This course asks: How can we conceptualize `states’?  And how can one study ethnographically something as vast and difficult to grasp as a `state’? These are two different but related aspects of our approach to `states’ in this course: conceptual and ethnographic, both necessary and important to relate to each other. We will examine concepts, and look at examples of practices and processes in a number of significant domains, in order to comprehend states, in their variety, in a distinctively anthropological manner. Most of our central readings are by anthropologists, and involve the relating to each other of concepts and ethnography. Central topics through which we will look at this conjunction will include everyday practices; culture and state ritual; law and regulation; personhood and agency; hidden and overt mechanisms of power; persistent structures, emergent and mixed (state-private and other) forms of governance. Along the way we look at examples of some of the rubrics currently most often applied to states: the `stable’ state; the `would-be’ state (`Islamic state’?), the `failed’ state. Ethnographically, we will especially (but not exclusively) focus on what are considered developing states, by which is meant here: those which offer fewer entitlements and have penetrated less completely into the daily lives of their citizens, than is customary in the state systems of better-off countries. Thus the course is for students of the social sciences and related areas of practice such as development studies and social research.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. discuss different understandings of the concept `state’ from anthropology and cognate disciplines;
2. understand the nature of institutions regularly considered definitive of (if not always exclusive to) states, e.g.: `legitimate violence’, citizenship, bureaucracy, census, taxation, education, security, sovereignty;
3. analyse the effects in everyday life, of specific examples of state processes and practices;
4. discuss a sample of major theoretical debates in anthropology in terms of which state practices and processes have been examined;
5. identify, locate and evaluate primary sources relating to a particular instance of state practice/process, or issues arising around it; and
6. examine how traditions of studying the state relate to research.

Required Resources

All readings are provided on the course wattle site or through the ANU library system.

Recommended Resources

Additional reference works (available through the ANU library system )

Hansen, Thomas Blom and Finn Stepputat 2005 Sovereign bodies: citizens, migrants and states in the postcolonial world. Princeton, N.J. Princeton University Press. [online]

Krohn-Hansen, Christian and Knut G. Nustad

Title: State formation : anthropological perspectives

London, Ann Arbor, MI: Pluto [online]

M?ller, B., L Andersen and F. Stepputat 2007. Fragile States and Insecure People: Violence, Security, and Statehood in the Twenty-First Century. Palgrave Macmillan. [online]

Nugent, David and Joan Vincent eds. 2004, 2007

Title: A companion to the anthropology of politics

Blackwell Publishing. [online]

Sharma, Aradhana and Akhil Gupta 2006

Title: The anthropology of the state : a reader

Blackwell Publishing. [hardcopy]

Stepputat, Finn 2001. States of imagination : ethnographic explorations of the postcolonial state  Durham, NC : Duke University Press. [hardcopy]

Staff Feedback

Students can access feedback and assessment on the course wattle site approximately two weeks after the assignment deadline. In most circumstances, students will find their assessment via the same submission portal of the assignment.

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction
2	Theories of the State
3	Institutions and Ideologies
4	Bureaucracy
5	Ethno-nationalism and Patriotism
6	Borders and Immigration Systems
7	Surveillance Capitalism
8	Public Infrastructure and Social Welfare
9	Population Dynamics
10	Cryptocurrencies and Financial Systems
11	Climate Change Activism and Global Citizenship
12	Anarchy

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Group Presentation	20 %	25/05/2022	08/06/2022	1,2,3,4
Essay One	40 %	19/04/2022	04/05/2022	1,2,5
Essay Two	40 %	06/06/2022	20/06/2022	1,2,5

* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Academic Skills 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.

Participation

The readings have been carefully selected for each thematic session and it is expected that students complete all the assigned readings for that week before attending class. If you invest time and effort into the readings you will find the course material to be thought-provoking and intellectually rewarding. It is in your interest to attend all classes in order to receive the maximum benefit of taking this course. Active student participation is vital to having an engaging and lively class because this is a discussion-based seminar with numerous group activities. Thus, students are expected to come prepared for interaction. Each student’s contribution will enrich our time together so please do your part.

Examination(s)

No examinations.

Assessment Task 1

Group Presentation

*This activity is designed to help students work collaboratively to practice public presentation and develop critical thinking skills through leading class discussion.*

Students will be organized into groups when they sign-up for the presentation week. Each group will be required to design a presentation, any class activities to generate participation, and lead class discussion.

Assessment Task 2

Essay One

3000 words, excludes bibliography

*This assignment is designed to challenge you to integrate the ideas from the readings and apply them to a current or historical example. This will deepen your engagement with the theoretical material and encourage you to articulate the application of the course material to a relevant issue. You must employ your research skills and critical thinking skills to write an essay that demonstrates your comprehension of the course material and provides informative and compelling analysis of your selected example.*

This essay will utilize the course readings from weeks 2-6 and at least 3 course readings must be incorporated into the essay to provide analytical support. Outside readings can also be cited but they do not substitute for the 3 required course readings.

Assessment Task 3

Essay Two

3000 words, excludes bibliography

*This assignment is designed to challenge you to integrate the ideas from the readings and apply them to a current or historical example. This will deepen your engagement with the theoretical material and encourage you to articulate the application of the course material to a relevant issue. You must employ your research skills and critical thinking skills to write an essay that demonstrates your comprehension of the course material and provides informative and compelling analysis of your selected example.*

This essay will utilize the course readings from weeks 7-12 and at least 3 course readings must be incorporated into the essay to provide analytical support. Outside readings can also be cited but they do not substitute for the 3 required course readings.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

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) as submission must be through Turnitin.

Short paper and essay submissions should be made electronically. There is also space for uploading papers on which you rely, since questions will ask you to do some research and source location of your own, beyond papers supplied. 

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

This applies to the two major essays. Late submission without approved extension will incur a penalty of 5% per day. Requests for an extension should be made at least 2 days before the due date of submission. An extension can be granted if it is accompanied by a letter from a medical practitioner. If you can’t submit your work on time for reasons relating to stress, anxiety, depression, chronic fatigue or any other reason, you should consult a university counsellor or health professional to help you develop strategies and practices to prevent late submission of assignments. Please remember that you must be able to produce certification that documents your difficulty if you are applying for an extension. These conditions are in place so that we can ensure equity for all students, and for that reason they are not negotiable.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Students can access feedback and assessment on the course wattle site approximately two weeks after the assignment deadline. In most circumstances, students will find their assessment via the same submission portal of the assignment.

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 Access 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