- Class Number 3080
- Term Code 3030
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Katrina Grant
- Dr Katrina Grant
- Class Dates
- Class Start Date 24/02/2020
- Class End Date 05/06/2020
- Census Date 08/05/2020
- Last Date to Enrol 02/03/2020
This course provides students with an introduction to current and historical debates and issues in the Humanities, with a particular focus on Public Culture and Digital Humanities. The course will involve contributions from leading Humanities scholars from across the University, and draw on the expertise of visiting scholars where appropriate. Visits to cultural institutions in Canberra are included when possible. Key issues covered in the course may include: the relevance of the Humanities for contemporary society and culture; the role of public cultural institutions in Humanities debates; the political uses of the Humanities; issues in Humanities communication (such as copyright and open access); the impact of the Internet on Humanities scholarship and research; and emerging digital methodologies in Humanities research.
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:
- develop critical reading skills;
- identify and discuss relevant literature, including theoretical and methodological approaches to the topic;
- analyse and critically discuss key issues and debates relevant to Humanities research; and
- communicate these issues to professional audiences.
National Museum of Australia
Walk around the Parliamentary Triangle
Additional Course Costs
Internet access Students are expected to access class materials through the course website and Wattle learning platform. Your ANU student email (via Wattle) will be used regularly to communicate important information about class activities and assessments so you must check it regularly.
Students will be given feedback in the following forms in this course:
- Responses to postings on Wattle forums
- Comments and marks on all assignments
- Discussion in class
- Informal feedback via email as required
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.
|Week/Session||Summary of Activities||Assessment|
|1||THEME 1 - Definition and Histories of the Humanities Week 1. What are the humanities? (History, debates, definitions) To begin we look at the history of the humanities and discuss the different ways that it can be defined. Key texts* Rens Bod, A New History of the Humanities: The Search for Principles and Patterns from Antiquity to the Present, Oxford University Press: Oxford, 2013. B. L. Ullman, ‘What are the Humanities?’, in The journal of higher education,1946, pp. 301-7 (pdf below). Stuart Dunn, 'Spatial Humanities in the Digital Age', in A History of Place in the Digital Age, Routledge, 2019. (link or pdf below - entire book but just look at Chapter 1).||Participate in weekly class discussion|
|2||THEME 1 - Definition and Histories of the Humanities Week 2. Humanities now! (Humanities in the digital, global age) Now we know where the humanities came from we reflect on the current state of the humanities. What new disciplines and issues are emerging? Is research in the humanities global? Key text Lesley Johnson, ‘Generosity and the Institutions of the Humanities’, in Humanities Australia, No. 6, 2015, pp. 6-19. Tully Barnett, ‘Are the humanities in crisis? In Australia the sector is thriving’, The Conversation, 27 April 2015. Frank Bongiorno, 'The rise and fall of Western civilisation', in Inside Story, June 26 2018.||Participate in weekly class discussion|
|3||Theme 2 - STEM V HUM Week 3 Science vs humanities - the history of the debate The idea that science and the humanities are wholly distinct and separate disciplines with little to say to each other is often disproved, yet persists. This week we look at the relationship between STEM and the Humanities, examine the history of the two fields, look at when they diverged, and the origins of the ongoing debate over the separateness of the two in the modern university. Key Text Snow, CP, The Two Cultures: And a Second Look: An Expanded Version of The Two Cultures and the Scientific Revolution, Cambridge University Press, 1963.||Participate in weekly class discussion|
