- Class Number 3986
- Term Code 3030
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Maria Tanyag
- Dr Maria Tanyag
- 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 examines historical and contemporary experiences of gender, war and justice within two crisis-prone sub-regions of the Asia-Pacific: South and Southeast Asia. Drawing on multiple feminist traditions and interdisciplinary approaches to peace and security, the course exposes students to the ways in which gender plays a pivotal role in shaping the material and ideological drivers of wars and conflicts, as well as the distribution of resources and responsibilities during times of violence and in their aftermath. Students will gain insights to women’s varied roles in both the perpetration of violence, and in peace building across clans and kinship networks, communities and through nation-building. Students will also grapple with the relevance of de-centering gender analytically and instead examine gender as it intersects with race/ethnicity, citizenship, class, religion, and sexuality in the analysis of the distinct challenges for peace and security in South and Southeast Asia. Finally, the course explores the significance of global and regional security and human rights agendas in enabling the pursuit of justice for women in South and Southeast Asia.
Upon successful completion, students will have the knowledge and skills to:
- Understand what constitutes a gendered analysis of war and peace and a detailed knowledge of the political, historical, economic and cultural aspects in South and Southeast Asia
- Demonstrate critical analytical skills by applying intersectionality and in identifying the varying salience of gender before, during and after conflicts in the two sub-regions
- Communicate an understanding of how gender, war, and justice in South and Southeast Asia is linked to global security, development and human rights debates
- Demonstrate capacity in applying theoretical insights for policy and translating gender expertise to a broader non-academic audience
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU 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||Seminar 1: Introduction to the Course|
|2||Seminar 2: Feminist Approaches to Peace and Security|
|3||Seminar 3: The Colonial Constructions of Gender, War and Justice||This week provides a thematic session on pre-existing or historical roots to gender, war and injustice in South and Southeast Asia with a focus on colonialism and imperialism|
|4||Seminar 4: World War II||This week begins thematic sessions looking at gender, war and justice through the typology of different wars and detailed case studies across South and Southeast Asia|
|5||Seminar 5: Interstate Conflicts|
|6||Seminar 6: Genocide and Mass Atrocities|
|7||Seminar 7: Insurgency and Terrorism|
|8||Seminar 8: Violent Disasters and Development Aggression|
|9||Seminar 9: Communal Violence|
|10||Seminar 10: Gender, Race and Class in Peace Processes||This week begins thematic sessions looking at what happens after wars and when questions of justice - what it means and how it is achieved - become most salient.|
|11||Seminar 11: Resilience and Post-conflict Reconstruction|
|12||Seminar 12: Resistance, Reversals and Regeneration: Why Justice Matters|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Journal Article Review Essay||20 %||23/03/2020||06/04/2020||1,2,3 and 4|
|Case Study Analysis with Infographic||30 %||04/05/2020||18/05/2020||1,2,3 and 4|
|Research Proposal||40 %||05/06/2020||02/07/2020||1,2,3 and 4|
|Class Participation||10 %||31/05/2020||31/05/2020||1,2,3 and 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU 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:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
Assessment RequirementsThe 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 AssessmentMarks 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 and 4
Journal Article Review Essay
Students will develop a review essay analysing any two journal articles assigned in Weeks 1 to 3. Students must demonstrate capacity to identify main arguments, summarise themes, compare/contrast ideas between the articles, and assess strengths and weaknesses of both.
Word limit: 1000 words (excluding bibliography)
Assessment Task 2
Learning Outcomes: 1,2,3 and 4
Case Study Analysis with Infographic
Students will undertake a case study analysis based on the weekly topics discussed in seminars 4 to 9. They must choose an example or type of wars drawn from either South or Southeast Asia and provide a gender analysis of the causes and consequences of the violence. E.g., A Gender Analysis of Communal Violence in India; or A Gender Analysis of Counterinsurgencies in the Philippines; or A Gender Analysis of the Aceh Post-Conflict Reconstruction. As part of the analysis, the students must provide an accompanying infographic which visually summarises key facts, trends, and other pertinent evidence to provide information on their case study at a glance. Further details on this assessment will be discussed in Week 1.
Word Limit: 1,500 words plus visuals
Assessment Task 3
Learning Outcomes: 1,2,3 and 4
Students will be tasked to develop a research proposal consisting of three main sections: a) research question or puzzle and significance; b) theoretical framework; c) research design and ethics. The proposal must directly address themes from weeks 10 to 12 on investigating gender analysis in the aftermath of wars and the importance of implementing justice post-conflict. Further details on this assessment will be discussed in Week 1. An in-class proposal writing workshop will be scheduled as part of the preparation for this assessment.
Word Limit: 3000 words (excluding bibliography)
Assessment Task 4
Learning Outcomes: 1,2,3 and 4
Students are expected to actively participate in the seminars and to contribute their own critical response and analysis of the weekly readings. In addition, the students will be required to hand in each week, beginning in with the Week 3 lecture a 100-word reflection piece summarising what they think are the three (3) most interesting lessons they learnt from the weekly readings and one (1) question they have on either the reading or the weekly topic in general. The reflection pieces will be marked with a score of 1 or zero (for non-submission) and count towards final evaluation of their class participation. In total, students will have 10 reflection pieces for attending all lectures from weeks 3 to 12.
Word Limit: strictly 100 words or less
Academic IntegrityAcademic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community 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 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 University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
Online SubmissionThe ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor 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 SubmissionNo submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR 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.
Referencing RequirementsAccepted 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.
Extensions and PenaltiesExtensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions 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 policyAcademic 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 studentsThe 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
Dr Maria Tanyag
Dr Maria Tanyag