The United Nations Development Programme introduced the concept of "human security" into the global lexicon in its 1994 Human Development Report. Often referred to as "people-centred security" or "security with a human face", human security places human beings—rather than states—at the centre of security considerations. The UNDP perceived human security as a focus on human life and dignity and an antidote to conventional views of security shaped by threats to and the potential for conflict between states. This unit examines human security as a concept, as an alternative security agenda, and as a guideline for policy and institutional initiatives. It does so through a focus on the three pillars of human security: freedom from want; freedom from fear, and freedom to live in dignity.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Demonstrate a critical understanding of the concept of human security and its relationship to the field of international relations and security studies
2. Demonstrate a sound knowledge of the contemporary agenda of human security issues
3. Apply concepts of human security to relevant case studies
4. Communicate their critical understanding of human security in a clear and concise way through assignments and participation in class discussions

Staff Feedback

Students 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 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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Seminar 1 - Meet and Greet and Overview of the Course	Readings United Nations Development Program (1994), ‘Chapter Two: New Dimensions of Human Security’, Human Development Report, Oxford: 22-46 Roland Paris (2001) ‘Human Security: Paradigm Shift or Hot Air?’, International Security 26 (2): 87-102 David Chandler (2008) ‘Human Security: The Dog That Didn’t Bark’, Security Dialogue 39(4): 427-438
2	Seminar 2 - Introduction to Human Security	Readings Marlies Glasius (2008) ’Human Security from Paradigm Shift to Operationalization: Job Description for a Human Security Worker’, Security Dialogue 39(1): 31-54 Liora Lazarus and Benjamin J. Goold (2007) ‘Introduction: Security and Human Rights: The Search for a Language of Reconciliation’, in Benjamin J. Goold and Liora Lazarus (eds), Security and Human Rights, London: 1€“24. William W. Burke-White (2004) ‘Human Rights and National Security: The Strategic Correlation’, Harvard Human Rights Journal 17: 249 - 280 Lloyd Axworthy (2001) ‘Human Security and Global Governance: Putting People First’, Global Governance 7: 19-23 David Chandler (2008) ‘Human Security II: Waiting for the Tail To Wag the Dog –A Rejoinder to Ambrosetti,Owen and Wibben’, Security Dialogue 39(4): 463€“469
3	Seminar 3 - Human Security and Freedom to Live in Dignity (1): Torture and Terrorism	Readings Andrew Ashworth (2007) ‘Security, Terrorism and the Value of Human Rights’, in Benjamin J. Goold and Liora Lazarus (eds), Security and Human Rights, London: 203€“226 Rhonda L. Callaway & Julie Harrelson-Stephens (2006) ‘Toward a Theory ofTerrorism: Human Security as a Determinant of Terrorism’, Studies in Conflict & Terrorism 29(8): 773-796, Ursula Daxecker (2017) ‘Dirty Hands: Government Torture and Terrorism’, Journal of Conflict Resolution 61(6): 1261-1289 Vincent Iacopino (2011) ‘US Torture and National Security: The Imperative of Accountability’, Journal of Psychology 219(3): 190€“192 Christopher C. Joyner (2004) ‘The United Nations and Terrorism: Rethinking Legal Tensions Between National Security, Human Rights, and Civil Liberties’, International Studies Perspectives 5: 240€“257
4	Seminar 4 - Human Security and Freedom from Want (1): Food (In)security	Readings Olivier De Schutter (2009) ‘The Right to Food: Fighting for Adequate Food in a Global Crisis’, Harvard International Review 31(2): 38-42 Ellen Messer and Marc J. Cohen (2007) ‘Conflict, Food Insecurity and Globalization’, Food, Culture and Society: An International Journal of Multidisciplinary Research 10(2): 297-315 Melanie Sommerville, Jamey Essex and Philippe Le Billon (2014) ‘The ‘Global Food Crisis’ and the Geopolitics of Food Security’, Geopolitics, 19(2): 239-265 FAO/UNTFHS (2016) Human security and food security (Rome: Food and Agricultural Organisation) Thomas O'Brien (2012) ‘Food Riots as Representations of Insecurity: Examining the Relationship Between Contentious Politics and Human Security’, Conflict, Security & Development 12(1): 31-49
5	Seminar 5 - Guest Speaker: TBC
6	Seminar 4 - Human Security and Freedom from Fear (1): Race and Ethnicity	Readings Liam Braber (2002) ‘Korematsu's Ghost: A Post-September 11th Analysis of Race and National Security,’ Villanova Law Review 47: 451-490 Bernard E. Harcourt (2007) ‘Muslim Profiles Post-9/11: Is Racial Profiling an Effective Counter-Terrorist Measure and Does It Violate the Right to be Free from Discrimination?’, in Benjamin J. Goold and Liora Lazarus (eds), Security and Human Rights, London: 73€“98 Vu Huong (2002) ‘Us Against Them: The Path to National Security Is Paved by Racism’, Drake Law Review 50: 661-693 Greg Noble (2005) ,’The Discomfort of Strangers: Racism, Incivility and Ontological Security in a Relaxed and Comfortable Nation’, Journal of Intercultural Studies 26(1-2): 107-120 Randolph B. Persaud (2004) ‘Situating Race in International Relations: The Dialectics of Civilizational Security in American Immigration’ in Chowdhry Geeta, and Sheila Nair (eds), Power, Postcolonialism and International Relations : Reading Race, Gender and Class, Routledge: 56-81
