- Class Number 4477
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Fouzieyha Towghi
- Dr Fouzieyha Towghi
- 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 seeks to weigh up the kinds of insights that anthropology has to offer in understanding violence, and therefore emphasises ethnographic accounts that explore the manner in which social life is shaped through different forms of engagement with violence. Considering violence from an anthropological perspective foregrounds concerns of meaning, representation and symbolism—understanding violence as expression as much as instrument. We will be approaching violence as usually meaningful and always culturally mediated, a phenomenon that is not outside the realm of human society.
A key theme to be explored is the contention that violence, rather than necessarily signifying a breakdown in social existence, often plays a part—perhaps even a fundamental one—in the maintenance or creation of particular forms of social order. To this end, we will be concerned with analysing not only the explicit acts of bodily harm that occur in violent conflict but more subtle forms of violence perpetrated by the nation–state and global institutions. In this sense, a vital aspect of the course involves engaging with the ‘anthropology of state practices’ through considering the relation of state and society as this shapes occurrences and expressions of violence.
Finally, we consider the relation of anthropology and anthropologists to debates about universal human rights and reflect on the position of the anthropologist in witnessing, theorising and writing about violence, as well as the methodological challenges, ethical dilemmas, dangers and responsibilities involved.
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) Examine violence and terror by state and non-state agents in a cross-cultural perspective;
2) Identify and distinguish between different kinds of violence;
3) Understand different theoretical explanations for causes and experiential dimensions of violence;
4) Apply relevant concepts through the articulation of research questions relating to actual case studies of terror and violence;
5) Formulate arguments about specific instances of terror and violence in a way that engages with contemporary scholarly debates; and
6) Consider various attempts to make peace in the light of these understandings of why violence occurs.
This course draws on extensive anthropological and social science primary research relating to terror and violence. Several case studies will be used in lectures. The convenor will draw on her own research background on the post-colonial representations of domestic and sexual violence in human rights discourses.
There are no field trip planned in this course.
Additional Course Costs
Examination Material or equipment
All readings will be available through the course Wattle site or via an electronic book in the ANU library system. For distance students enrolled in the course, digital recording of the seminars will be made available online through the course Wattle site. Please make sure not to breach the copyright conditions of the course materials (personal and academic use only). I will also be sending emails periodically to students throughout the semester so please make sure that you are able to access your ANU email account and can check it regularly.
There is no course text. All readings are available through wattle/ebrick & Reserve (see reading list below with hotlinks to readings).
Students who are not familiar with anthropology may find the following text-book useful as background reading: Eriksen, Thomas Hylland. 2015. Small places, large issues: An introduction to social and cultural anthropology (3rd ed ed.). London: Pluto Press (ebook).
Students will be given feedback in the following forms in this course:
- In-text annotations (mid-term essay)
- General feedback on essays focusing on (a) the main strength of the essay and (b) the main ways in which it can be improved?
- the main strength of the essay and the main ways in which it can be improved
- Marking rubric will also be used to indicate the quality of the essay.
- Students are encouraged to approach the lecturer if they wish to discuss their class 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.
For Assignments in this course: Please use Harvard referencing. Please consult the following website for instructions: http://library.unimelb.edu.au/recite
|Week/Session||Summary of Activities||Assessment|
|1||Introduction: Approaching Violence (Lecture and discussion)||None/ Attend Lecture|
|2||Violence, power and anthropology: the ritual of violence ?(Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
|3||Structural Violence - Everydayness of violence – violence as norm, symbol and structure – poverty and social suffering (Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
|4||Marginalised violence (Lecture and discussion)||Attend Lecture and participate in weekly tutorials Assign Minor Essay|
|5||Violence as a foundation of the state (Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
|6||Contesting state violence with violence (Lecture and discussion)||Attend Lecture and participate in weekly tutorials Assign Research Essay|
|7||Violating ideological purity -- inter-communal violence (Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
|8||Urban Tribalism ?(Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
|9||Masculine violence (Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
|10||Gendered violence in war (Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
|11||Nuclear Violence (Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
|12||Beyond violence: trauma, healing and the language of violence - Resilience out of violence (Lecture and discussion)||Attend Lecture and participate in weekly tutorials|
Check the Course wattle page- Sign up for tutorial session will be made available in Week/Session 1 of the course.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Minor Essay||35 %||13/04/2021||30/04/2021||1,2,3,4,5|
|Research essay||55 %||07/06/2021||21/06/2021||1,2,3,4,5,6|
* 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 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.
Students are expected to actively participate by asking questions, making comments and engaging in conversation. Hence, simply attending tutorials does not equate participation.
Assessment Task 1
Learning Outcomes: 1,2,3,4,5,6
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. Up to two tutorial absences is acceptable and will not affect your participation grade.
Assessment Task 2
Learning Outcomes: 1,2,3,4,5
The purpose of the minor essay 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 2500 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: 1,2,3,4,5,6
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 relating to migration governance. 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 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.
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) as 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. 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.
Resubmission of Assignments
In exceptional circumstances the convenor may allow, or request resubmission 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 Fouzieyha Towghi