ARTS1811 Course Outline PDF

School of Social Sciences
ARTS1811
International Relations:
Continuity and Change

Semester 2, 2014

2

!"#$% '( )'*+%*+,
PART A: COURSE SPECIFIC INFORMATION ......................................................... 3
Staff contact details ................................................................................................. 3
About this course ..................................................................................................... 3
Learning outcomes .................................................................................................. 4
Course design and learning activities ...................................................................... 4
Reading and resources ........................................................................................... 5
Course schedule ..................................................................................................... 6
Assessment ........................................................................................................... 17
Research Essay .................................................................................................... 19
Essay Questions ................................................................................................... 20
Submission of Written Assignments ...................................................................... 21
Collection of Written Assignments ......................................................................... 21
Feedback ............................................................................................................... 21
Course Evaluation and Development .................................................................... 22
PART B: POLICIES AND PROCEDURES .............................................................. 23
Student Conduct .................................................................................................... 23
Communication ..................................................................................................... 23
Avoiding Plagiarism ............................................................................................... 23
Attendance ............................................................................................................ 24
Extensions and Late Submission of Work ............................................................. 25
Special Consideration ........................................................................................... 25
Student Equity and Disabilities Unit (SEADU) ....................................................... 26
Review of Results ................................................................................................. 26
Student Support and Grievance Procedures ........................................................ 27

3

PART A: COURSE SPECIFIC INFORMATION

Staff contact details

Course convenors
Name Dr William Clapton
Phone 9385 5370
Office location Morven Brown 124
Email address w.clapton@unsw.edu.au
Consultation hours Tuesdays 10am 12pm

Name Dr Elizabeth Thurbon
Phone 9385 3622
Office location Morven Brown 126
Email address Contact via moodle
Consultation hours Thursday 1-2pm

Tutors Please see Moodle for tutor details.

About This Course

Credit points: This course is worth six (6) units of credit.

Summary of the course:
International Relations: Continuity and Change (ARTS1811) is a first year
compulsory core course in the International Studies program and a Gateway Course
for any student wishing to pursue a major in International Relations or Politics at
UNSW. It is designed to provide students with an introductory insight into the major
International Relations debates of the 21st Century, particularly those sparked by the
end of the Cold War in the 1980s. The thawing of that war is often cited as a turning
point in International Relations, with many scholarly and political pundits predicting a
new era of global peace and prosperity underpinned by liberal ideals and driven
relentlessly forward by !globalisation" (increasing economic, political and cultural
integration between nations). But to what extent have predictions of the liberal
transformation of International Relations been realised? Has 21st Century
International Relations been marked by more continuity than change? It is this
question that informs our empirical and theoretical examination of the major political,
economic and social developments of the past thirty years.

Aims of the course:
1. To develop students" knowledge of the key events, ideas and processes that have
shaped global politics in the post Cold-War period
2. To provide students with an empirical and theoretical foundation for the further
study of politics in general, and International Relations in particular

Important information:
This is a lecture-based course in which 50 per cent of students are enrolled in the
weekly, 2-hour, face-to-face lecture, and 50 per cent are enrolled in the web-based
lecture. The web-based lecture is a recording of the face-to-face lecture that is held

4

on Thursdays from 10am-12pm in the Ritchie Theatre. The lecture recording is
uploaded to Moodle as soon as possible following that lecture. Students enrolled in
the web-based lecture can access the lecture online via the ARTS1811 Moodle page.
Weekly lecture attendance / online viewing is expected of all students enrolled in the
course.

Learning Outcomes
Upon successful completion of this course the student should be able to:

1. Distinguish between the major theoretical perspectives of International Relations
and what they have to say about !continuity" and !change" in the post Cold-War period

2. Compare the value of different theoretical perspectives for the analysis of specific
problems of international politics as well as the basic assumptions of these
perspectives and the worldviews they generate

3. Identify the main actors in international politics in the post- Cold War period and
relate them to the contexts in which they operate

4. Evaluate analyses of international politics from a theoretically grounded point of
view

Course Design and Learning Activities
This course assumes no prior knowledge of the discipline of International Relations
(IR) but, upon its completion, all students who engage fully with the course content,
activities and assessments will be able to participate in debates about the study and
practice of contemporary IR.