|4||Theme 2 - STEM V HUM Week 4 Humanities and technologies This week we look at the history of computational and technological methods in the humanities, and on the growing role that traditional humanities methods are being applied in disciplines such as engineering and computer science as we strive to create a more ethical, and a more human, digital world. Key Texts Kathleen Fitzpatrick, 'Humanities, Done Digitally', in Debates in the Digital Humanities, 2012. Genevieve Bell, 2017 Boyer Lectures, Radio National, http://www.abc.net.au/radionational/programs/boyerlectures/introducing-2017-boyer-lecturer-prof-genevieve-bell/8868990||Participate in weekly class discussion|
|5||Theme 3 - Humanities and Politics Week 5 Democracy and the humanities Over the next two weeks we will think about the intersections of politics and the humanities. First, we will look at the way that humanities shapes politics and political discussion. We will look at what role humanism and humanities plays in a modern democracy. We will ask whether humanists good at politics? Are politicians bad at humanities? Key Texts Martha Nussbaum, ‘The Silent Crisis', Not for Profit: Why Democracy Needs the Humanities, Princeton University Press, 2016. Edward W. Said, Humanism and Democratic Criticism, 2004, Columbia University Press. (library still hasn't replaced copy lost in flood). 8-Point Plan to Humanise the Future https://www.humanities.org.au/advice/2019election/||Participate in weekly class discussion|
|6||Theme 3 - Humanities and Politics Week 6 Humanities, values, morals and activism This week we will look at the politics of the humanities. There is no single ‘humanities’, rather there are many types, and many different people who practice it. This week we will consider who is included or excluded and what assumptions might lie beneath humanities research and debates. How do modern political debates and issues affect our study of humanities subjects (even those focused on the past) and ask if humanities radical or conservative. We will also talk about how humanities research can be activist and whether academics have a responsibility to be active in the community on issues that stem from their research. Key Texts Rebecca Futo Kennedy, ‘Why I Teach About Race and Ethnicity in the Classical World’, EIDOLON, Sep 2017 https://eidolon.pub/why-i-teach-about-race-and-ethnicity- in-the-classical-world-ade379722170||Participate in weekly class discussion Digital Communication due Monday 30th March 5pm.|
|7||Theme 4 - Public Humanities Week 7 Humanities and Public Culture - The Museum ?The museum and the library are the public spaces of the humanities. They give a physical presence to the humanities in broader society and are probably the place where the broader public most consciously engage with the ideas, history, arguments and debates central to humanities research. This week we will critique the role they play and the challenges they face. This week will include a visit to the National Museum of Australia and a curator will talk to us about the changing role of museums. Key Texts Australian Journey (stories of Australia’s history by ANU and the National Museum of Australia) https://www.nma.gov.au/learn/classroom-resources/australian-journey Kylie Message, 'Representing cultural diversity in a global context: The Museum of New Zealand Te Papa Tongarewa and The National Museum of Australia', International Journal of Cultural Studies, Volume 8(4): 465–485 https://doi-org.virtual.anu.edu.au/10.1177/1367877905058345 (pdf) Michael Warner, ‘Publics and Counterpublics’, in Public Culture (2002) 14 (1): 49-90||Participate in weekly class discussion|
|8||Theme 4 - Public Humanities Week 8 Stop, Collaborate and Listen! We often hear about the need for humanities (and other academic disciplines) to reach outside the university and have a presence in the public sphere. This week we will look at how research in the humanities can have a public presence, the advantages, the pitfalls, and the challenges of presenting complex research on popular public platforms, including social media. Special Guest - Dr Terhi Nurmikko-Fuller will talk about her experience collaborating with public institutions like museums, the joys, the challenges, the tear, the heartbreak. Key Texts Alan Wolfe, 'The promise and the flaws of public scholarship', The Chronicle of Higher Education; Jan 10, 1997; 43, 18 (pdf) Martin Robbins, ‘The trouble with TED talks’, The New Statesmen, September 2012. Mary Beard, ‘Roman Britain in Black and White’, Times Literary Supplement, August 2017 https://www.the-tls.co.uk/roman-britain-black-white/ CDHR SketchFab https://sketchfab.com/CDHR_ANU||Participate in weekly class discussion|
