1811 Moodle page.Weekly lecture attendance / online viewing is expected of all students enrolled in thecourse.

Learning OutcomesUpon successful completion of this course the student should be able to:

1. Distinguish between the major theoretical perspectives of International Relationsand what they have to say about !continuity"and !change"in the post Cold-War period

2. Compare the value of different theoretical perspectives for the analysis of specificproblems of international politics as well as the basic assumptions of theseperspectives and the worldviews they generate

3. Identify the main actors in international politics in the post- Cold War period andrelate them to the contexts in which they operate

4. Evaluate analyses of international politics from a theoretically grounded point ofview

Course Design and Learning ActivitiesThis course assumes no prior knowledge of the discipline of International Relations(IR) but, upon its completion, all students who engage fully with the course content,activities and assessments will be able to participate in debates about the study and

practice of contemporary IR.

We see UNSW student learners as participants in the production of knowledge andwe pursue the implementation of a curriculum responsive to each student"s individualneeds. We are strongly motivated to facilitate the development of transferable skillsand this course is designed to encourage student preparedness upon graduation forthe pursuit of future career goals. We bring our research expertise to bear on thedesign of this course, meaning that the course is intrinsically research-led, but moreimportantly this course prioritises learning-by-doing and aims to foster a spirit ofcritical thought and active enquiry in all student learners.

We espouse a philosophy of student-centred, student-led learning and tutorialactivities throughout are designed to encourage the development of a strong andpositive learning community in which all students can maximize their own potential.Overall, the course uses what are known as !blended learning"techniques (a mix offace-to-face discussion and activities in groups of different sizes [lectures, tutorials]supported by a range of online resources and activities) and a range of assessmentpractices in order to ensure that every student, irrespective of their own learningstyle, can access the course material readily and in a productive manner.

Blended learning encourages diversity of learning activities and also diversity inassessment. This course consists of weekly large-group lectures. Lectures are

designed to supplement independent study on the course that begins (but should notend) with close engagement with the required weekly readings. Weekly tutorials


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allow students to discuss questions, themes and issues arising from theirindependent study, as well as providing the opportunity to engage in productivediscussion with their peers and to participate in a range of structured learningactivities, including group/pair/individual analytical work and informal debates.Online, there is a range of resources specific to each week, as well as online

activities to enhance independent learning. We also provide a number of resourcesrelated to study skills and research literacy, recognizing that many students may notyet be familiar with the requirements of University-level study.

The final component of the teaching strategies used in this course is the assessmentregime. All students will be given full and detailed feedback on each piece of worksubmitted. We firmly believe that assessment should be for learning not of learningand that a key part of developing independent research skills is the ability to usefeedback effectively to enhance performance, a process that begins with theprovision of useful feedback.

Reading and ResourcesWe will primarily draw on the following book, plus additional reading material asidentified in the course schedule. We strongly recommend this text for purchase:

Devetak, Richard, Anthony Burke and Jim George (eds) (2012)An Introductionto International Relations: Australian Perspectives, 2nd Edition (Melbourne:Cambridge University Press)

You will also find the following texts useful:

Baylis, John, Steve Smith and Patricia Owens (eds) (2011) The Globalization ofWorld Politics, 4th edition (Oxford: Oxford University Press)

Haynes, Jeffrey, Hough, Peter, Malik, Shahin, Lloyd, Pettiford (2011) World Politics(Essex: Pearson).

Burchill, Scott et al (2009) Theories of International Relations, 4th edition(Basingstoke: Palgrave Macmillan)

Detailed week-by-week reading can be found in the supplementary courseinformation; some of this reading is available through Moodle and the rest can be

accessed in hard copy through the library or online.

You should also familiarize yourself with the UNSW library services through theirwebsite at http://info.library.unsw.edu.au/web/services/services.html.

You will benefit from becoming familiar with GoogleScholar(http://scholar.google.com) as a key search engine for academic publications andreports. You can set up the preferences to link to the UNSW Library even when youare not on campus.

Go to Google Scholar> settings> library links, and enter University of New South

Wales in the box for Library:


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You can sign up for Table of Contents (TOC) Alerts from the homepages of relevantjournals, to receive an email whenever new articles are published in that journal.Journal websites will often carry information on the most viewed and most citedarticles; these are likely to be interesting and often influential contributions. GoogleScholar will also point you to articles that have cited a particular article and hence

will be related to the topic.

Course ScheduleDATEWeek beginning#

LECTURE TUTORIAL/SEMINAR

ALTERNATIVELEARNINGACTIVITY

FURTHERINFORMATION

28 July 2014 From the Cold Warto a New WorldOrder?

4 August 2014 From Traditional toCritical Security?

From the ColdWar to a NewWorld Order?

