- Class Number 7159
- Term Code 3260
- Class Info
- Unit Value 6 units
- Mode of Delivery In-Person and Online
- Prof Paul Hutchcroft
- Prof Paul Hutchcroft
- Class Dates
- Class Start Date 25/07/2022
- Class End Date 28/10/2022
- Census Date 31/08/2022
- Last Date to Enrol 01/08/2022
This class will give students a look into the murky and ambivalent relationship between violence and political order, from the historical origins of the state to the violent breakdown of political order today. Most theories of political order begin with the perspective that state institutions set limits on the legitimate use of violence and so control the violent tendencies of an anarchic society. Yet state building is itself a deeply violent process. Moreover the state continues to be a prolific user of violence. Aside from the obvious case of war between states, both democratic and authoritarian states engage in varying levels of everyday violence. In some cases, this violence is perceived as legitimate, as in the use of imprisonment as a punishment for criminal activity. In other cases, states transgress norms of legitimate violence, engaging in activities such as torture, sexual violence, and even ethnic cleansing. This course will cover topics including state building, torture, civil war, and crime and punishment. We will read work from political science, political economy, political sociology and political theory. This is a reading intensive seminar.
Upon successful completion, students will have the knowledge and skills to:
- Understand different empirical and theoretical approaches to the analysis of state formation and contested political orders
- Develop appropriate conceptual, theoretical, and empirical research methods from political science, political economy, political sociology, and political anthropology
- Compare and analyze variation in processes of state formation and in patterns of contestation over political order, both of which commonly involve very significant levels of violence
- Apply the principles of good research design in developing their own research
- Communicate knowledgeably on a range of topics within the area of state formation and contested political orders
Students may wish to purchase certain books after reviewing the course reading list.
Staff FeedbackStudents will be given feedback in the following forms in this course:
- Written comments
- Verbal comments
- Feedback to the whole class, to groups, to individuals, focus groups
Student FeedbackANU 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.
|Week/Session||Summary of Activities||Assessment|
|1||27 July: The Formation of the Earliest States||class participation and written 'discussion contributions'|
|2||3 August: The Rise and Decline of Imperial States||class participation and written 'discussion contributions'|
|3||10 August: Early Modern European State Formation||class participation and written 'discussion contributions'|
|4||17 August: The Emergence of the Modern State||class participation and written 'discussion contributions'|
|5||24 August: Institutions, Violence, and Political Order||class participation and written 'discussion contributions'|
|6||31 August: Colonial State Formation||class participation and written 'discussion contributions'|
|7||21 September: Decolonization and Colonial Legacies||class participation and written 'discussion contributions'|
|8||28 September: State Legibility, State Avoidance, State Eligibility, and Indigenous Politics||class participation and written 'discussion contributions'|
|9||5 October: Territorial Dimensions of the State||class participation and written 'discussion contributions'|
|10||12 October: Wars, Militaries, and States||class participation and written 'discussion contributions'|
|11||19 October: State Power and Social Forces||class participation and written 'discussion contributions'|
|12||26 October: Civil Wars, Insurgencies, and Secessionist Conflict: Analysing Processes of State Disintegration/Reintegration and the Formation of Proto-States and New States||class participation and written 'discussion contributions'|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Critical seminar discussion||10 %||26/10/2022||07/11/2022||1, 2, 3, 5|
|Weekly Wattle Forum Discussion Contributions||10 %||26/07/2022||*||1, 2, 3|
|Seminar presentation||10 %||26/10/2022||07/11/2022||1, 2, 3, 5|
|Mid-term Essay||25 %||19/09/2022||10/10/2022||1, 2, 3, 5|
|Final Essay||45 %||*||02/12/2022||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
PoliciesANU 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
Assessment RequirementsThe 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 AssessmentMarks 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.
See above. If a student expects to be absent due to illness or emergency, he or she should (whenever practicable) email the convenor prior to the seminar.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 5
Critical seminar discussion
10% of total grade. Students are expected to attend all seminar sessions and actively participate in seminar discussions with consistent and intelligent contributions. If a student expects to be absent due to illness or emergency, he or she should (whenever practicable) email the convenor prior to the seminar.
Assessment Task 2
Learning Outcomes: 1, 2, 3
Weekly Wattle Forum Discussion Contributions
10% of total grade. Students will be required to submit brief comments on readings for ten of the twelve weeks of the semester. They should be roughly 200 words in length, and will be marked on a satisfactory/unsatisfactory scale. Should a student submit fewer than ten comments, a mark of zero will be given for each missing assignment.
The discussion contributions are to be turned in by 9:00 pm on the Tuesday evening prior to the Wednesday seminar, and late submissions will be recorded with potential impact on the final assessment score for this portion of the course grade. They should be submitted via Wattle, and thus be available for all participants to read. Submissions after Wednesday morning at 11 am will not be accepted. Please note further that you should not submit a contribution for the week in which you are providing a seminar presentation.
Your contributions will examine the assigned readings for the week, and there are a range of directions in which your contributions can go. You can pose questions for discussion, highlight salient quotes, draw parallels with readings in other weeks, note particular strengths/weaknesses of an argument, etc. This should be viewed as a “rapid response” exercise rather than as a polished piece of work, providing some quick reflections in advance of the weekly seminar. The convenor will then draw on some of the comments during the weekly seminar.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 5
10% of total grade. Each student will make one 10-12 minute presentation to open up a seminar. These presentations should examine major issues and arguments found in the readings, and raise important questions for discussion—focusing more on the forest than the trees. In preparing presentations, students are expected to concentrate primarily on the assigned readings, but are of course welcome to supplement their analysis with the recommended readings and other relevant works.
Your task is not to summarize the readings, but rather to examine critically and comparatively some aspect of the author or authors' arguments, evidence, conclusion, theoretical contribution and/or interpretation. Some of the questions you might examine are: How does the analysis relate to other analyses assigned either for the same week or for previous weeks? What is the main argument of the author or authors? What evidence is brought to bear? Are you convinced by the conclusion? What do you see as particular strengths and weaknesses of the argument, or gaps that deserve further attention? What alternative explanations or interpretations might you find convincing? What interesting comparative insights come forth, and how applicable do you find them either in cross-national or cross-temporal terms? What are the key theoretical contributions that the author or authors are trying to make, and do they succeed? If the author were to join our seminar (even if this were to require coming back from the grave), what key question or questions might you want to pose to him or her?
These questions are intended to provide a sense of the many diverse ways in which you might structure your presentation, and you will of course need to choose a focus that is readily tractable within the time limits noted above.
Assessment Task 4
Learning Outcomes: 1, 2, 3, 5
1750 words, 25% of total grade. The questions for the first essay will be distributed on Monday 5 September and be due on Sunday 18 September. It will cover the readings and discussion in the first six weeks of the semester.
Assessment Task 5
Learning Outcomes: 1,2,3,4,5
3000 words, 45% of total grade. The questions for the second essay will be distributed on a date tbd on or after 1 November and the essay will be due 7-10 days later. It will cover the readings and discussion across the entire semester.
Academic IntegrityAcademic 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.
Online SubmissionThe ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Hardcopy SubmissionFor 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 SubmissionNo submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded. OR 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.
Referencing RequirementsAccepted 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 PenaltiesExtensions 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.
Distribution of grades policyAcademic 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 studentsThe 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
Comparative politics, Southeast Asian politics
Prof Paul Hutchcroft
Prof Paul Hutchcroft