The course's aim is to give students a good understanding of the key social, political and conceptual issues underlying humanitarian ideas, actions and discourses. In an age marked by wars, large-scale displacements, pandemics and environmental disasters, humanitarian interventions have taken on a crucial role. While many humanitarian actors prioritize impartiality and neutrality in their ethics and practice, anthropological analyses can create more nuanced depictions of the multi-layered political, economic, social and cultural questions arising from humanitarian practices. Through readings from the burgeoning field of the anthropology of humanitarianism the course will address challenging questions, such as: Do we, as some anthropologists have suggested, live in an age of 'humanitarian reason' (Fassin 2012)? Where does this impulse to 'do good' (Hilhorst 2002) stem from? And how does this impulse correlate with local perceptions of help and being helped? What contradictions might arise from actions taken in the name of humanity?

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 half of the course will be dedicated to identifying and discussing key concepts and ideas from the anthropology of humanitarianism as well as to the historical

contextualization of contemporary forms of humanitarianism. By extending humanitarianism beyond the immediate realm of disaster relief responses, the course will make visible the powerful ways humanitarian ideas and practices interact with social, cultural and political realms. Having established a robust critical analytical framework, the second half of the course will be dedicated to humanitarian case studies. Based on students' interests and experiences, these ethnographic examples will shed light on the everyday micropolitics of humanitarian 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. demonstrate a critical appreciation of the key concepts and approaches used by anthropologists of humanitarianism;
2. understand the likely social, cultural and political impacts of humanitarian ideas and practices;
3. reflect critically on their own experiences and understanding of humanitarian interventions in the light of the concepts and methods introduced in this course; and
4. to interact and work with peers on team-based assessments in a socially intelligent, productive and mutually supportive way.

Research-Led Teaching

This course is research led in that it will be based on humanitarian case studies. The lecturer will also include her own research experience in the field of refugee humanitarian projects.

Field Trips

None

Additional Course Costs

None

Required Resources

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

Recommended Resources

Course Websites

This course will use the online learning management system—WATTLE—to provide resources in a digital form. If there are technical issues please advise Patrick Kilby immediately. You can log on to WATTLE using your ANU student number (uXXXXXXX) and ANU (ISIS) password: for the course and program details are all on the WATTLE site. There is also a MAAPD Program WATTLE Page which is a useful guide to the broader University Resources available.

There is a direct link to each of the required readings via the Library, and for each topic there is also a link to a sub-directory of Supplementary readings, which may also be of interest for that particular topic. The list of supplementary readings for each week is often quite long, and so it is not expected that you read them all, but rather have a look at the abstract or first paragraph of each and if it interests you then keep reading. These readings are intended to give you an idea of the breadth of ideas on a particular topic so you can extend your knowledge and possibly identify literature that can be helpful for analysing your case study. The supplementary list for each week is regularly updated. Note that the required and supplementary readings are accessed through the ANU Library, and as such are protected by copyright, and so are for the use of ANU students and staff only.

Staff Feedback

Feedback will be given to students of this course in the form of:

1. written comments on assessment 1 (Essay development)
2. Rubrics for assessment 2 (team presentation), 3 (essay), 4 (presentation discussant) and 5 (class discussant)
3. Feedback to the whole class, specifically in week 6 &7 as you start to work on your case study/ team presentatio
4. verbal comments if requested

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.

Other Information

Referencing requirements: The referencing style is in-text referencing.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1 Introduction	2-hour Seminar
2	Week 2 Humanitarian Reason	2-hour Seminar, 1-hour individual research
3	Week 3 Ideas of Help & Humanity	2-hour Seminar, 1-hour individual research
4	Week 4 Aid and Power	2-hour Seminar, 1-hour individual research
5	Week 5 Agency	2-hour Seminar, 1-hour individual research
6	Week 6 Everyday Humanitarianism	2-hour Seminar, 1-hour individual research
7	Week 7 Identifying a Humanitarian Case Study & Appropriate Literature	2-hour Seminar, 1-hour individual research
8	Week 8 Teams Meeting to Prepare Presentations	no Seminar, teams arrange meetings individually
9	Week 9 Presentations Humanitarian Case Studies	2-hour Seminar
10	Week 10 Presentations Humanitarian Case Studies	2-hour Seminar
11	Week 11 Presentations Humanitarian Case Studies	2-hour Seminar
12	Week 12 Presentations Humanitarian Case Studies	2-hour Seminar

Tutorial Registration

The seminar can be attended online or on campus (dual delivery) - however, in-person participation is highly encouraged.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Essay Development (15%)	15 %	18/04/2024	1,2,3
2. Team Presentation (30%)	30 %	*	1,2,3,4
Essay (30%)	30 %	06/06/2022	1,2,3
Presentation Discussant (10%)	10 %	*	1,4
Class Discussant (15%)	15 %	*	1,2,3

* 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

Participation in the seminars is expected and they will take place in dual delivery format, so that students can either join on campus or online using Zoom. Students are expected to read the readings ahead of class and to come prepared to take part in class discussion. All students must lead the class discussion once and be ready to work in teams.