11 August2014

From InterstateWars to VariedPatterns ofViolence

From Traditional toCritical Security?

18 August 2014 From Politics toEconomics 1

From InterstateWars to VariedPatterns ofViolence

LearningJournalsdueduring Week 4tutorials

25 August 2014 From Politics to

Economics 2

From Politics to

Economics 1

1 September 2014 From Poverty toProsperity?

From Politics toEconomics 2

Feedback onLearningJournalswill bereturned

8 September 2014 From UnfetteredGrowth to GlobalSustainability?

From Poverty toProsperity?

15 September2014

From National toGlobal Values andIdentities?

From UnfetteredGrowth to GlobalSustainability?

22 September2014

From a Pluralist toa SolidaristInternationalSociety?

From National toGlobal Values andIdentities?

Essay Plansdue duringWeek 9 tutorials

06 October 2014 IdentifyingContinuity andChange (See belowfor instructions)


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13 October 2014 From Hegemonicto CriticalAnalysis?

From a Pluralist toa SolidaristInternationalSociety?

Feedback onEssay Planswill be returned

20 October 2013 International

Relations in theTwentieth Century:What hasChanged? Whathas Stayed theSame?

From Hegemonic

to CriticalAnalysis?

27 October 2014 InternationalRelations in theTwentieth Century:What has

Changed? Whathas Stayed theSame?

ResearchEssay dueThursday, 6November at

4pm

WEEK-BY-WEEK GUIDESupplementary material related to each topic (such as videos) is available onMoodle.

Week 1: From the Cold War to a New World Order?

Tutorial Questions (in Week 2)1. What were the immediate impacts of the end of the Cold War?2. Who or what do you think is most responsible for the end of the Cold War?3. What did Fukuyama mean by the end of history? Is it a persuasive argument?4. What did the supposed New World Order that would follow the end of the

Cold War entail?5. Was the experience of the UN after the end of the Cold War, particularly its

participation in the 1991 Gulf War, evidence of the emergence of a New WorldOrder?

Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds) (2012) An Introduction toInternational Relations: Australian Perspectives, 2

ndEdition (Melbourne: Cambridge

University Press): Chapter 20 (pp.281-293)

Fukuyama, Francis (1992) The End of History and the Last Man(New York: Penguin)pp.xi-xxiii (available via Library website type ARTS1811 into the catalogue searchbox)

Recommended Readings


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Clark, Ian (2001) The Post-Cold War Order: The Spoils of Peace (Oxford: OxfordUniversity Press)

Cox, Michael (2008) From the Cold War to the War on Terror in John Baylis, SteveSmith and Patricia Owens (eds.) The Globalization of World Politics 4th edition

(Oxford: Oxford University Press): pp.70-87

Freedman, Lawrence (1991/92) Order and Disorder in the New World ForeignAffairs71(1): pp.21-37

Kegley, Charles W. (1993) The Neoidealist Moment in International Studies? RealistMyths and the New International Realities International Studies Quarterly 37(2):pp.131- 146

Parsons, Anthony (1992) The United Nations in the Post-Cold War Era, InternationalRelations 11(3): pp.189-200

Oberdorfer, Don (1998) From the Cold War to a New Era(Baltimore: John HopkinsUniversity Press)

Roberts, Adam (1991) A New Age in International Relations?, International Affairs67(3): pp.509-25

Sorensen, Georg (1998) IR theory after the Cold War, Review of InternationalStudies24(5): pp.83-100

Week 2: From Traditional to Critical Security?

Tutorial Questions (in Week 3)

1. How would you define security?2. What are the main differences between traditional and critical security studies?3. What is critical about critical security approaches? Are they practical?4. What does the Copenhagen Schools notion of securitisation entail? Is this a

useful approach for understanding security challenges?5. What are the main threats to security in the post-Cold War era? What effect

have they had on the way states seek to manage security issues and

challenges?

Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds.) An Introduction toInternational Relations, 2ndEdition(Cambridge: Cambridge University Press, 2012):pp.160-170

High-Level Panel on Threats, Challenges and Change (2004) A More Secure World:Our Shared Responsibility (New York: United Nations Department of PublicInformation), pp.1-19, available at http://www.un.org/secureworld/report 2.pdf



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Beeson, Mark and Alex J. Bellamy (2003) Globalisation, Security and InternationalOrder after 11 SeptemberAustralian Journal of Politics and History 49(3), pp.339-54

Booth, K. (2005) Critical Security Studies and World Politics (Boulder: LynneRienner)

Browning, Christopher S. and Matt McDonald (2013) The Future of Critical SecurityStudies: Ethics and the Politics of Security, European Journal of InternationalRelations19(2): pp.235-55

Buzan, Barry, Ole Waever and Jaap de Wilde (1998) Security: A New Framework forAnalysis(Boulder, Colorado: Lynne Rienner)

Davies, Sara (2008) Securitizing Infectious Disease International Affairs 84(2):pp.295-313

Hansen, Lene (1997) A Case for Seduction? Evaluating the PoststructuralistConceptualization of Security, Cooperation and Conflict32(4): pp.369-97

Kolodziej, Edward A. (1992) Renaissance in Security Studies? Caveat Lector!,International Studies Quarterly36(4): pp.421-38

Krause, Keith (1998) Critical Theory and Security Studies: The ResearchProgramme of Critical Security Studies, Cooperation and Conflict33(3): pp.298-333

The National Security Strategy of the United States September 2002(WashingtonD.C.: The White House), available at http://georgewbush-whitehouse.archives.gov/nsc/nss/2002/nss.pdf

The National Security Strategy of the United States May 2010 (Washington D.C.:The White House), available at http://www.whitehouse.gov/sites/default/files/rss_viewer/national_security_strategy.pdf

Walt, Stephen M. (1991) The Renaissance of Security Studies, International StudiesQuarterly35(2): pp.211-39

Week 3 - From Interstate Wars to Varied Patterns of Violence


1. Why do wars occur? Is there a relationship between sovereignty, anarchy andwar?

2. Is Clausewitzs theory of war still relevant today? How have thinkers argued ithas changed and are there arguments persuasive?

3. How can we account for changing patterns and types of conflict since the endof the Cold War?

4. To what extent has technology changed war? Has technological innovation inwarfare enhanced or diminished international security?

5. How much of a threat or risk does cyber warfare pose to the security of statestoday?


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Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds.) An Introduction toInternational Relations, 2

ndEdition(Cambridge: Cambridge University Press, 2012):

Chapters 13 and 14 (pp.189-217)


Heng, Yee-Kuang (2006) The Transformation of War Debate: Through the LookingGlass of Ulrich Becks World Risk Society International Relations20(1): 69-91

Barnett, Michael and Raymond Duvall (2005) Power in International Politics,International Organization 59(1): pp.39-75

Betz, David J. and Stevens, Tim (2013) Analogical Reasoning and Cyber Security,Security Dialogue 44(2): pp.147-64

Clarke, Michael (2001) War in the New International Order, International Affairs77(3): pp.663-71

Eilstrup-Sangiovani, Mette and Daniel Verdier (2005) European Integration as aSolution to War, European Journal of International Relations 11(1): pp.99-135

Fearon, James D. (1995) Rationalist Explanations for War, InternationalOrganization 49(3): pp.379-414

Jervis, Robert (2002) Theories of War in an Era of Leading-Power PeaceAmericanPolitical Science Review 96(1): pp.1-14

Niva, Steve (2013) Disappearing Violence: JSOC and the Pentagons NewCartography of Networked Warfare, Security Dialogue 44(3): pp.185-202

Suganami, Hidemi (1996) On the Causes of War(Oxford: Oxford University Press)

Week 4: From Politics to Economics? (1)


!" What is the study of international political economy about and how does itdiffer from the traditional study of International Relations?

"# 2. What are the key differences between Liberal, Mercantilist and Marxistapproaches to IPE?

$# 3. Which international institutions emerged out of Bretton Woods and whatkinds of ideas about the relationship between states and markets did theseinstitutions embody?

%# 4. What is meant by the term national varieties of capitalism? Whatdistinguishes one variety of capitalism from another? Is any particular varietysuperior to another?

Essential Readings


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Haynes, Jeffrey, Hough, Peter, Malik, Shahun, Pettiford, Lloyd (2011) World Politics

(Essex: Pearson): Chapters 16 and 17 (International Political Economy, Parts I & II).Available on Moodle.


Gilpin, Robert (2001) Global Political Economy(Princeton University Press) Chapter7 (on varieties of capitalism / National Systems of Political Economy)

Ravenhill, John (2008) The Study of Global Political Economy, in John Ravenhill(ed.) Global Political Economy2nd edition (Oxford: Oxford University Press): pp.3-26

Watson. Matthew (2008) Theoretical Traditions in Global Political Economy, in JohnRavenhill (ed.) Global Political Economy 2nd edition (Oxford: Oxford UniversityPress): pp.27-66

OBrien, Robert and Marc Williams (2010) Global Political Economy: Evolution andDynamics, 3rd edition (Basingstoke: Palgrave Macmillan): Ch. 1, Ch. 2 and Ch. 16

Week 5: From Politics to Economics? (2)


1. What is economic globalisation" and what does it "look like" (i.e., what are itsmain indicators?)

2. What have been the main drivers of "economic globalisation" since the end of

the cold war? (consider from our different theoretical perspectives)3. Do you think that hyperglobalists, sceptics or transformationalists provide thebetter account of globalisation's origins and impacts?