7	Seminar 7 - Human Security and Freedom to Live in Dignity (2): Gender	Readings: Aili Mari Tripp (2013) ’Toward a Gender Perspective on Human Security’ in Aili Mari Tripp, Myra Marx Ferree, Christina Ewig (meds) Gender, Violence, and Human Security, New York: 3-32 Ruth Rubio-Marà n and Dorothy Estrada-Tanck (2013) ‘Violence Against Women, Human Security, and Human Rights of Women and Girls: Reinforced Obligations in the Context of Structural Vulnerability’ in Aili Mari Tripp, Myra Marx Ferree, Christina Ewig (meds) Gender, Violence, and Human Security, New York: 238-259 Edith Kinney (2013) ‘Securitizing Sex, Bodies, and Borders: The Resonance of Human Security Frames in Thailand’s “War against Human Trafficking”’ in Aili Mari Tripp, Myra Marx Ferree, Christina Ewig (meds) Gender, Violence, and Human Security, New York: 79-108 Gunhild Hoogensen and Kirsti Stuvà ¸y (2006)’Gender, Resistance and Human Security’ Security Dialogue 37(2): 207-227
8	Seminar 8 - Human Security and Freedom from Fear (2): Saving Strangers	Readings Eric A. Heinze (2006) ‘Maximizing Human Security: A Utilitarian Argument for Humanitarian Intervention’, Journal of Human Rights 5(3): 283-302 Yuka Hasegawa (2007) 'Is a Human Security Approach Possible? Compatibility between the Strategies of Protection and Empowerment', Journal of Refugee Studies 20(1): 1-20 Scott Watson (2011) ‘The “Human” as Referent Object? Humanitarianism as Securitization’, Security Dialogue 42(1): 3€“20 Jennifer M. Welsh (2007) ‘The Responsibility to Protect: Securing the Individual in International Society’ in Benjamin J. Goold and Liora Lazarus (eds), Security and Human Rights, London: 363€“384
9	Seminar 9 - Human Security and Freedom from Want (2): Climate Change	Readings Jon Barnett and W. Neil Adger (2007) ‘Climate Change, Human Security and Violent Conflict’, Political Geography 26: 639 - 655 Jon Barnett (2011) ’Human Security’ in John S. Dryzek, Richard B. Norgaard, and David Schlosberg (eds), The Oxford Handbook of Climate Change and Society: 267-277 Michael Mason (2015) ‘Climate Change and Human Security: The International Governance Architectures, Policies and Instruments’, in Handbook on Climate Change and Human Security. Cheltenham, United Kingdom : Edward Elgar, 2015, pp. 382-401. Nils Gilman, Doug Randall, and Peter Schwartz (2011) ’Climate Change and ‘Security’’, in John S. Dryzek, Richard B. Norgaard, and David Schlosberg (eds), The Oxford Handbook of Climate Change and Society: 251-266 Timothy Doyle and Sanjay Chaturvedi (2011) ‘Climate Refugees and Security: Conceptualizations, Categories, and Contestations’ in John S. Dryzek, Richard B. Norgaard, and David Schlosberg (eds), The Oxford Handbook of Climate Change and Society: 278-294 Matthew Lister (2014) ‘Climate Change Refugees’, Critical Review of International Social and Political Philosophy 17(5): 618-634
10	Seminar 10 - Student presentations
11	Seminar 11 - Student Presentations
12	Seminar 12 - Student Presentations

Assessment Summary

Assessment task	Value	Learning Outcomes
Reading review	25 %	1, 2, 4
Oral Presentation	25 %	1, 2, 4
Essay	50 %	1, 2, 3, 4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

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:

• 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 Requirements

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

Reading review

This assessment task requires a critical… review of the required readings for one (1) seminar chosen from weeks 2-9

1500 words.… Due Thursday 9 April 2020, 23:55pm

Assessment Task 2

Oral Presentation

Students must give a 10 minute presentation on the topic of their long essay in seminar in either week 10, 11 or 12. Students may use Powerpoint presentations and multi-media to enhance their presentation. Presentations must be submitted online to Wattle the day before the presentation is due.…  

Assessment Task 3

Essay

Long essay will require students to apply the course themes to a critical analysis of a human security topic or case of their choice.

3000 words. Due Friday 29 May 23.55pm

Academic Integrity

Academic 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 Submission

The 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 Submission

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

No 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 Requirements

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.

Extensions and Penalties

Extensions 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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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