Students are expected to actively participate by asking questions, make comments and engage in conversation. Hence, simply attending the seminars does not equate participation. The quality of contributions is far more important than quantity. Although well-informed debate and discussion is encouraged, this must at all times be taking place in a collegial and respectful manner. While there is no participation grade, frequent absences will reflect in your overall grade.

Assessment Task 1

Essay Development (15%)

• Identify an appropriate humanitarian case study (e.g. a specific humanitarian intervention or crisis
• Based on your humanitarian case study and engagement with the readings from week 1-6, formulate your own research question
• Explain why you opted for this case study: What interests you about it? What conceptual questions does it allow you to highlight?
• Outline your planned research strategy
• Flag problems you are encountering
• Important: This is NOT an essay draft – it is designed to help you develop your essay and presentation
• Word limit: 700 words + 100 for references
• Due date: April 18 by midnight – extension requests need to be submitted by April 15 to be considered

Marking Criteria Essay Development

• Ability to identify an appropriate humanitarian case study
• Ability to develop a research question from your case study
• Demonstration of good familiarity with the key conceptual questions discussed in class
• Demonstration of ability to conduct independent research and source appropriate literature
• Structure of the argument and text
• Standard of English expression
• Effective and correct use of citations
• Ability to stick to the word limit

 

Assessment Task 2

2. Team Presentation (30%)

• In week 6 & 7 we will collaboratively work on identifying humanitarian case studies and appropriate literature
• In week 7 students will sign up to team based on shared interests in a particular topic and humanitarian case study
• In week 8 teams meet to decide on the case study (or studies) to be presented, the conceptual focus and division of labour
• In week 9-12 each team will give a presentation of 20-30 minutes
• Your team is expected to introduce one or several humanitarian case studies and highlight the conceptual questions (related to the readings from week 1-6 and additional readings) they allow you to address
• This is an open- ended item and part of the challenge is for your team 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 team on its 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.
• Due date: Week 9-12. Your team’s presentation date will be determined in the seminar in week 7. 

Rubric

ITEM	EXPLANATION
Question	Did you succeed in articulating a question in an engaging, provocative or polemical way?
Answered question	Did you make some progress towards answering the question posed?
Knowledge of weekly readings	Did you demonstrate good familiarity with and understanding of the weekly readings?
Knowledge of additional readings	Did you demonstrate the ability to independently identify and work with readings not explicitly discussed in class?
Closely discussed readings	Did you describe in detail or quote from the  readings? Were your quotations well chosen? Did you go on to discuss  them in your own words?
Defined and interpreted terms and concepts	Did you pause to explain the meaning of the term  or concept you used in your analysis? Don’t assume everyone knows what  you are talking about! Imagine you are explaining the problem to a smart  friend who is a science major. She can understand anything, as long as  it’s carefully and clearly explained to her. Don’t imagine yourself  producing only for your lecturer.
Research	Did you find a good amount of relevant information on your chosen case study and topic?
Case Study	Did you present your case study in a succinct and engaging way?
Attribution	Did you find a way of letting your audience know  where the information for your case study came from?? By this I mean both your primary sources, as well as the scholarly literature (secondary sources).
Analysis	Did you use what you learnt from the weekly and additional readings to perform an analysis of the humanitarian case study you identified in your research process?
Platform	Did you find an appropriate platform or medium to present your ideas?
Innovation	Did you think creatively about how to present something engaging, interesting and provocative?
Effort	Did your team put in an appropriate effort?
Teamwork	Did you effectively define and distribute roles in the research and presentation process?
References	Did you find a way of referencing your sources?

Assessment Task 3

Essay (30%)

• Research essay focused on a humanitarian case study
• The case study can take on many different forms: it can shed light on a particular humanitarian intervention, analyse the social transformations provoked by a specific humanitarian crisis, zoom in on the groups labelled humanitarian subjects, highlight the interactions between humanitarian workers and locals, focus on the lifeworlds of aid workers, 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 humanitarianism…
• … 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: 5000 words (including bibliography)
• Due date: June 6 - extension requests need to be submitted by June 3 to be considered