4. It is frequently observed that economic globalisation has advantaged somegroups whilst disadvantaging others. How might we account for the variedimpacts of globalisation?

5. What might a "domestic institutions" approach add to our understanding of theimpacts of globalisation?

Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds) (2012) An Introduction toInternational Relations: Australian Perspectives, 2ndEdition (Melbourne: CambridgeUniversity Press): Chapter 28 (pp.386-397)


Strange, Susan (1996) The Retreat of the State (Cambridge: Cambridge UniversityPress): Chapter 1 (The Declining Authority of States)

Friedman, Thomas (1999) The Lexus and the Olive Tree. (NY: Farrar, Strauss,Giroux): Chapters 5 & 6 (The Golden Straightjacket & The Electronic Herd)


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Mann, Michael (1997) Has Globalisation Ended the Rise and Rise of the NationState?, Review of International Political Economy 4(3): pp.472-96

Weiss, Linda (1998) The Myth of the Powerless State: Governing the Economy in aGlobal Era(Polity Press)

Weiss, Linda (ed.) (2002) States in the Global Economy: BringingDomestic Institutions Back In (Cambridge: Cambridge University Press): Chapter 1('Introduction: Bringing Domestic Institutions Back In')

Hay, Colin (2008) Globalizations Impact on States, in John Ravenhill (ed.) GlobalPolitical Economy,2nd edition (Oxford: Oxford University Press): pp.314-4

Week 6: From Poverty to Prosperity?


1. What is Poverty? What is Development? In what ways are the two related?2. According to out different theoretical perspectives, where does "development"

come from?3. What does the Northeast East Asian industrialisation experience add to our

understanding of the process of development, and the relationship betweenpoverty and development?

4. Have existing international economic organisations (i.e., World Bank, IMFand WTO) typically served to help or hinder the development efforts of lessdeveloped countries in the post-cold war period? Why?

Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds) (2012) An Introduction toInternational Relations: Australian Perspectives, 2ndEdition (Melbourne: CambridgeUniversity Press): Chapter 27 (pp.372-385)

Visit the Web Page of the WTO and read what it has to say about the relationshipbetween free trade and development. This is a good place to start:http://www.wto.org/english/thewto_e/whatis_e/tif_e/tif_e.htm

Visit the Web Page of the Fair Trade Foundation and read what it has to say aboutthe relationship between fair trade and development. http://www.fairtrade.org.uk/


Quereshi Asif H. (2009) International Trade for Development: The WTO as aDevelopment Institution?, Journal of World Trade 43(1): pp.173-88

Chang, Ha-Joon (2007) Bad Samaritans: Rich Nations, Poor Policies & the Threat tothe Developing World (London: Random House Business) [This is an easy-to-readbook you could focus on the Prologue, Introduction, and Concluding chapters as a

start]


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Chang, Ha-Joon (2002) Kicking Away the Ladder: Development Strategy in HistoricalPerspective (London: Anthem Press) [Chapters 1 and 2]

Smillie, Ian (1997) NGOs and Development Assistance: A Change in Mind Set?,Third World Quarterly 18(3): pp.563-77

Wade, Robert H. (2003) What Strategies Are Viable for Developing CountriesToday? The World Trade Organization and the Shrinking of Development Space,Review of International Political Economy10(4): pp.621-44

Weiss, Linda (2005) Global Governance, National Strategies: How IndustrializedStates Make Room to Move Under the WTO, Review of International PoliticalEconomy12(5): pp.723-49

Week 7: From Unfettered Growth to Global Sustainability?


1. What is 'sustainable development'? And why did the UN World Commission onEnvironment and Development propose it?

2. To what extent does the states-system contribute to global ecologicalproblems?

3. Are the goals of growing and greening the economy necessarily conflictingobjectives? Under what conditions might "green growth" be possible?

