- Class Number 2006
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Sverre Molland
- AsPr Sverre Molland
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
This course examines mainstream and alternative concepts of development by focusing on development issues and case studies located in so-called Third World countries. It examines the historical background to development ideas and practices, and the cultural presuppositions and assumptions on which they are consequently based, as well as the ways in which they impact on different cultures throughout the world. Of particular interest will be alternative concepts of development, such as people-centred development, gender and development, equity in development, local knowledge and values, sustainable development, and participation and empowerment in development.
Upon successful completion, students will have the knowledge and skills to:
- critically evaluate development programs and projects in terms of their social and cultural impact;
- apply anthropological concepts and theories to an understanding of planned social change;
- critically examine key ethnographic writing in terms of its theoretical and methodological approach;
- present and engage in group discussion about development;
- devise strategies for successful development outcome; and
- critically examine the interaction between government, non-government organisations and civil society in development.
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.
The following textbooks are highly recommended as background readings:
Katy Gardner, and David Lewis. 2015. Anthropology and Development: Challenges for the Twenty-First Century. London: Pluto Press (available as ebook).
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.
Formative assessments will include written feedback in the form of a marking rubric, in-text annotations and a general comment (for the minor essay) and verbal feedback upon request (tute participation). In addition, students should feel free to approach the convenor for general feedback if they have concerns regarding their academic 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). 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.
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 tutes and lectures). The convenor is not in a position to accommodate students' work and extra-curricular commitments.
|Week/Session||Summary of Activities||Assessment|
|1||Introducing culture and development.||No tutorial this week|
|2||Development, culture and anthropological engagements|
|3||Instruments and objects of development: aid institutions and "the poor"|
|4||Anthropology of Development and Development Anthropology|
|5||Economic and political dimensions of development|
|6||Entitlement and authority (human rights and development hierarchies)|
|7||Anthropological Perspectives on poverty measurements|
|10||Health & Development|
|12||Development, Culture and its Futures|
Please see wattle for tute signup details.
|Assessment task||Value||Due Date||Learning Outcomes|
|Tutorial Participation||10 %||*||1,2,4,5|
|Response papers||10 %||*||1,2,4,5|
|Mid-term essay||40 %||08/04/2021||1,2,3,5|
|Take-home exam||40 %||01/06/2021||1,2,3,5|
* 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 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
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
Learning Outcomes: 1,2,4,5
Tutorial participation is an assessable item and is essential in order to succeed academically in this course. 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. Students will be graded based on their eight best performances in class throughout the semester. Mid-way through the semester, students will be presented with feedback in the form of a marking rubric to indicate how they are progressing alongside the weekly short response paper submissions (available in wattle).
Assessment Task 2
Learning Outcomes: 1,2,4,5
Starting in week 2, students are expected to produce six short response papers throughout the semester, to be submitted in class at the start of the tutorial. A response paper is a short set of informally written reflections on some or all of the readings for a given week. It should be of no more than 200 words (exeding the word count will result in penalties). Mid-way through the semester, students will be presented with feedback in the form of a marking rubric to indicate how they are progressing alongside tute participation.
Assessment Task 3
Learning Outcomes: 1,2,3,5
The purpose of the mid-term essay (formative assessment) is to allow students to engage with key themes explored in the first six weeks of the course. Students should ground their essay within required and recommended readings from these weeks. The essay shall be 1800 words in length (within a variation of 10%), inclusive of bibliography. Detailed assessment criteria are made available through turnitin in wattle.
Assessment Task 4
Learning Outcomes: 1,2,3,5
There will be a final take-home exam (summative assessment) with a 48-hour deadline, comprising three questions (app. 600 words each) out of a wider selection. Students must base the exam on lecture content and readings from the course only. Detailed assessment criteria are made available through turnitin in wattle. Total word limit: 1800 words (within a variation of 10%), inclusive of bibliography.
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.
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. Late submission is not accepted for take-home examinations.
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.
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.
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
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.
AsPr Sverre Molland