|9||Theme 5 - Humanities and Place Week 9 Humanities and the city We will have a walk today (weather permitting) around the parliamentary triangle. We can catch the Culture Loop Bus from the NFSA. Meet at SRWB at 1pm to catch 1:20pm bus (don't be late!) We will get off at the National Library.||Participate in weekly class discussion|
|10||Theme 5 - Humanities and Place Week 10 Humanities, Space and Society We probably mostly think about humanities as something that happens in words, in text, as an abstract concept. But, what is the role of place and space in shaping humanities, and how do humanities ideas shape the spaces in which we live? Think about this in particular in terms of civic spaces, especially in terms of Canberra, or cities you know well. Consider the following questions: Does space shape discussion? Are public or civic spaces humanistic? Are they imbued with humanistic values? How are value systems built into urban and civic spaces? Readings Jane Jacobs The Death and Life of Great American Cities, New York: Random House, 1961 (selected sections, pdf below - read the introduction (or part of it, it's quite long) and some other sections that seem most relevant to the key questions this week). ‘Unpleasant Design & Hostile Urban Architecture’, 99% invisible, May 2016 (read or listen) https://99percentinvisible.org/episode/unpleasant-design-hostile-urban-architecture/ What might Jane Jacobs say about smart cities? - Sarah Burns https://theconversation.com/what-might-jane-jacobs-say-about-smart-cities-58278 Cities in the Future of Democracy - John Keane https://theconversation.com/cities-in-the-future-of-democracy-16688||Participate in weekly class discussion. Annotated Bibliography and Research Proposal due Friday 101h May 4pm.|
|11||Theme 6 Future of the Humanities Week 11 Is humanities becoming global? This week we will look at emerging trends in the humanities. We will also consider the use of interdisciplinary and cross cultural methods and methodologies in humanities research. How do scholars engage methods from other disciplines? Are discuplinary boundaries useful or constrictive? How can we educate ourselves to think globally and cross culturally? Key Texts Peter-Andre Alt, ‘Humanities in Modern Society’, The German House, 4 April 2012. http://www.fu- berlin.de/sites/praesident/reden_artikel/20120404_humani ties_modern_society.pdf Mikhail Epstein, ‘Mikhail Bakhtin and the Future of the Humanities’, in Mikhail Epstein , The Transformative Humanities: A Manifesto (Bloomsbury, 2012).||Participate in weekly class discussion|
|12||Future of the Humanities What is the role of the humanities in the 21st century? The final week will be student presentations - you should prrsent your research for your final essay. Presentations should aim to engage with ideas about the future of the humanities.||Participate in weekly class discussion Class presentation due.|
Registration not required for tutorials - all students to attend the weekly seminar
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Digital Communication||25 %||30/03/2020||14/04/2020||1, 2, 3, 4|
|Annotated Bibliography and Research Proposal||15 %||11/05/2020||24/05/2020||1, 2, 3, 4|
|Class presentation||10 %||26/05/2020||26/05/2020||3, 4|
|Participation in class discussions||10 %||26/05/2020||26/05/2020||1, 2, 3, 4|
|Research Essay||40 %||15/06/2020||28/06/2020||1,2,3,4|
* 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. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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, 3, 4
1000 words (or equivalent) blog post, podcast or video (25%) Learning Outcomes 1-4 (Due week 6)
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4
Annotated Bibliography and Research Proposal
1500 words (15%) Learning Outcomes 1-4
Due week 10.
Assessment Task 3
Learning Outcomes: 3, 4
(10%) Learning Outcomes 3, 4 (Due in class in week 12)
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4
Participation in class discussions
It is expected that all students will complete the weekly readings and will be active participants in class. Students will be asked to lead discussions on certain topics and to find further readings or similar to discuss with the group.
Assessment Task 5
Learning Outcomes: 1,2,3,4
3000 words (40%) Learning Outcomes 1-4
Due June 15 5pm.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Assignment feedback and results will be posted on gradebook on Wattle or in class for presentations.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Art History, Digital Humanities, Applied Humanities, Public Culture, Museums and Galleries
Dr Katrina Grant