4. Why has the US been an environmental laggard in the post-cold war period?Is this likely to change?

Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds) (2012) An Introduction toInternational Relations: Australian Perspectives, 2

ndEdition (Melbourne: Cambridge

University Press): Chapter 34 pp.462-474


OBrien, Robert and Marc Williams (2010) Global Political Economy: Evolution andDynamics, 3rd edition (Basingstoke: Palgrave Macmillan): Chapter 12

Dauvergne, Peter (2008) Globalization and the Environment, in John Ravenhill (ed.)Global Political Economy, 2nd edition (Oxford: Oxford University Press): pp.448-77

Newell, Peter (2007) The Political Economy of Global Environmental Governance,Review of International Studies34(3): pp.507-29

Young, Oran R. (2008) The Architecture of Global Environmental Governance:Bringing Science to Bear on Policy, Global Environmental Politics8(1): pp.14-32

Week 8:From National to Global Values? Religion, Nationalism and Identity in

Global Politics


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2. What are the main differences between pluralist and solidarist conceptions ofinternational society regarding humanitarian intervention?

3. In your view, has international society become more hierarchical in the post-Cold War Era?

4. Is there a norm of humanitarian intervention in international society?

Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds.) An Introduction toInternational Relations, 2ndEdition(Cambridge: Cambridge University Press, 2012):Chapter 31 (pp.426-439)

Clapton, William (2009) Risk and Hierarchy within International Society, GlobalChange, Peace and Security21(1): pp.19-35


Axworthy, Lloyd (2001) Human Security and Global Governance: Putting PeopleFirst Global Governance 7(1): 19-25

Bellamy, Alex J. (2003) Humanitarian Intervention and the Three Traditions, GlobalSociety17(1): pp.3-20

Bellamy, Alex J. (2003) Humanitarian Responsibilities and Interventionist Claims inInternational Society, Review of International Studies29(3): pp.321-40

Bellamy, Alex J. (2008) The Responsibility to Protect and the Problem of Military

Intervention, International Affairs 84(4): pp.615-35

Evans, Gareth (2008) The Responsibility to Protect: An Idea Whose Time Has Comeand...Gone? International Relations 22(3): pp.283-98

Linklater, Andrew (2009) The English School, in Theories of International Relations4

thEdition (Hampshire: Palgrave): pp.86-110

McFarlane, S. Neil, Carolin J. Thielking and Thomas G. Weiss (2004) TheResponsibility to Protect: Is Anyone Interested in Humanitarian Intervention? ThirdWorld Quarterly 25(5): pp.977-992

Wheeler, Nicholas J. (1992) Pluralist or Solidarist Conceptions of InternationalSociety: Bull and Vincent on Humanitarian Intervention, Millennium 21(3): pp.463-87

Wheeler, Nicholas (2000) Saving Strangers: Humanitarian Intervention inInternational Society (Oxford: Oxford University Press): pp.21-52

ALTERNATIVE LEARNING ACTIVITY Identifying Continuity and Change

Due to a public holiday on Monday, 6thOctober there will be no lectures or tutorialsduring Week 10 of the semester (the week after the mid-semester break). Instead,you will be required to complete an alternative learning activity based on the course


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theme of continuity and change in the post-Cold War era. Specifically, you arerequired to select one online news articleon an issue or event that relates to one ofthe course topics and then provide a 500 word blog-style piecethat analyses whatthe news item suggests regarding continuity and change in relation to that topic.

For example, you might select an article about the current conflict between Israel andPalestine and discuss what it tells us about continuity and change in relation tosecurity and war in the post-Cold War era. Or you might select an article aboutAustralias overseas development assistance and discuss what it tells us aboutcontinuity and change in relation to poverty and prosperity. There is no set format forthe blog posts.

There will be a blog set up on Moodle for you to post your analyses of the articlesthat you select. This activity must be completed no later than 4pm, Friday 10October. This activity is not an assessable item of work. It is, however, compulsoryand will count towards your overall attendance record for the semester (i.e. you will

be marked as absent if you do not complete this activity).

Week 11: From Hegemonic To Critical Analysis?


1. What are the basic challenges that critical approaches to IR pose to traditionalapproaches?

2. Is popular culture an appropriate site for the analysis of political and socialissues? What do you think we can learn about IR from popular culture?

3. How can we link everyday practice and popular culture to our studies of theinternational system?

Essential Readings

Grayson, Kyle, Davies, Matt and Philpott, Simon (2009) Pop Goes IR? Researchingthe Popular Culture-World Politics Continuum, Politics29(3): pp.155-63

Rowley, Christina and Weldes, Jutta (2012) The Evolution of International SecurityStudies and the Everyday: Suggestions from the Buffyverse, Security Dialogue43(6): pp.513-30


Carver, Terrell (2010) Cinematic Ontologies and Viewer Epistemologies: KnowingInternational Politics as Moving Images, Global Society 24(3): pp.421-31

Der Derian, James and Shapiro, Michael, (eds) (1989) International/ IntertextualRelations: Postmodern Readings of World Politics(Lexington: Lexington Books)

Drezner, Daniel W. (2011) Theories of International Politics and Zombies(Princeton:Princeton University Press)


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Ruane, Abigail E. and James, Patrick (2012) The International Relations of MiddleEarth(Ann Arbor: University of Michigan Press)

Shepherd, Laura J. (2013) Gender, Violence and Popular Culture: Telling Stories(London: Routledge)

Smith, Steve (2004) Singing Our World into Existence: International RelationsTheory and September 11, International Studies Quarterly, 48(3): pp.499-515.