We see UNSW student learners as participants in the production of knowledge and
we pursue the implementation of a curriculum responsive to each student"s individual
needs. We are strongly motivated to facilitate the development of transferable skills
and this course is designed to encourage student preparedness upon graduation for
the pursuit of future career goals. We bring our research expertise to bear on the
design of this course, meaning that the course is intrinsically research-led, but more
importantly this course prioritises learning-by-doing and aims to foster a spirit of
critical thought and active enquiry in all student learners.

We espouse a philosophy of student-centred, student-led learning and tutorial
activities throughout are designed to encourage the development of a strong and
positive learning community in which all students can maximize their own potential.
Overall, the course uses what are known as !blended learning" techniques (a mix of
face-to-face discussion and activities in groups of different sizes [lectures, tutorials]
supported by a range of online resources and activities) and a range of assessment
practices in order to ensure that every student, irrespective of their own learning
style, can access the course material readily and in a productive manner.

Blended learning encourages diversity of learning activities and also diversity in
assessment. This course consists of weekly large-group lectures. Lectures are
designed to supplement independent study on the course that begins (but should not
end) with close engagement with the required weekly readings. Weekly tutorials

5

allow students to discuss questions, themes and issues arising from their
independent study, as well as providing the opportunity to engage in productive
discussion with their peers and to participate in a range of structured learning
activities, including group/pair/individual analytical work and informal debates.
Online, there is a range of resources specific to each week, as well as online
activities to enhance independent learning. We also provide a number of resources
related to study skills and research literacy, recognizing that many students may not
yet be familiar with the requirements of University-level study.

The final component of the teaching strategies used in this course is the assessment
regime. All students will be given full and detailed feedback on each piece of work
submitted. We firmly believe that assessment should be for learning not of learning
and that a key part of developing independent research skills is the ability to use
feedback effectively to enhance performance, a process that begins with the
provision of useful feedback.

Reading and Resources
We will primarily draw on the following book, plus additional reading material as
identified in the course schedule. We strongly recommend this text for purchase:

Devetak, Richard, Anthony Burke and Jim George (eds) (2012) An Introduction
to International Relations: Australian Perspectives, 2nd Edition (Melbourne:
Cambridge University Press)

You will also find the following texts useful:

Baylis, John, Steve Smith and Patricia Owens (eds) (2011) The Globalization of
World Politics, 4th edition (Oxford: Oxford University Press)

Haynes, Jeffrey, Hough, Peter, Malik, Shahin, Lloyd, Pettiford (2011) World Politics
(Essex: Pearson).

Burchill, Scott et al (2009) Theories of International Relations, 4th edition
(Basingstoke: Palgrave Macmillan)

Detailed week-by-week reading can be found in the supplementary course
information; some of this reading is available through Moodle and the rest can be
accessed in hard copy through the library or online.

You should also familiarize yourself with the UNSW library services through their
website at http://info.library.unsw.edu.au/web/services/services.html.

You will benefit from becoming familiar with GoogleScholar
(http://scholar.google.com) as a key search engine for academic publications and
reports. You can set up the preferences to link to the UNSW Library even when you
are not on campus.

Go to Google Scholar> settings> library links, and enter University of New South
Wales in the box for Library:

6

You can sign up for Table of Contents (TOC) Alerts from the homepages of relevant
journals, to receive an email whenever new articles are published in that journal.
Journal websites will often carry information on the most viewed and most cited
articles; these are likely to be interesting and often influential contributions. Google
Scholar will also point you to articles that have cited a particular article and hence
will be related to the topic.

Course Schedule
DATE
Week beginning#
LECTURE TUTORIAL/
SEMINAR
ALTERNATIVE
LEARNING
ACTIVITY
FURTHER
INFORMATION
28 July 2014 From the Cold War
to a New World
Order?