Rubric

CRITERIA	EXCELLENT (80%+)	VERY GOOD (70-79%)	GOOD (60-69%)	POOR (50-59%)
Content (key issues, case study, main points)	Clearly and concisely identifies and summarises all key issues and establishes their relevance to the humanitarian case study. These key issues are then followed through in the analysis of the case study.	Clearly and concisely identifies and summarises most of the key issues, and more or less establishes their relevance to the humanitarian case study. These key issues are then followed through.	Identifies and summarises some of the key issues, and more or less establishes their relevance to the humanitarian case study. At least some of these issues are then followed through.	Identifies and summarises some of the issues, but does not address their relevance to the case study. Few/none of the issues are followed through in a coherent manner.
Critical analysis	High level of critical analysis; writer able to engage clearly with all the issues and analyse/ critique them very thoughtfully. Innovative insights in analysis are rewarded with grades of 85%+.	Good level of critical analysis; writer able to engage with most issues and analyse/critique them thoughtfully.	Some critical analysis; writer able to engage with at least some of the issues and analyse/critique them.	Limited or no critical analysis; writer unable to engage with issues or analyse/critique them.
Structure (introduction, empirical description of case study and key issues, conclusion)	Very well structured; clear introduction of the case study, identifies key issues and arguments; key arguments clearly highlighted through sub-headings; clear link between the case study and concepts; strong conclusion pulls together key arguments and reiterates their importance.	Well structured; clear introduction of the case study, identifies key issues and arguments; key arguments highlighted through use of sub-headings; conclusion pulls together key arguments.	Some structure; introduction identifies papers clearly but weaker on the case study and on identifying key issues and arguments; no clear link between the case study and the concepts; key arguments not well delineated; conclusion is brief and serves only to end the essay.	Poor structure; very weak or no introduction; key arguments not well delineated; case study not suitable; no link between the case study and the literature; very weak or no conclusion.
Logic and clarity (flow, one point leading to the next)	Very logical flow, each point clearly leading onto the next, well ‘signposted’ throughout. Sentences very clearly written using plain English. Very good paragraph structure, with paragraphs clearly covering different points but very well connected to preceding and succeeding paragraphs	Logical flow, most points clearly leading onto the next, mostly well ‘signposted’. Sentences clearly written using plain English. Good paragraph structure, with paragraphs mostly well connected to preceding and succeeding paragraphs	Mostly good flow, but some rambling. Limited ‘signposting’. Lack of clarity in some sentences, indirect and/or convoluted language. Weak paragraph structure, with paragraphs of different lengths and poor topic focus.	Poor flow, significant rambling. Limited or no ‘signposting’. Lack of clarity in some or many sentences. Indirect and/or convoluted language. Weak paragraph structure, with paragraphs of different lengths an

Assessment Task 4

Presentation Discussant (10%)

• Based on the concept of the discussant from the world of academic conferences, each presentation team is expected to discuss another team’s 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
• Due date: Week 9-12. Your team’s date for the discussant role will be determined in the seminar in week 7. 

Rubric

ITEM	EXPLANATION
Preparation	Did you look at your counterparts' materials in advance? Did you manage to organise your notes from the presentation to create a well-rounded response?
Attentive	Did your response demonstrate close attention to your counterparts' presentation?
Incisive	Did your questions demonstrate good understanding of your counterparts' case study, analysis and critique?
Informed	Did your response show good understanding of the key concepts and questions discussed throughout the course & readings?
Comparative	Did you reflect on the contrasts and similarities between your counterparts' presentation and your own team's?
Constructive	Was your criticism constructive, diplomatic and respectful?
Helpful	Did your response help the audience better understand and appreciate your counterparts' presentation?
Wider	Did you consider the wider implications of your counterparts' presentation?

Assessment Task 5

Class Discussant (15%)

• Every student will act as a discussant (or team of discussants) for one of the essential readings in week 2-6.
• 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
• Due date: Week 2-6. Your date for the discussant role will be determined in the seminar in week 1.

Rubric

ITEM	EXPLANATION
Preparation	Did you thoroughly read the assigned text in advance? Did you prepare notes and organise your thoughts? Did think about discussion points?
Attentive	Did your response demonstrate close attention to the reading?
Incisive	Did your questions demonstrate good understanding of the article’s main argument, analysis and critique?
Informed	Did your response show a good understanding of the text?
Comparative	Did you reflect on the contrasts and similarities between the assigned text and other essential class readings?
Constructive	Was your criticism constructive, diplomatic and respectful?
Helpful	Did your response help the audience better understand and appreciate the text’s core points?
Wider	Did you consider the wider implications of the text? Were you able to make links to real-life examples?

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

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.

Returning Assignments

The grade and comments on your assignments will be available through Turnitin. If you open your assignment and click grademark on the top left the comments can be seen both within the text of the assignment and in a comments box on the bottom right.

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

Student cannot resubmit their assignment. The first submission on Turnitin is the final submission..

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