Weldes, Jutta (2006) High Politics and Low Data: Globalization Discourses andPopular Culture, in D. Yanow and P. Schwartz-Shea (eds) Interpretation andMethod: Empirical Research Methods and the Interpretive Turn (New York: M.E.Sharpe)

Week 12: International Relations in the Twentieth Century: What has Changed?What has Stayed the Same?

Tutorial Question (in Week 13)1. The more things change in International Relations, the more the stay the

same. Discuss, drawing on knowledge gleaned from previous weeks lecturesand tutorials

Assessment

TASK LENGTH/DURATION

WEIGHT DUE DATE

Learning Journal 850 words 25% Week 4 tutorialsEssay Plan 1300 words 30% Week 9 tutorials

Research Essay 2000 words 45% Thursday, 6November at 4pm

Details of assessment tasks:

Learning Journal a critical reflection on your learning experienceWrite 850 words on the following question: !What is the most interesting thing I"velearned about International Relations over the past four weeks?"

For example, you might have been particularly surprised by and interested in a newempirical insight. For example: I knew that the world had become a lot richer overthe past few decades, but I hadnt realised that global economic inequality hadincreased so significantly at the same time. Or your interest may have been piquedby a particular theory or concept: The End of History concept is something I foundreally interesting. It provides an almost utopian view of how international politics willevolve in the wake of the Cold War, something that has been heavily criticised byseveral other scholars

Once you have identified what interested you most (empirically or conceptually/

theoretically) about the week"s topic, you are required to demonstrate yourunderstanding of the issue/concept, drawing on material presented in the lectures


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Guidance on writing an annotated bibliography can be found on the UNSWLearning Centre website at http://www.lc.unsw.edu.au/onlib/annotated_bib.html.

Specifically, your annotated bibliography should: Provide the full bibliographic citation for each source discussed

Demonstrate the quality and depth of reading that you have doneAnd for each text:

Indicate the content or scope Outline the main argument Identify any conclusions made by the author/s Discuss the relevance or usefulness of the text for your research Point out in what way the text relates to themes or concepts in your course State the strengths and limitations of the text Present your view or reaction to the text

Your essay plan must also be uploaded to Turnitin on Moodle. You must include

proof of submission through Turnitin, e.g. a screen-shot showing submission iscomplete or the email you receive acknowledging submission.

Essay plans submitted without the following documentation will be regarded asincomplete and will be returned for completion, with penalties incurred for latesubmission per School policy:

i. Assessment Cover Sheet.ii. Proof of submission through Turnitin.

The essay plan will be assessed against the following criteria:

The ability to establish clear research parameters (your plan should statewhat the main focus of the essay will be); The proposed structure of the essay outlined in the plan; The quality of the summaries and analysis of sources included in the

annotated bibliography'

Research EssayBefore you begin your essay, you should make sure that you have read the SSoSassignment writing guide (available on Moodle). You will have to make reference tofurther reading. References to textbooks alone will not be sufficient to pass thisassessment. You need to engage with the arguments present in the existing

literature and come to conclusions on the basis of this literature. Your essay must beproperly referenced and accompanied by a reference list. The UNSW LearningCentre provides a range of resources to assist with referencing, available athttp://www.lc.unsw.edu.au/onlib/ref .html.

To write a good essay:

Answer the question (don"t just summarise).

Explain in the introduction the context of the question, your basic argumentand how the paper will proceed step by step (the structure).

Signpost the structure throughout the paper, indicating the logicalprogression from paragraph to paragraph and section to section (so linkingsentences at the ends of paragraphs and sections are important).

Provide persuasive analysis of evidence in support of your argument.


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Please note that for the final assessment, the research essay, detailed writtenfeedback will only be provided if it is requested in advance (i.e. at some pointbefore the due date). Students who do not request feedback will received afilled-in marking rubric with a numerical grade, but no substantive comments.Requests for feedback on the essay received after the due date will not be

granted.