4 August 2014 From Traditional to
Critical Security?
From the Cold
War to a New
World Order?

11 August
2014
From Interstate
Wars to Varied
Patterns of
Violence
From Traditional to
Critical Security?

18 August 2014 From Politics to
Economics 1

From Interstate
Wars to Varied
Patterns of
Violence

Learning
Journals due
during Week 4
tutorials
25 August 2014

From Politics to
Economics 2

From Politics to
Economics 1

1 September 2014 From Poverty to
Prosperity?

From Politics to
Economics 2

Feedback on
Learning
Journals will be
returned
8 September 2014

From Unfettered
Growth to Global
Sustainability?

From Poverty to
Prosperity?

15 September
2014
From National to
Global Values and
Identities?
From Unfettered
Growth to Global
Sustainability?

22 September
2014
From a Pluralist to
a Solidarist
International
Society?
From National to
Global Values and
Identities?
Essay Plans
due during
Week 9 tutorials
06 October 2014

Identifying
Continuity and
Change (See below
for instructions)

7

13 October 2014 From Hegemonic
to Critical
Analysis?
From a Pluralist to
a Solidarist
International
Society?
Feedback on
Essay Plans
will be returned
20 October 2013 International
Relations in the
Twentieth Century:
What has
Changed? What
has Stayed the
Same?

From Hegemonic
to Critical
Analysis?

27 October 2014 International
Relations in the
Twentieth Century:
What has
Changed? What
has Stayed the
Same?

Research
Essay due
Thursday, 6
November at
4pm

WEEK-BY-WEEK GUIDE
Supplementary material related to each topic (such as videos) is available on
Moodle.

Week 1: From the Cold War to a New World Order?

Tutorial Questions (in Week 2)
1. What were the immediate impacts of the end of the Cold War?
2. Who or what do you think is most responsible for the end of the Cold War?
3. What did Fukuyama mean by the end of history? Is it a persuasive argument?
4. What did the supposed New World Order that would follow the end of the
Cold War entail?
5. Was the experience of the UN after the end of the Cold War, particularly its
participation in the 1991 Gulf War, evidence of the emergence of a New World
Order?

Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds) (2012) An Introduction to
International Relations: Australian Perspectives, 2
nd
Edition (Melbourne: Cambridge
University Press): Chapter 20 (pp.281-293)

Fukuyama, Francis (1992) The End of History and the Last Man (New York: Penguin)
pp.xi-xxiii (available via Library website type ARTS1811 into the catalogue search
box)

Recommended Readings

8

Clark, Ian (2001) The Post-Cold War Order: The Spoils of Peace (Oxford: Oxford
University Press)

Cox, Michael (2008) From the Cold War to the War on Terror in John Baylis, Steve
Smith and Patricia Owens (eds.) The Globalization of World Politics 4th edition
(Oxford: Oxford University Press): pp.70-87

Freedman, Lawrence (1991/92) Order and Disorder in the New World Foreign
Affairs 71(1): pp.21-37

Kegley, Charles W. (1993) The Neoidealist Moment in International Studies? Realist
Myths and the New International Realities International Studies Quarterly 37(2):
pp.131- 146

Parsons, Anthony (1992) The United Nations in the Post-Cold War Era, International
Relations 11(3): pp.189-200

Oberdorfer, Don (1998) From the Cold War to a New Era (Baltimore: John Hopkins
University Press)

Roberts, Adam (1991) A New Age in International Relations?, International Affairs
67(3): pp.509-25

Sorensen, Georg (1998) IR theory after the Cold War, Review of International
Studies 24(5): pp.83-100

Week 2: From Traditional to Critical Security?


1. How would you define security?
2. What are the main differences between traditional and critical security studies?
3. What is critical about critical security approaches? Are they practical?
4. What does the Copenhagen Schools notion of securitisation entail? Is this a
useful approach for understanding security challenges?
5. What are the main threats to security in the post-Cold War era? What effect
have they had on the way states seek to manage security issues and
challenges?

