- Class Number 3143
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery Online
- Dr Sverre Molland
- Dr Sverre Molland
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
This course examines mainstream and alternative concepts of development by focusing on development issues and case studies located in so-called Third World countries. It examines the historical background to development ideas and practices, and the cultural presuppositions and assumptions on which they are consequently based, as well as the ways in which they impact on different cultures throughout the world. Of particular interest will be alternative concepts of development, such as people-centred development, gender and development, equity in development, local knowledge and values, sustainable development, and participation and empowerment in development.
Upon successful completion, students will have the knowledge and skills to:
- critically evaluate development programs and projects in terms of their social and cultural impact;
- apply anthropological concepts and theories to an understanding of planned social change;
- critically examine key ethnographic writing in terms of its theoretical and methodological approach;
- present and engage in group discussion about development;
- devise strategies for successful development outcome; and
- critically examine the interaction between government, non-government organisations and civil society in development.
This course combines critical, theoretical perspectives on development aid, with an applied focus on aid work. Throughout the course, the convenor will draw on his own research and work experience as an aid consultant and former staff member of the United Nations Development Programme. The course is highly suitable for any intellectually curious student who either wants to pursue a career in development aid, develp a critical appreciation of international development, or both.
Students must have access to necessary computer equipment in class as tutorials involve the use of various collaborative online tools (such as Padlet) which requires either a computer (laptop), tablet, or smartphone. Students who have difficulties accessing such tools must contact the convenor immediately at the beginning of the semester.
The following textbooks are highly recommended as background readings:
Crewe, E. and Axelby, R., 2013. Anthropology and Development: Culture, Morality and Politics in a Globalised World. Cambridge: Cambridge University Press.
Olivier de Sardan, J.-P., 2005. Anthropology and development: understanding contemporary social change. London: Zed Books.
Edelman, M. and Haugerud, A., 2005. The Anthropology of Development and Globalization From Classical Political Economy to Contemporary Neoliberalism. Malden: Blackwell Publishing.
Students may also familiarise themselves with the following journals: Development & Change, Third World Development, Oxford Development Studies, Development in Practice, and many others.
Formative assessments will include written feedback in the form of a marking rubric, in-text annotations and a general comment and verbal feedback upon request (tute participation). In addition, students should feel free to approach the covnenor for general feedback if they have concerns regarding their academic performance.
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.
Students are expected to budget their time well. Students with either work commitments or extracurricular activities are expected to have made arrangements with their work supervisor (or equivalent) in advance of the semester in order to allow time for studies (including attending tutes and lectures).
|Week/Session||Summary of Activities||Assessment|
|1||Introducing culture and development.||No tutorial this week|
|2||Development, culture and anthropological engagements|
|3||Instruments and objects of development: aid institutions and "the poor"|
|4||Entitlement and authority (human rights and development hierarchies)|
|5||Economic and political dimensions of development|
|6||Culture as obstacle or resource?|
|7||Anthropological Perspectives on poverty measurements|
|8||Anthropology of Development and Development Anthropology (Development as translation and mediation)|
|10||Health & Development|
|12||Development, Culture and its Futures|
Please see wattle for tute signup details.
|Assessment task||Value||Due Date||Learning Outcomes|
|Tutorial Participation||10 %||*||1,2,4,5|
|Minor Essay||40 %||09/04/2021||1,2,3,5|
|Research Essay||50 %||03/06/2021||1,2,3,5|
* 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:
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: 1,2,4,5
Tutorial participation is an assessable item and is essential in order to succeed academically in this course. The tutorial is meant to be an informal, cordial, yet informed collective and individual learning process relating to course content. Students are expected to read the readings ahead of class and to come prepared to take part in class discussion. Students are expected to actively participate by asking questions, make comments and engage in conversation. Hence, simply attending tutorials does not equate participation. The quality of contributions is far more important than quantity. Repeated comments that are off-topic and do not demonstrate an engagement with the unit material (although unlikely to be penalised) will not be rewarded with any marks. Students are also expected to contribute in a positive manner. Although well-informed debate and discussion is encouraged, this must at all times be taking place in a collegial and respectful manner. Students will be graded based on their eight best performances in class throughout the semester.
Assessment Task 2
Learning Outcomes: 1,2,3,5
The purpose of the minor essay (formative assessment) is to allow students to engage with key themes explored in the first five weeks of the course. Students must only rely on readings from these weeks. The essay shall be 1500 words in length (within a variation of 10%), exclusive of bibliography. Detailed assessment criteria are made available through turnitin in wattle.
Assessment Task 3
Learning Outcomes: 1,2,3,5
The major essay gives students the opportunity to apply the theoretical, conceptual and analytical tools from earlier weeks in the course to a case study of their choice relating to the course content. Students are required to identify a particular topic relating to the course and develop a specific research question which they will respond to in the form of an academic research essay. Students are given considerable freedom in how they chose their topic. It may be focusing on a specific theoretical approach, a specific policy challenge or a specific aid organisation. Word length: 3500 words (within a variation of 10%), exclusive of bibliography. Detailed assessment criteria are made available through wattle.
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.
Students will receive essay feedback via turnitin. Late essays will be graded but may receive no comments.
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.
Resubmission of Assignments
In exceptional circumstances the convenor may allow, or (in the case of essays with sub-standard English expression) request re-submission of essays (based on a pass/fail grade).
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
Dr. Molland has close to two decades of research and programme experience on human trafficking, development and mobility in the Mekong region. Dr. Molland’s research examines the intersections between migration, development and security in a comparative perspective, with specific focus on governance regimes and intervention modalities in mainland Southeast Asia. Dr. Molland is a former advisor on anti-trafficking interventions with the United Nations Development Programme (Mekong region) and continues to engage the aid sector through consultancy work relating to development and migration.
Dr Sverre Molland