- Class Number 9358
- Term Code 3060
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Paul D'Arcy
- Dr Paul D'Arcy
- Class Dates
- Class Start Date 27/07/2020
- Class End Date 30/10/2020
- Census Date 31/08/2020
- Last Date to Enrol 03/08/2020
- Dr Rochelle-lee Bailey
Violent conflicts over natural resources are an enduring feature of social and political life at different scales and levels of organisation. The inter-state and geopolitical dimensions of conflicts over resources such as oil and water loom large in the popular imaginary. However, resource conflicts in the global South are predominantly fought internally, within the boundaries of the nation-state. Indeed, according to the United Nations, at least 40 percent of internal conflicts globally are related to natural resources. It is these sorts of conflicts that are the focus of this course.
A striking conundrum lies at the heart of the inquiry: rather than contributing to peace and prosperity, empirical research demonstrates that natural resource wealth increases the likelihood that a country will experience internal armed conflict. How and why is this the case? What about the role of resource scarcity as driver of violent conflict in developing-country contexts? What sort of policy responses and interventions are available? How might natural resource wealth contribute to peace rather than to conflict? What is the role of political and economic contestation in these struggles over land and natural resources?
The course will be structured around a series of case studies drawn from Southeast Asia and the Pacific Islands. A political ecology framework will be applied to the analysis of how land and different types of resource complexes - including mining, oil and gas, forestry, and oil palm - can be implicated in violent conflict. Alongside these case studies, students will undertake their own analysis of a natural resource conflict in which they will be attentive to the role of different actors - especially the state, communities and corporations - and to questions of scale, power and identity.
The course will have a very strong research-led approach to teaching and learning. In addition to core expertise housed in SSGM, it draws upon expertise from other parts of the Coral Bell School and the Crawford School. In addition to the involvement of some of these scholars in class room teaching, the assessment for the course will enable students to engage with them in innovative ways.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate an awareness of the diversity and complexity of perspectives on natural resource exploitation in developing-country settings;
- Describe and critique key theoretical perspectives on natural resource-related conflicts in developing-country settings;
- Describe and critique key policy approaches to managing and mitigating natural resource conflicts;
- Apply some of the methodological and conceptual tools of social sciences, especially political ecology, to the analysis of natural resource conflicts;
- Critically reflect upon how their conceptions and understandings of natural resource conflict have changed and evolved.
All course readings are on the course wattle site
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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.
Conflicts over access to, and control of, resources have been a constant in human history. Rational policies to manage increasingly scarce resources often result in seemingly irrational reactions, many of which are rooted in specific cultural values and misunderstandings as much as varying stakeholder aims and objectives. This course combines conflict and conflict resolution theory with Asia Pacific region and resource specific case studies as they evolve over time to provide a broad-based toolkit for analysing the causes of resource conflicts and seeking feasible and enduring solutions. For the purposes of this course, the Asia Pacific region is designated to stretch west to east from Afghanistan to Easter Island/Rapanui, and north to south from the Pacific coast of Russia to Antarctica. Emphasis is placed on the fluidity of circumstances and changing mindsets over time. The course examines three sets of environmental issues: minority rights within states that usually involve extractive industries and underlying tensions between diverse ethnic and cultural groups; inter-state conflicts over resources that span multiple sovereign jurisdictions, or are in international waters beyond state jurisdiction: and, common issues over pending resource scarcity due to population pressure or the effects of climate change.
|Week/Session||Summary of Activities||Assessment|
|1||Lecture 1: Development and Conflict Theory||No tutorials|
|2||Lecture 2: Conflict over Mining between the State, Local Communities and Global Capital in Papua New Guinea||Tutorial 1: Assessment outlined /Ok Tedi Mine dispute|
|3||Lecture 3: Indigenous Rights in New Zealand under the Treaty of Waitangi||Tutorial 2: Co-management of national parks|
|4||Lecture 4: The position of Mindanao Muslims within the Philippines||Tutorial 3: Securing peace in Mindanao Critical Analysis due 20 August|
|5||Lecture 5: Contested Economics and Politics of Locally-Controlled Sustainable Forestry||Tutorial 4: Sustainable forestry in Solomon Islands|
|6||Lecture 6: Tragedy of the Commons paradigm as illustrated by the history of the Western Pacific tuna fishery||Tutorial 5: Illegal fishing in the Western Pacific|
|7||Lecture 7: Disputed Common? Senkaku/Diaoyu Islands Dispute between China, Taiwan, and Japan||Tutorial 6: Resolving the Senkaku/Diaoyu dispute Minor Essay due September 25|
|8||Lecture 8: Divided Commons?: Mekong River Shared Water Access||Tutorial 7: Mekong shared water access|
|9||Lecture 9: Climate Change and Water Wars? Indus and Brahmaputra River Water Access Disputes||Tutorial 8: Increasing Pakistan’s water security|
|10||Lecture 10: Climate change and Displacement: Urban Slum Expansion, Drowning Nations, and Climate Change Refugees||Tutorial 9: Manila’s urban slums and climate change|
|11||Lecture 11: Climate Change and Alternative Agriculture: Permaculture||Tutorial 10: Climate proofing food production|
|12||Lecture 12: Climate Change and Alternative Energy Sources||Tutorial 11: Sustainable energy consumption Research essay due 30 October|
|Assessment task||Value||Due Date||Learning Outcomes|
|Critical analysis of the literature||20 %||20/08/2020||1,2,3,4,5|
|Minor essay||35 %||25/09/2020||1,2,3,4,5|
|Research essay||45 %||30/10/2019||1,2,3,4,5|
* 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:
- 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
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 Academic Integrity . 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: 1,2,3,4,5
Critical analysis of the literature
Word Limit: 800 words
Students are to provide a succinct critical analysis of any one tutorial question of the student’s choice from the 11 in the course listed on the course wattle site. Students must demonstrate their comprehension and critical engagement with the tutorial readings for the week plus familiarity with at least 2 other items of literature on the topic.
Assessment Task 2
Learning Outcomes: 1,2,3,4,5
Word Limit: 1400 words
Essay topics are listed in the course wattle site. Students choose their Minor essay from this list, although the list of topics includes the option of designing your own question in consultation with the course convener Essay topics and essay research and writing will be discussed in the first lecture in week one as well as the first tutorial in week 2.
Assessment Task 3
Learning Outcomes: 1,2,3,4,5
Word Limit: 2000 words
Essay topics are listed on the course wattle site. Students choose their Research essay from this list, but on a different topic from their minor essay. Please note that the list of topics includes designing your own question in consultation with the lecturer. Essay topics and essay research and writing will be discussed in the first lecture in week one as well as the first tutorial in week 2.
This research essay differs from the minor essay in that it is longer and requires more in depth analysis, so it is suggested that this is the best option to pursue your particular research passions, which can be designed through option 14 in the essay list below where you design your own question in consultation with the course convener.
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 permitted. 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.
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
Paul D'Arcy http://ssgm.bellschool.anu.edu.au/experts-publications/experts/paul-darcy
Dr Paul D'Arcy
Dr Paul D'Arcy