Essential Readings

Devetak, Richard, Anthony Burke and Jim George (eds.) An Introduction to
International Relations, 2
nd
Edition (Cambridge: Cambridge University Press, 2012):
pp.160-170

High-Level Panel on Threats, Challenges and Change (2004) A More Secure World:
Our Shared Responsibility (New York: United Nations Department of Public
Information), pp.1-19, available at http://www.un.org/secureworld/report 2.pdf


9

Beeson, Mark and Alex J. Bellamy (2003) Globalisation, Security and International
Order after 11 September Australian Journal of Politics and History 49(3), pp.339-54

Booth, K. (2005) Critical Security Studies and World Politics (Boulder: Lynne
Rienner)

Browning, Christopher S. and Matt McDonald (2013) The Future of Critical Security
Studies: Ethics and the Politics of Security, European Journal of International
Relations 19(2): pp.235-55

Buzan, Barry, Ole Waever and Jaap de Wilde (1998) Security: A New Framework for
Analysis (Boulder, Colorado: Lynne Rienner)

Davies, Sara (2008) Securitizing Infectious Disease International Affairs 84(2):
pp.295-313

Hansen, Lene (1997) A Case for Seduction? Evaluating the Poststructuralist
Conceptualization of Security, Cooperation and Conflict 32(4): pp.369-97

Kolodziej, Edward A. (1992) Renaissance in Security Studies? Caveat Lector!,
International Studies Quarterly 36(4): pp.421-38

Krause, Keith (1998) Critical Theory and Security Studies: The Research
Programme of Critical Security Studies, Cooperation and Conflict 33(3): pp.298-333

The National Security Strategy of the United States September 2002 (Washington
D.C.: The White House), available at http://georgewbush-whitehouse.archives.
gov/nsc/nss/2002/nss.pdf

The National Security Strategy of the United States May 2010 (Washington D.C.:
The White House), available at http://www.whitehouse.gov/sites/default/files/rss_view
er/national_security_strategy.pdf

Walt, Stephen M. (1991) The Renaissance of Security Studies, International Studies
Quarterly 35(2): pp.211-39

Week 3 - From Interstate Wars to Varied Patterns of Violence


1. Why do wars occur? Is there a relationship between sovereignty, anarchy and
war?
2. Is Clausewitzs theory of war still relevant today? How have thinkers argued it
has changed and are there arguments persuasive?
3. How can we account for changing patterns and types of conflict since the end
of the Cold War?
4. To what extent has technology changed war? Has technological innovation in
warfare enhanced or diminished international security?
5. How much of a threat or risk does cyber warfare pose to the security of states
today?

10

Essential Readings

nd
Chapters 13 and 14 (pp.189-217)


Heng, Yee-Kuang (2006) The Transformation of War Debate: Through the Looking
Glass of Ulrich Becks World Risk Society International Relations 20(1): 69-91

Barnett, Michael and Raymond Duvall (2005) Power in International Politics,
International Organization 59(1): pp.39-75

Betz, David J. and Stevens, Tim (2013) Analogical Reasoning and Cyber Security,
Security Dialogue 44(2): pp.147-64

Clarke, Michael (2001) War in the New International Order, International Affairs
77(3): pp.663-71

Eilstrup-Sangiovani, Mette and Daniel Verdier (2005) European Integration as a
Solution to War, European Journal of International Relations 11(1): pp.99-135

Fearon, James D. (1995) Rationalist Explanations for War, International
Organization 49(3): pp.379-414

Jervis, Robert (2002) Theories of War in an Era of Leading-Power Peace American
Political Science Review 96(1): pp.1-14

Niva, Steve (2013) Disappearing Violence: JSOC and the Pentagons New
Cartography of Networked Warfare, Security Dialogue 44(3): pp.185-202

Suganami, Hidemi (1996) On the Causes of War (Oxford: Oxford University Press)

Week 4: From Politics to Economics? (1)


!" What is the study of international political economy about and how does it
differ from the traditional study of International Relations?
"# 2. What are the key differences between Liberal, Mercantilist and Marxist
approaches to IPE?
$# 3. Which international institutions emerged out of Bretton Woods and what
kinds of ideas about the relationship between states and markets did these
institutions embody?
%# 4. What is meant by the term national varieties of capitalism? What
distinguishes one variety of capitalism from another? Is any particular variety
superior to another?
Essential Readings

11

Haynes, Jeffrey, Hough, Peter, Malik, Shahun, Pettiford, Lloyd (2011) World Politics
(Essex: Pearson): Chapters 16 and 17 (International Political Economy, Parts I & II).
Available on Moodle.


