- Code ANTH8060
- Unit Value 6 units
- Offered by Crawford School of Public Policy
- ANU College ANU College of Asia and the Pacific
- Course subject Anthropology
- Academic career PGRD
- Prof Kuntala Lahiri-Dutt
- Mode of delivery Online or In Person
Winter Session 2019
See Future Offerings
The focus of this course is the examination of issues in anthropology and the social sciences, and the development of research skills. Students will explore the characteristics of a problem in anthropology, and how one can relate theory to empirical material, theory to ethnography, and the investigation of social issues. Students will be introduced to a range of commonly deployed ethnographic methods and will be invited to consider the relationship to those methods to theory and the carriage of argument, relative to their own questions and selected ethnographies.
Upon successful completion, students will have the knowledge and skills to:
Course participants who satisfy all requirements of the courses will have the knowledge and skills to:
- demonstrate a critical appreciation of major gender issues in environmental and resource management in a development context;
- apply the concepts and approaches used by scholars and practitioners in linking gender and environmental issues in developmental contexts;
- analyse and formulate environmental management projects from a gender perspective, and appraise such a project or policy in terms of its likely gender impacts; and
- reflect critically on and discuss own learning as it relates to the concepts and methods introduced in the course.
a) Class/Tutorial Participation (10%) Based on overall student contributions to in-class discussions or online Wattle discussions, particularly assessing their knowledge of the readings. This satisfies Learning Outcomes 1 & 2.
b) Literature Review (30%): Students are asked to select a theme or topic and provide a 2000 word review of three key readings on that theme. These readings could be selected from the required readings or other literature in consultation with the lecturer. The literature review should be concise, and accessible, and provide a critical analysis of the selected articles. This assessment will be undertaken mid-way through the course and addresses Learning Outcomes 1 & 2.
c) Major Essay (50%): At the end of the course, students will write a 4,000 word essay that focuses on a country, sectoral, thematic, policy or methodological issue related to the course. They would be expected to review the relevant literature to critically analyze key arguments, and demonstrate their understanding the relevance of gender to a particular natural resource management context. Students must consult with the course convenor before commencing the project. Essays will be graded on the basis of analytical content, scholarly rigour, viability of the recommendations, accessibility and persuasiveness of presentation. This satisfies Los 2 & 3.
d) Reflective Journal (10%): Closer to the end of the course, students will write a 500 word note, responding personally to their learning in the course and to make connections between the course content and a ‘real life’ experience, situation or event. More broadly speaking, the short paper explores and reflects on the learning, and encourages the student to reflect on what aspects of the learning were meaningful at an individual level. The point of this assessment is in accordance with feminist praxis of reflexivity. This satisfies Los 1 & 4.
Marking rubrics will be developed for each task.
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100 hours: 36 contact hours (12 hours of lecture, 24 hours of tutorials and in-class workshops); 64 hours of library/online work.
Each week students will have two required readings and additional supplementary readings.
The interdisciplinary nature of the course requires the use of several books and articles rather than a specific text book, and an indicative list of readings is given below:
Agarwal, Bina (1991) Engendering the environment debate: Lessons from the Indian subcontinent, CASID Distinguished Speaker Series no. 8, Michigan State University.
Collaborative paper (2011) Gender and environment: critical tradition and new challenges, Environment and Planning D, Society & Space.
Cornwall, Andrea, Elizabeth Harrison and Ann Whitehead (2007) Gender myths and feminist fables: The struggle for interpretative power in gender and development, Development and Change, 38(1), 1-20.
Jackson, C. (1993) Doing what comes naturally? Women and environment in development, World Development 21(12), pp. 1947-63.
Leach, Melissa (2007) Earth Mother myths and other ecofeminist fables: How a strategic notion rose and fell, Development and Change, 38(1) 67-85.
Shiva, Vandana (1988) Staying Alive: Women, Ecology and Development, London: Zed Books, pp. 14-37; 38-54.
Zwarteveen, M.Z (1995) Linking women to the main canal: Gender and irrigation management, Gatekeeper Series 54, IIED.
Relevant web resources:
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- Student Contribution Band:
- Unit value:
- 6 units
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Offerings and Dates
|Class number||Class start date||Last day to enrol||Census date||Class end date||Mode Of Delivery||Class Summary|
|6709||19 Jul 2019||02 Aug 2019||02 Aug 2019||30 Sep 2019||In Person||N/A|
|6795||01 Jul 2019||19 Jul 2019||19 Jul 2019||30 Sep 2019||Online||N/A|