This seminar is part of the “special topics” curriculum and offers an in-depth exploration of specific themes and research methodologies aligned with the expertise of the faculty member leading the course (subject to regular rotation). Each offering of this seminar will focus on a different ethnographic and theoretical problem at the forefront of the discipline, providing students with a unique opportunity to engage in high-level thinking, collaborate with faculty, and contribute to research projects rooted in ethnographic methods and writing.

It is important to note that the course content and structure will be reshaped and adapted for each offering based on the expertise and research agenda of the faculty member leading the seminar. The format, assessment structure, reading list, and schedule will be updated to align with the specific theme and research area of the “special topic.” This seminar provides an unparalleled opportunity for students to engage with cutting-edge research.

Special topics might include the following:

• Multispecies ethnography
• Graphic ethnography: anthropology and comics
• Xenophobia
• Linguistic anthropology
• Anthropology underground
• Pirate cultures
• illiberalism

Topic for Winter Session 2025:

Illiberal Worlds: Anthropological Responses to the Rise of Far Right and Extremist Movements

In recent years societies across the world have been confronted with a steep rise in far-right and authoritarian movements. In the wake of the pandemic, and amidst rising social inequality, reactionary anti-cosmopolitan and anti-liberal ideologies are spreading like wildfire, leading to the increased destabilisation of liberal democratic principles. While media outlets and scholars have written much about right-wing political party strategies, not much is known about the lifeworlds of the ordinary people propelling this shift. Anthropology has a history of solidarising with the struggles of their often-marginalised interlocutors. With few exceptions, anthropologists have therefore long been reluctant to study ideologies they could not empathise with. Yet, in recent years, anthropologists have woken up to the fact that they can no longer afford to ignore the rise of authoritarian movements. In this course we will look at some of these recent anthropological works and tackle the question in how far an anthropological focus on the social worlds of the supporters of exclusionary ideas can contribute to a better understanding of the increased polarisation of the public sphere. How do anthropologists go about studying exclusionary and extremist groups, such as far-right activists, neo-Nazis or the proponents of conspiracy theories? What are the ethical and methodological difficulties involved in studying radical positions that might be diametrically opposed to anthropologists’ own views? And what can ethnographically driven research on illiberal lifeworlds reveal about the state of important tropes underlying modern democracies, such as truth, free speech, openness and participation?

To create a space for in-depth exchange and collaboration, the course will be run as an intensive. Interactive and team-based learning methods will encourage students to switch their roles from passive recipients of knowledge to becoming active co-creators of the course's shape and content. The first three sessions of the course will be dedicated to reading and discussing key concepts and ideas from the anthropology of populism as well as the historical contextualization of contemporary forms of illiberalism. Having established a robust critical analytical framework, the second half of the course will be dedicated to case studies of illiberal lifeworlds from across the world. Based on students' interests, these ethnographic examples will shed light on the everyday micropolitics of exclusionary ideas and practices and highlight the complex social and cultural processes they involve.

Learning Outcomes

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

1. engage advanced analytical skills in critically examining and evaluating dynamics of social transformation and change;
2. collaborate effectively with faculty and fellow students to contribute to the development and prototyping of a new research agenda within the field of anthropology;
3. develop a critical and reflexive approach to understanding the complexities and challenges associated with the “special topic”. Engage in thoughtful analysis and evaluation of theoretical perspectives, empirical evidence, and ethical considerations as you develop new fields of inquiry; and
4. communicate research findings, arguments, and theoretical concepts effectively through advanced writing skills in anthropology.

Research-Led Teaching

This course is research led in that it will be based on case studies. The lecturer will also include her own research experience in the field of the anthropology of populism/ racism.

Field Trips

Not applicable

Additional Course Costs

Not applicable

Required Resources

The essential readings are on Canvas: readings are updated according to topics from relevant journals and book chapters.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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	Introductory Meeting	2-hour seminar
2	Key Current Debates in the Anthropology of Populism	4-hour seminar
3	Key Methodological QuestionsBrainstorming Presentation Topics/ Case Studies	4-hour seminar
4	Student consultation weeks	2-hour consultation sessions for presentation teams
5	Case Studies of Populism	4-hour seminar
6	Case Studies of Populism	4-hour seminar
7	Conclusion and how to turn your case study into an essay	4- hour seminar

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value
reading discussant	15 %
Presentation discussant	15 %
Progress report	10 %
Presentation	30 %
Essay	30 %

* 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
• Extenuating Circumstances Application
• 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.

Assessment Task 1

reading discussant

• Every student will act as a discussant (or team of discussants) for one of the essential readings in session 2 and 3.
• Similar to the presentation discussant assignment, you are expected to read the assigned text carefully, reflect on it and prepare a considered response.
• Your role will be to lead the class discussion (together with fellow classmates assigned to the same paper) and highlight key questions it raises for our course by
• summarising the text’s argument and/ or case study in a straightforward and very succinct way
• putting it in a broader context of academic debate
• emphasising useful and new insights it offers
• reflecting on how the presentation has helped you understand the field of humanitarian action in a new way

Assessment Task 2

Presentation discussant

• Based on the concept of the discussant from the world of academic conferences, each presenter is expected to discuss another presentation
• The discussant's role in this context is to read her counterpart's paper in advance, reflect on it, and offer a considered critical response.
• In general the discussant's role is to help the audience better understand and appreciate the contributions a particular paper might be making, e.g. by:
• summarising it in a straightforward and very succinct way
• putting it in a broader context of academic debate
• emphasising really useful insights the presenter might have downplayed
• reflecting on how the presentation has helped her understand an issue in a new way
• noting how the presenter's analysis might open up areas for further research

Assessment Task 3

Progress report

In between the third meeting and the start of the presentation week, Students are expected to book in a consultation with the convenor and submit a short report of maximum 500 words detailing the progress in carving out their case studies.

Assessment Task 4

Presentation

• In the third meeting we will collaboratively work on identifying case studies of populism and appropriate literature
• Students will either sign up for solo or team presentations based on interest in a particular topic
• In between the third and fourth meeting there will be a few weeks for students to prepare their presentations and gain feedback from the convenor
• In the fourth and fifth session each student will give a presentation of 20-30 minutes
• You are expected to introduce a case study of illiberalism and highlight the conceptual questions (related to the readings from week 1-3 and additional readings) they allow you to address
• This is an open- ended item and part of the challenge is to come up with a workable, engaging format. Some suggestions would be: A website, Instagram page or similar social media platform, short film, panel discussion, mini lecture, game show, Etc…
• The intention of this item is to test your ability to engage with the conceptual questions discussed in class and apply them to a case study
• …. and to take the arguments and/or case studies in the weekly readings further by means of independent research.

Assessment Task 5

Essay

• Research essay focused on a case study of illiberalism, extremism or right-wing populism
• The case study can take on many different forms: it can shed light on a particular extremist movement, analyse the social life of conspiracy theories, or zoom in on the groups labelled right-wing, highlight the interactions between rightw-ing political parties and ordinary people, focus on the lifeworlds of right-wing activists, etc…
• The case study should interest you personally and allow you to highlight conceptual questions raised in class.
•  It should demonstrate your ability to critically engage with key debates in the field of the anthropology of populism…
• … your ability to apply concepts to real-life examples…
• … as well as your ability to formulate your own research question(s) and conduct independent research.
• Word limit: 2500-3000 words (including bibliography)

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) submission must be through Turnitin.

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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. 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 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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students