Gilpin, Robert (2001) Global Political Economy (Princeton University Press) Chapter
7 (on varieties of capitalism / National Systems of Political Economy)

Ravenhill, John (2008) The Study of Global Political Economy, in John Ravenhill
(ed.) Global Political Economy 2nd edition (Oxford: Oxford University Press): pp.3-26

Watson. Matthew (2008) Theoretical Traditions in Global Political Economy, in John
Ravenhill (ed.) Global Political Economy 2nd edition (Oxford: Oxford University
Press): pp.27-66

OBrien, Robert and Marc Williams (2010) Global Political Economy: Evolution and
Dynamics, 3rd edition (Basingstoke: Palgrave Macmillan): Ch. 1, Ch. 2 and Ch. 16

Week 5: From Politics to Economics? (2)

1. What is economic globalisation" and what does it "look like" (i.e., what are its
main indicators?)
2. What have been the main drivers of "economic globalisation" since the end of
the cold war? (consider from our different theoretical perspectives)
3. Do you think that hyperglobalists, sceptics or transformationalists provide the
better account of globalisation's origins and impacts?
4. It is frequently observed that economic globalisation has advantaged some
groups whilst disadvantaging others. How might we account for the varied
impacts of globalisation?
5. What might a "domestic institutions" approach add to our understanding of the
impacts of globalisation?
Essential Readings

nd


Strange, Susan (1996) The Retreat of the State (Cambridge: Cambridge University
Press): Chapter 1 (The Declining Authority of States)

Friedman, Thomas (1999) The Lexus and the Olive Tree. (NY: Farrar, Strauss,
Giroux): Chapters 5 & 6 (The Golden Straightjacket & The Electronic Herd)

12

Mann, Michael (1997) Has Globalisation Ended the Rise and Rise of the Nation
State?, Review of International Political Economy 4(3): pp.472-96

Weiss, Linda (1998) The Myth of the Powerless State: Governing the Economy in a
Global Era (Polity Press)

Weiss, Linda (ed.) (2002) States in the Global Economy: Bringing
Domestic Institutions Back In (Cambridge: Cambridge University Press): Chapter 1
('Introduction: Bringing Domestic Institutions Back In')

Hay, Colin (2008) Globalizations Impact on States, in John Ravenhill (ed.) Global
Political Economy, 2nd edition (Oxford: Oxford University Press): pp.314-4

Week 6: From Poverty to Prosperity?

1. What is Poverty? What is Development? In what ways are the two related?
2. According to out different theoretical perspectives, where does "development"
come from?
3. What does the Northeast East Asian industrialisation experience add to our
understanding of the process of development, and the relationship between
poverty and development?
4. Have existing international economic organisations (i.e., World Bank, IMF
and WTO) typically served to help or hinder the development efforts of less
developed countries in the post-cold war period? Why?
Essential Readings

nd

Visit the Web Page of the WTO and read what it has to say about the relationship
between free trade and development. This is a good place to start:
http://www.wto.org/english/thewto_e/whatis_e/tif_e/tif_e.htm

Visit the Web Page of the Fair Trade Foundation and read what it has to say about
the relationship between fair trade and development. http://www.fairtrade.org.uk/


Quereshi Asif H. (2009) International Trade for Development: The WTO as a
Development Institution?, Journal of World Trade 43(1): pp.173-88

Chang, Ha-Joon (2007) Bad Samaritans: Rich Nations, Poor Policies & the Threat to
the Developing World (London: Random House Business) [This is an easy-to-read
book you could focus on the Prologue, Introduction, and Concluding chapters as a
start]

13

Chang, Ha-Joon (2002) Kicking Away the Ladder: Development Strategy in Historical
Perspective (London: Anthem Press) [Chapters 1 and 2]

