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. 

Learning Outcomes

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:

1. Evaluate the contribution that research evidence makes to our understanding of migration politics.
   
2. Critically assess and present arguments based on migrant politics literature.
   
3. Assess the most important events and issues underpinning migration politics.
   
4. Discuss and reassess central ideas in weekly assessment tasks.
   
5. Analyze survey data using software packages.
6. Develop analytical and writing skills through reflection paper and essay.

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

N/A

Staff Feedback

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 

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.

Other Information

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.

Class Schedule

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 Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Online Postings: Participation in Weekly Discussion	20 %	*	*	1, 2
Essay	50 %	24/04/2020	08/05/2012	5, 6
Reflection Paper	30 %	29/05/2020	12/06/2012	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. 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

Online Postings: Participation in Weekly Discussion

Upload a weekly posting to your classroom forum that reflects on one or more of the following:

1) Lecture

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

Essay

Due date: Friday 24 April

Weighting: 50%

Length: 2,200 words (including references and tables)

Rubric

	(P)	(Cr)	(D)	(HD)
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.
Analysis	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).
Presentation	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

Reflection Paper

Due date: Friday 29 May

Weighting: 30%

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.

Rubric

Criteria	(P)	(Cr)	(D)	(HD)
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.
Structure	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.

Academic Integrity

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.

Online Submission

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.

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

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.

Returning Assignments

Marks and feedback will be returned online.

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.

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