- Class Number 5007
- Term Code 3160
- Class Info
- Unit Value 6 units
- Topic On- Campus
- Mode of Delivery In Person
- Dr Sverre Molland
- Dr Sverre Molland
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
In this course we will examine and work with a small set of key concepts as these are typically expressed in development work (planning, logical framework analysis, community, stakeholder analysis, economy, social capital, microcredit), and explore how they are related to understandings of social organization, society and culture, relationships, networks and institutions in the social sciences. Our key questions will be: how similar and different are the linked concepts as used in development and in other social science usage? How can understandings be improved on both sides through critical conceptualization and practical application?
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:
- Describe the social science background to a number of key development concepts;
- Evaluate the use of particular concepts in development projects, policy, and practice;
- Create a research bibliography relating to those concepts;
- Write a critical case study of the role of a key development concept, exemplifying ability to use primary sources; and
- Evaluate the differences between social science and specifically development-related perspectives on the concepts and practice.
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, develop a critical appreciation of international development, or both.
Students must have access to necessary computer equipment in class as lectorials 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.
We will read Katy Gardner, and David Lewis. 2015. Anthropology and Development: Challenges for the Twenty-First Century (London: Pluto Press) the first weeks of the semester (available as ebook through the ANU library).
In addition, the following textbooks are also 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.
Students will be given feedback in the following forms in this course:
- written comments
- marking rubrics
- verbal comments
- feedback during lectorials
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.
This course is designed taking into account:
- students' own participation and contribution to curriculum design
- diverse students' interests straddling academic and applied, policy-orientated analysis
- students freedom (and responsibility) to develop an independent research project, which can either take the form of an academic research paper or a policy position paper.
The convenor has only set topics for the first four weeks, where we will be covering foundational key concepts and anthropological theories and analysis pertaining to development (based on Katy Gardner and David Lewis's foundational text book on the Anthropology of Development). At the end of week 1, students will vote on which topics to cover for the remaining weeks from the following list (student may suggest additional topics to vote for).
- Migration-Development Nexus
- Behavioural change
- Corruption in Aidland
- Development and Decolonization (localisation agendas)
- Tech utopias and big data (humanitarian drones, blockchain, and "appification" of aid)
- Securitization of aid
- Celebritization of aid
- Anthropocene (and the latest Human Development Report)
- Covid impacts (the triple crises of epidemiology, economy and epistemology)
Once the topics are finalised, students must propose at least one selected reading for any of the weeks, including providing a rationale for why the reading is suitable for all students in class (this is an assessable item due in week 3). The convenor will select suitable readings based on students' suggested readings and other additional weekly readings as appropriate (by week 4).
In addition, two weeks during the semester will take the form as dedicated scaffolding workshops for students final research paper, with associated milestone assessments (i.e. developing of research topics and annotated bibliography, and preliminary articulation of research/policy problem).
|Week/Session||Summary of Activities||Assessment|
|1||Introducing key concepts in anthropology of development|
|2||Development and anthropology: theories and historical legacies|
|3||Anthropology of development and development anthropology||Assessment 1: student-selected reading rationale statement|
|4||Buzzwords, fuzzwords and an anthropological inquiry (access, effect, control): gender, participation and empowerment|
|5||Student-selected concept 1|
|6||Student-selected concept 2||Assessment 2: reflective essay|
|7||Student-selected concept 3|
|8||Student-selected concept 4|
|9||Workshop A: identifying a research topic||Assessment 3: student research topics & annotated bibliography (note: workshop will be held in asynchronous mode given Monday is a public holiday)|
|10||Student-selected concept 5|
|11||Student-selected concept 6|
|12||Workshop B: moving from topic to research question||Assessment 4: articulating a research question|
|Assessment task||Value||Due Date||Learning Outcomes|
|Student-selected reading rationale statement||10 %||13/08/2021||1|
|Reflective essay||20 %||03/09/2021||1, 2,4, 5|
|Workshop A: identifying a topic & annotated bibliography.||10 %||08/10/2021||1, 2, 3|
|Workshop B: moving from topic to research question||10 %||25/10/2021||1, 2|
|Research paper/policy response paper||50 %||08/11/2021||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:
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.
Although there is no separate participation grade for this class, the lectorial serves as an important scaffolding for students research projects and general learning. Attendance is therefore highly recommended. The class is designed to cater for both on-campus and online students. The class is taught in a "zoom room" which means that both on campus and online students can interact in real-time. All lectorials are recorded and made available for all students. Although attendance in lectorial are highly recommended, it is also possible to undertake the class in asynchronous mode.
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 lectorials) and timely submission of assignments.
Assessment Task 1
Learning Outcomes: 1
Student-selected reading rationale statement
Students must identify one reading and present a rationale for why this reading is suitable for all students to read for one of the given student-selected concepts. The rationale must explain why the student thinks this is a good reading and how it will help all students deepen their understanding of the given key concept. Word count: maximum 250 words. Detailed marking rubric available in wattle.
Assessment Task 2
Learning Outcomes: 1, 2,4, 5
The purpose of the reflective essay is to allow students to deepen their engagement and understanding of the foundational theoretical and conceptual material covered in class in week 1-4. The essay is based solely on Katy Gardner and David Lewis's foundational text book that we read in class (week 1-4). Students must select one essay question out of a wider selection (to be provided in week 3). Detailed assessment criteria are made available through turnitin in wattle. Word length: maximum 1000 words, inclusive of bibliography.
Assessment Task 3
Learning Outcomes: 1, 2, 3
Workshop A: identifying a topic & annotated bibliography.
Students will share their research topic and an annotated bibliography with fellow students for discussion. This workshop will only take place asynchronically (i.e. we will not hold a scheduled class this week due to public holiday). In addition to posting your topic and annotated bibliography, all students must comment on at least two other student projects. The annotated bibliography must contain a succinct description of the research topic (app. 100 words) and 2-3 of the key sources. Total word length: maximum 500 words. Marking rubric is available in wattle.
Advice on how to write an annotated bibliography can be found here: https://www.anu.edu.au/students/academic-skills/writing-assessment/other-assessments/annotated-bibliography
Assessment Task 4
Learning Outcomes: 1, 2
Workshop B: moving from topic to research question
This workshop will assist students in turning their research topic in into a research question. Students will share their research question (in the form of a 250 words statement) with fellow students for discussion. The workshop will take place during the scheduled teaching hours, though students can also opt to participate asynchronously (i.e. comments can be posted in wattle either before or after class). Students are encouraged to provide active, positive feedback on fellow students projects. Word limit: maximum 250 words. Marking rubric is available in wattle.
Assessment Task 5
Learning Outcomes: 1, 2, 3, 4, 5
Research paper/policy response paper
The major essay gives students the opportunity to investigate one topic of their choice. Students have the option of either writing an academic research paper, or a policy response paper which argues for or against a particular policy relating to development. The paper must relate to one, or a combination of the key concepts covered in class, and be grounded in academic research and evidence pertaining to the topic. The paper must include a clear articulation of a research problem (or question), and present a clear, forceful argument for a particular theoretical, analytical, or policy position. Although "grey-literature" can be incorporated into the paper, most sources must be academic, peer reviewed and must engage literature pertaining to the anthropology development/development anthropology. Word limit: maximum 3000 words, inclusive 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.
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 referencing and/or 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