Smillie, Ian (1997) NGOs and Development Assistance: A Change in Mind Set?,
Third World Quarterly 18(3): pp.563-77

Wade, Robert H. (2003) What Strategies Are Viable for Developing Countries
Today? The World Trade Organization and the Shrinking of Development Space,
Review of International Political Economy 10(4): pp.621-44

Weiss, Linda (2005) Global Governance, National Strategies: How Industrialized
States Make Room to Move Under the WTO, Review of International Political
Economy 12(5): pp.723-49

Week 7: From Unfettered Growth to Global Sustainability?


1. What is 'sustainable development'? And why did the UN World Commission on
Environment and Development propose it?
2. To what extent does the states-system contribute to global ecological
problems?
3. Are the goals of growing and greening the economy necessarily conflicting
objectives? Under what conditions might "green growth" be possible?
4. Why has the US been an environmental laggard in the post-cold war period?
Is this likely to change?

Essential Readings

nd
University Press): Chapter 34 pp.462-474


OBrien, Robert and Marc Williams (2010) Global Political Economy: Evolution and
Dynamics, 3rd edition (Basingstoke: Palgrave Macmillan): Chapter 12

Dauvergne, Peter (2008) Globalization and the Environment, in John Ravenhill (ed.)
Global Political Economy, 2nd edition (Oxford: Oxford University Press): pp.448-77

Newell, Peter (2007) The Political Economy of Global Environmental Governance,
Review of International Studies 34(3): pp.507-29

Young, Oran R. (2008) The Architecture of Global Environmental Governance:
Bringing Science to Bear on Policy, Global Environmental Politics 8(1): pp.14-32

Week 8: From National to Global Values? Religion, Nationalism and Identity in
Global Politics

14


1. What are the main precepts of the constructivist approach to International
Relations? Is constructivism a persuasive theoretical approach?
2. What are the strengths and weaknesses of constructivism compared to other
theories?
3. Why is identity important to the study of International Relations?
4. Is national identity still important in an age of globalisation? Will it thrive or
decline in the future?
5. Arguably, religion has become increasingly important to individual identity
since the end of the Cold War. Why do you think this might be so?

Essential Readings

nd
Chapters 7, 10 and 23 (pp.103-118; 148-159 and 322-335)


Abdelal, Rawi et al (2006) Identity as a Variable Perspectives on Politics 4(4),
pp.695-711

Croucher, Sheila L. (2003) Perpetual Imagining: Nationhood in a Global Era
International Studies Review 5(1), pp.1-24

Mayall, James (1990) Nationalism and International Society (Cambridge: Cambridge
University Press)

Synder, Jack (ed) (2011) Religion and International Relations Theory (New York:
Columbia University Press)

Toft, Monica Duffy, Philpott, Daniel and Shah, Timothy Samuel (2011) Gods
Century: Resurgent Religion and Global Politics (New York: W.W. Norton and
Company)

Wendt, Alexander (1992) Anarchy is What States Make of it: The Social Construction
of Power Politics, International Organization 46(2), pp.391-425

Wendt, Alexander (1995) Constructing International Politics, International Security
20(1), pp.71-81

Wendt, Alexander (1999) Social Theory of International Politics (Cambridge:
Cambridge University Press)

Week 9: From a Pluralist to a Solidarist International Society? The English
School and the Constitution of International Society in the Post-Cold War Era

1. What is an international society?

15

2. What are the main differences between pluralist and solidarist conceptions of
international society regarding humanitarian intervention?
3. In your view, has international society become more hierarchical in the post-
Cold War Era?
4. Is there a norm of humanitarian intervention in international society?

