- Class Number 4288
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery Online
- Dr Juliet Clark
- Dr Juliet Clark
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
- Blair Williams
As industrialized societies become more diverse, there is a growing need to understand how ‘racial,’ ethnic and religious minorities participate in politics and society. This course will focus on the political and social inclusion of migrant and ethnic minority (MEM) groups in Australia and other countries. It considers such questions as: Are there differences in the participation and voting behaviours of members from migrant and ethnic minority groups, compared to other citizens? Is there such a thing as the ‘ethnic vote’? What are the political behaviours of ethnic, ‘racial’ and religious minorities in comparison to citizens from majority groups? What are the sources of mobilization for minority political participation? What are the individual, cultural and structural barriers to full participation among MEM groups within Western democracies? The course considers these questions in both an Australian and comparative context, and looks carefully at how contextual differences matter.
The course is designed both as an exercise in covering the theory and literature in the field, and as a vehicle for encouraging research in migration politics. With respect to theory, the course covers themes in comparative and Australian political science including mass political behaviour, parties and party systems, parliamentary systems, elections and electoral systems, representation, legislative behaviour, social capital, identity politics, political elites, citizenship frameworks and immigration policies. With respect to research, the course includes online tasks that are designed to help you engage in research on significant questions regarding the political participation of minority groups in Australia and in comparative perspective.
Upon successful completion, students will have the knowledge and skills to:
Upon successful completion of this course, students will have the knowledge and skills to:
- Evaluate the
contribution that research evidence makes to our understanding of migration
assess and present arguments based on migrant politics literature.
- Assess the
most important events and issues underpinning migration politics.
- Discuss and
reassess central ideas in weekly assessment tasks.
- Analyze survey data using software packages.
- Develop analytical and writing skills through reflection paper and essay.
Students will be given feedback in the following forms in this course:
- Online Forum Discussions
- Individual Student Consultations (Voluntary)
- Skype or Phone Correspondence (Voluntary)
- Email Correspondence (Voluntary)
- Essay Feedback
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
The information provided is a preliminary Class Outline. A finalised version will be available on Wattle and will be accessible after enrolling in this course. All updates, changes and further information will be uploaded on the course Wattle site and will not be updated on Programs and Courses throughout the semester. Any questions or concerns should be directed to the Course Convenor.
|Week/Session||Summary of Activities||Assessment|
|1||Course Introduction, Overview, Assessment, Key Issues. Assigning Speakers and Tasks|
|2||Migration Politics: Theories, Concepts and Measurement||Postings close end of each week.|
|3||Context: Migration Patterns, Policies and Frameworks|
|4||Social Capital and Multiculturalism|
|5||Citizenship and Political Engagement|
|6||Theories of Descriptive and Substantive Representation|
|7||Reading and Consultation Week (No Lecture)||Essay Due Friday|
|8||Institutional Barriers to Migrant and Ethnic Minority (MEM) Participation|
|9||Intersectionality: Race and Gender in Politics|
|10||Race, Gender and Framing in the Media|
|11||Race, Ethnicity and Voting Patterns|
|12||Public Attitudes, Racism and Discrimination||Reflection Paper Due Friday|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Online Postings: Participation in Weekly Discussion||20 %||01/01/9999||01/01/9999||1, 2|
|Essay||50 %||26/04/2019||04/05/2019||5, 6|
|Reflection Paper||30 %||31/05/2019||08/06/2019||3, 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1, 2
Online Postings: Participation in Weekly Discussion
Upload a weekly posting to your classroom forum that reflects on one or more of the following:
2) Set Tutorial Readings
3) Other Student Postings
Details of Task: The idea of the postings is to provide a structure for you to have an online discussion with others in your group as you would normally do in a face-to-face tutorial. This is your chance to ask questions or to reflect on other students’ postings. The lecturer may sometimes ask a question to begin discussion. Your posting should be approximately 1-3 paragraphs in length and should adopt a reflective writing style where your perceptions, ideas, personal experiences and observations are considered important. The writing language can be descriptive (outlining what something is or how something was done), explanatory (explaining why or how it is like that) or expressive (I think, I feel, I believe). You can use personal pronouns like 'I', 'my' or 'we'. However, it is best to keep colloquial language to a minimum.
Up to 2 participation marks will be awarded for each posting. You are required to upload 10 postings by the end of semester. In order to be awarded 2 marks, postings must be submitted by the end of each week by Sunday evening at 6pm.