Course Evaluation and DevelopmentStudent evaluative feedback is gathered periodically using, among other means,UNSW"s Course and Teaching Evaluation and Improvement (CATEI) process.Informal feedback and class-generated feedback are also important. Studentfeedback is taken seriously, and continual improvements are made to the coursebased in part on such feedback. Significant changes to the course will becommunicated to subsequent cohorts of students taking the course.

For example, previous student feedback has resulted in the following revisions andchanges to the course: (a) changes to the modes of assessment; (b) a clearer, moredetailed presentation of the assessment criteria; (c) the use of Moodle.


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PART B: POLICIES AND PROCEDURES

Student ConductAll students must read and adhere to the UNSW Student Code Policy (2012):http://www.gs.unsw.edu.au/policy/documents/studentcodepolicy.pdf.

There are five primary student responsibilities under this Code:1. A condition of enrolment that students inform themselves of the Universitys

rules and policies affecting them, and conduct themselves accordingly.2. An obligation to act with integrity in academic work, to ensure that all

academic work is conducted ethically and safely.3. An obligation to observe standards of equity and respect in dealing with every

member of the University community.4. An obligation to use and care for University resources in a lawful and

appropriate manner

5. An obligation to not diminish the Universitys reputation in the carrying out ofacademic and other associated University activities.(UNSW Student Code Policy,Art. 2)

A related document is the UNSW Student Misconduct Procedure (2014):https://www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf.

CommunicationAs outlined in the UNSW Student Email Rules: All students are expected to readtheir official UNSW email. All students have a central email address of the formz1234567 where 1234567 is the student number. It is a requirement that all

students read email that is sent to this address, as it may contain vitaladministrative or teaching material not provided any other way. If a student uses anemail account other than the centrally provided email account, the student mustarrange to forward UNSW email to an account that they do use.

The full Student Email Rules can be found at: https://my.unsw.edu.au/student/resources/StudentEmailRules.html.

Avoiding PlagiarismPlagiarism is a form of cheating which constitutes student academic misconduct.Plagiarism can result in penalties to grades, suspension or exclusion from theUniversity. This and other types of academic misconduct must be avoided. Theseare outlined in the Student Code Policyand the Student Misconduct Procedures.

It is your responsibility to educate yourself about the different types of plagiarism,which include copying, inappropriate paraphrasing and/or citation, collusion, andself-plagiarism (resubmitting work in whole or in part that has been submitted forassessment for another course). The UNSW Plagiarism Policy Statement providesmore detail: https://www.gs.unsw.edu.au/policy/documents/plagiarismpolicy.pdf.

There is a central UNSW resource on academic integrity and understanding and

avoiding plagiarism: https://student.unsw.edu.au/plagiarism.


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The Elise Study Skills tutorial, which familiarizes students with academic writing,research and using information responsibly, including through proper attribution, ismandatory for all commencing undergraduate students and the quiz must becompleted by the end of Week 5 of their first semester at UNSW. All postgraduatecoursework students are encouraged to take the tutorial: http://subjectguides.

library.unsw.edu.au/elise.

AttendanceUNSW policy on Attendance and Absence can be found at:https://my.unsw.edu.au/student/atoz/AttendanceAbsence.html

It states that Students are expected to be regular and punctual in attendance at allclasses in the courses in which they are enrolled. All applications for exemption fromattendance at classes of any kind must be made in writing to the Course Authority.

The School of Social Sciences expects that students will attend and participateactively in 100% of learning and teaching activities (henceforth classes, to includelectures, tutorials, seminars, labs, online activities and so on).

If you arrive more than 15 minutes late, you may be recorded as absent. If such apenalty is imposed, you will be informed verbally at the end of class and advised inwriting within 24 hours. Attempts to falsify attendance records will be treated asstudent misconduct under the Student Misconduct Procedures described above.

If you experience illness, misadventure or other occurrence that makes absencefrom a class unavoidable, or you expect to be absent from a forthcoming class, you

should seek permission from the course convenor, and where applicable, should beaccompanied by an original or certified copy of a medical certificate or other form ofappropriate evidence.

If you attend less than 80% of classes or have not submitted appropriate supportingdocumentation to the course convenor to explain your absence, you may beawarded a final grade of UF (Unsatisfactory Fail).

Upon submission of appropriate evidence, course convenors have discretion andauthority to determine whether a student meets the required volume of learning andhas completed the necessary assessments for a given course in circumstances

where attendance has been less than the normal university requirement of 80% ofclasses.

A student may be excused from classes for up to one month (33% of learning andteaching activities) in exceptional circumstances and on production of an original orcertified copy of a medical certificate or other form of appropriate evidence. In suchcases, course convenors may assign additional and/or alternative tasks to ensurethat students have met the volume of learning associated with the course.