Essential Readings

nd
Chapter 31 (pp.426-439)

Clapton, William (2009) Risk and Hierarchy within International Society, Global
Change, Peace and Security 21(1): pp.19-35


Axworthy, Lloyd (2001) Human Security and Global Governance: Putting People
First Global Governance 7(1): 19-25
Bellamy, Alex J. (2003) Humanitarian Intervention and the Three Traditions, Global
Society 17(1): pp.3-20
Bellamy, Alex J. (2003) Humanitarian Responsibilities and Interventionist Claims in
International Society, Review of International Studies 29(3): pp.321-40
Bellamy, Alex J. (2008) The Responsibility to Protect and the Problem of Military
Intervention, International Affairs 84(4): pp.615-35

Evans, Gareth (2008) The Responsibility to Protect: An Idea Whose Time Has Come
and...Gone? International Relations 22(3): pp.283-98

Linklater, Andrew (2009) The English School, in Theories of International Relations
4
th
Edition (Hampshire: Palgrave): pp.86-110

McFarlane, S. Neil, Carolin J. Thielking and Thomas G. Weiss (2004) The
Responsibility to Protect: Is Anyone Interested in Humanitarian Intervention? Third
World Quarterly 25(5): pp.977-992

Wheeler, Nicholas J. (1992) Pluralist or Solidarist Conceptions of International
Society: Bull and Vincent on Humanitarian Intervention, Millennium 21(3): pp.463-87

Wheeler, Nicholas (2000) Saving Strangers: Humanitarian Intervention in
International Society (Oxford: Oxford University Press): pp.21-52

ALTERNATIVE LEARNING ACTIVITY Identifying Continuity and Change

Due to a public holiday on Monday, 6
th
October there will be no lectures or tutorials
during Week 10 of the semester (the week after the mid-semester break). Instead,
you will be required to complete an alternative learning activity based on the course

16

theme of continuity and change in the post-Cold War era. Specifically, you are
required to select one online news article on an issue or event that relates to one of
the course topics and then provide a 500 word blog-style piece that analyses what
the news item suggests regarding continuity and change in relation to that topic.

For example, you might select an article about the current conflict between Israel and
Palestine and discuss what it tells us about continuity and change in relation to
security and war in the post-Cold War era. Or you might select an article about
Australias overseas development assistance and discuss what it tells us about
continuity and change in relation to poverty and prosperity. There is no set format for
the blog posts.

There will be a blog set up on Moodle for you to post your analyses of the articles
that you select. This activity must be completed no later than 4pm, Friday 10
October. This activity is not an assessable item of work. It is, however, compulsory
and will count towards your overall attendance record for the semester (i.e. you will
be marked as absent if you do not complete this activity).

Week 11: From Hegemonic To Critical Analysis?


1. What are the basic challenges that critical approaches to IR pose to traditional
approaches?
2. Is popular culture an appropriate site for the analysis of political and social
issues? What do you think we can learn about IR from popular culture?
3. How can we link everyday practice and popular culture to our studies of the
international system?

Essential Readings

Grayson, Kyle, Davies, Matt and Philpott, Simon (2009) Pop Goes IR? Researching
the Popular Culture-World Politics Continuum, Politics 29(3): pp.155-63

Rowley, Christina and Weldes, Jutta (2012) The Evolution of International Security
Studies and the Everyday: Suggestions from the Buffyverse, Security Dialogue
43(6): pp.513-30


Carver, Terrell (2010) Cinematic Ontologies and Viewer Epistemologies: Knowing
International Politics as Moving Images, Global Society 24(3): pp.421-31

Der Derian, James and Shapiro, Michael, (eds) (1989) International/ Intertextual
Relations: Postmodern Readings of World Politics (Lexington: Lexington Books)

Drezner, Daniel W. (2011) Theories of International Politics and Zombies (Princeton:
Princeton University Press)

17

Ruane, Abigail E. and James, Patrick (2012) The International Relations of Middle
Earth (Ann Arbor: University of Michigan Press)

Shepherd, Laura J. (2013) Gender, Violence and Popular Culture: Telling Stories
(London: Routledge)

Smith, Steve (2004) Singing Our World into Existence: International Relations
Theory and September 11, International Studies Quarterly, 48(3): pp.499-515.

Weldes, Jutta (2006) High Politics and Low Data: Globalization Discourses and
Popular Culture, in D. Yanow and P. Schwartz-Shea (eds) Interpretation and
Method: Empirical Research Methods and the Interpretive Turn (New York: M.E.
Sharpe)

Week 12: International Relations in the Twentieth Century: What has Changed?
What has Stayed the Same?