Assessment Task 2
Learning Outcomes: 5, 6
Due date: Friday 26 April
Length: 2,200 words (including references and tables)
Contextualisation of issue/case study
Personal or anecdotal overview bearing little relation to the core course themes.
Descriptive overview of issue, long or rambling. Some attempt made to relate to the core course themes.
Provides clear overview of issue related to themes of the course, clearly related to the core course themes.
A clear, succinct and accessible overview of issue and analytical claims. Related to the core course themes in creative and innovative fashion.
Engagement with literature
Use of literature and additional materials is very limited and/or largely irrelevant. Resources not well integrated.
Shows evidence of engagement with good range of literature but does not always discriminate effectively between sources of information.
Can seek out and locate required information with minimal support. Employs a wide range of relevant literature effectively.
Independently seeks out and locates required information. Is selective and discriminates between sources of information.
Account is mostly descriptive, personal and/or anecdotal though relevant to the issue at hand.
Attempts to analyse issue and explain not just what it is but how/why it matters to Politics in theory and in practice.
Provide persuasive analysis of the issue. Can synthesise a number of concepts or factors into a larger idea. Can evaluate the salience & limitations of arguments.
Analysis is sophisticate d and nuanced. Analysis evaluates competing ideas from a number of standpoints. Makes and supports persuasive argument(s).
Adheres to most expectations regarding the formatting and presentation of work. Bears title and name/student ID. Spell checked, grammatically correct.
Adheres to all expectation s and conventions with all expected attributes present (introduction, conclusion, well structured paragraphs, linking phrases).
Adheres to all expectations and conventions with all expected attributes present.
All expected attributes present but have been creatively interpreted to suit personal style and the specific execution of the task. A unique but appropriate presentation of work.
Adherence to academic conventions
Basic referencing accurate and use of a bibliography and or reference list. Lacks consistency.
Consistent system of referencing with minor errors of style or presentation.
Use of academic conventions such as referencing and citation is accurate, consistent and appropriate for the discipline.
Use of academic conventions such as referencing and citation is accurate, consistent and appropriate for the discipline.
Assessment Task 3
Learning Outcomes: 3, 4
Due date: Friday 31 May
Length: 800 words (including references and tables)
You will be required to draw on your postings in your reflection paper as evidence of your learning. At the completion of 10 postings you are required to submit a 800 word reflection paper which reflects on what you have learnt in the course and what important questions remain unanswered. Finish your reflection paper with a few specific suggestions for how to advance the field (e.g., do we need to employ a different theoretical lens, study a different group or place, gather different data?). As it concerns your thoughts, reflective writing is mostly subjective. Therefore, in addition to being reflective and logical, you can be personal, hypothetical, critical and creative. You can comment based on your experience, rather than limiting yourself to academic evidence.
Depth of Reflection
Response demonstrates a lack of reflection on, or personalisation of, the theories, concepts, and/or evidence presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.
Response demonstrates a minimal reflection on, and personalisation of, the theories, concepts, and/or evidence presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant.
Response demonstrates a general reflection on, and personalisation of, the theories, concepts, and/or evidence presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.
Response demonstrates an in-depth reflection on, and personalisation of, the theories, concepts, and/or evidence presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.
Writing is unclear and disorganised. Thoughts ramble and make little sense. There are numerous spelling, grammar, or syntax errors throughout the response
Writing is unclear and/or disorganised. Thoughts are not expressed in a logical manner. There are more than five spelling, grammar, or syntax errors per page of writing.
Writing is mostly clear, concise, and well organised with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than five spelling, grammar, or syntax errors per page of writing.
Writing is clear, concise, and well organised with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
Evidence and Practice
Response shows no evidence of synthesis of ideas presented and insights gained throughout the entire course. No implications for the student's overall learning are presented, as applicable.
Response shows little evidence of synthesis of ideas presented and insights gained throughout the entire course. Few implications of these insights for the student’s overall learning are presented, as applicable.
Response shows evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the student's overall learning are presented, as applicable.
Response shows strong evidence of synthesis of ideas presented and insights gained throughout the entire course. The implications of these insights for the student’s overall learning are thoroughly detailed, as applicable.
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Marks and feedback will be returned online.
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Migration, public opinion and elections, and political behaviour
Dr Juliet Clark
Dr Juliet Clark