A student who has submitted the appropriate documentation but attends less than66% of classes will be asked by the course convenor to apply to discontinue the

course without failure rather than be awarded a final grade of UF.


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Extensions and Late Submission of WorkA course convenor can only approve an extension up to five days. A student requestingan extension of greater than five days should complete an application for SpecialConsideration (see below).

Work submitted late (i.e., past the time and date specified in the course outline) willincur late penalties. The late penalty is the loss of 3% of the total possible marks for thetask for each day or part thereof the work is late. Lateness will include weekends andpublic holidays.

Work submitted fourteen days after the due date may be marked and brief feedbackprovided but no mark will be recorded or counted towards your overall grade. If thework would have received a pass mark but for the lateness and the work is acompulsory course component, you will be deemed to have met that requirement.

Work submitted twenty-one days after the due date will not be accepted for marking orfeedback and will receive no mark or grade. If the assessment task is a compulsorycomponent of the course you will automatically fail the course.

Where an extension has been granted, either directly by the course convenor orthrough the Special Consideration mechanism, the late penalties outlined above willapply from the revised due date.

Special ConsiderationSickness, misadventure, or other circumstances beyond your control may preventyou from completing a course requirement or attending or submitting assessable

work for a course, or may significantly affect performance in assessable work, e.g.formal end of session examination, class test, laboratory test, or seminarpresentation. Students can apply for consideration for the affected assessments.

Except in unusual circumstances a problem involving only three consecutive days ora total of five days within the teaching period of a semester is not consideredsufficient grounds for an application. The circumstances have to be unexpected andbeyond your control. Students are expected to give priority to their University studycommitments and any absence must clearly be for circumstances beyond yourcontrol. Work commitments are not normally considered a justification.

Students cannot claim consideration for conditions or circumstances that are theconsequences of their actions or inactions.

Details of the university policy and procedures on Special Consideration, andinformation about how to apply for Special Consideration, can be found at:https://my.unsw.edu.au/student/atoz/SpecialConsideration.html

You should be aware that in the School of Social Sciences, it is the course convenorthat makes a decision on whether or not to grant Special Consideration through theonline mechanism. If Special Consideration is granted, this may take the form of aremoval of part or all of a late penalty, or an adjustment to the raw grade, or an

alternative form of assessment, at the discretion of the course convenor.


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If the course convenor approves the review, you should submit the Review ofResults application form to Student Central. A clean copy and a copy of the markedwork with all feedback must be submitted with the RoR application. An administrationfee applies under certain circumstances.

If the course convenor does not recommend the review but you believe that themark/grade does not reflect your performance, you may forward the RoR applicationform to the Deputy Head of School (Learning & Teaching), A/Prof. Laura Shepherd(email: [email protected]).

The Deputy Head of School (DHoS) will normally make a decision within threeworking days of receiving the application.

If the DHoS approves the review, you should submit the application to StudentCentral. A clean copy and a copy of the marked work with all feedback must besubmitted with the RoR application. An administration fee applies under certain

circumstances.

If the DHoS does not approve the review, she will notify the Chair of the FacultyAssessment Review Group (FARG). The FARG can either endorse or overturn thedecision of the DHoS.

The FARG will make a decision within one week of receiving advice from the DHoS.If, after the FARGs decision, the student still believes they have a case they shouldsubmit their claim through the University grievance procedures.

A RoR application must be lodged within 15 working days of receiving the result ofthe assessment task.

Student Support and Grievance ProceduresThe UNSW Learning Centre provides academic skills support to all studentsenrolled at UNSW: http://www.lc.unsw.edu.au.

UNSW offers a number of support and development services for students:https://student.unsw.edu.au/additional-support.

There is a range of wellbeing, safety and equity initiatives you can access at

UNSW: https://student.unsw.edu.au/wellbeing.

UNSW Counselling and Psychological Services offer individual consultations andcan usually accommodate urgent needs: https://student.unsw.edu.au/individual-counselling.

If you have issues related to, or concerns about, academic decisions or any aspectof Learning & Teaching in the School of Social Sciences, you are welcome tocontact the Deputy Head of School (Learning & Teaching), A/Prof. Laura Shepherd(email: [email protected]).


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If you have a grievance related to a person or administrative process, you shouldcontact the School Grievance Officer, Dr Michael Wearing (email:[email protected]).

You can also contact the Student Conduct and Appeals Office (email:

[email protected]) or the student association Arc@UNSW (email:[email protected]).

For more information regarding progressing a complaint: https://student.unsw.edu.au/complaints.

arts1811 course outline.pdf

Documents