Tutorial Question (in Week 13)
1. The more things change in International Relations, the more the stay the
same. Discuss, drawing on knowledge gleaned from previous weeks lectures
and tutorials

Assessment

TASK LENGTH/
DURATION
WEIGHT DUE DATE
Learning Journal 850 words 25% Week 4 tutorials
Essay Plan 1300 words 30% Week 9 tutorials
Research Essay 2000 words 45% Thursday, 6
November at 4pm

Details of assessment tasks:

Learning Journal a critical reflection on your learning experience
Write 850 words on the following question: !What is the most interesting thing I"ve
learned about International Relations over the past four weeks?"

For example, you might have been particularly surprised by and interested in a new
empirical insight. For example: I knew that the world had become a lot richer over
the past few decades, but I hadnt realised that global economic inequality had
increased so significantly at the same time. Or your interest may have been piqued
by a particular theory or concept: The End of History concept is something I found
really interesting. It provides an almost utopian view of how international politics will
evolve in the wake of the Cold War, something that has been heavily criticised by
several other scholars

Once you have identified what interested you most (empirically or conceptually/
theoretically) about the week"s topic, you are required to demonstrate your
understanding of the issue/concept, drawing on material presented in the lectures

18

and found in the set readings. It is important to demonstrate engagement with at
least one of the theories/concepts addressed in the week you choose, even if you
start with an empirical puzzle (for example, if you were surprised by the extent of
East Asias economic and social transformation, you might then talk about which
theory/concept you found most helpful in making sense of the East Asian
experience). You will also need to state in your journal which of the course learning
outcomes you feel this assignment has best helped you reach, for example, you
might suggest that this assessment task has helped you to realise the first course
learning outcome (Distinguish between the major theoretical perspectives of
International Relations and what they have to say about !continuity" and !change" in
the post Cold-War period).

Remember, this is a learning journal, not an essay or a critical review. You need to
engage with the material in the lectures and readings for the topic that you choose,
but your focus should be on reflecting on the process of your learning for that
topic. The guiding questions you should consider include, as mentioned, what is the
most interesting thing that I learned?, but also how did the readings or lecture
assist with my learning?, what gaps, if any, remain in my understanding of the topic
and the concepts and issues covered within it?, etc.

Essay Plan (including annotated bibliography)
The essay plan is designed to provide students with the opportunity to develop their
skills in planning and constructing essays. The essay plan will be required to outline
the following:
A clear statement of the course topic to which the proposed research
question relates;
The research question (choose from the list below);
A short paragraph outlining the main focus of the essay;
An outline of the proposed essays structure. This need not be too detailed
and can be quite general it should only provide a rough guide of the main
issues to be considered or points to be made in the essay. We are looking
for evidence that you have considered the question, and how best this
might be approached in a way that allows you to construct and develop a
structured and coherent argument; and
An annotated bibliography of sources consulted

Writing an annotated bibliography: The aim of the annotated bibliography is to
encourage you to begin thinking about the theoretical foundations of your research
paper and to begin engaging with the academic literature upon which you will draw
in the construction of your core arguments when you write your research paper.

For this assignment, you should research and identify three academic sources that
will inform your arguments in your research essay and create a bibliography of
those sources. These sources should not be drawn from the Essential Readings
listed above.

You should then annotate the bibliography with a few lines about why you have
chosen each source, what you hope to draw from it, how it fits with the rest of the
literature with which you engage and so on.

19

Guidance on writing an annotated bibliography can be found on the UNSW
Learning Centre website at http://www.lc.unsw.edu.au/onlib/annotated_bib.html.

Specifically, your annotated bibliography should:
Provide the full bibliographic citation for each source discussed
Demonstrate the quality and depth of reading that you have done
And for each text:
Indicate the content or scope
Outline the main argument
Identify any conclusions made by the author/s
Discuss the relevance or usefulness of the text for your research
Point out in what way the text relates to themes or concepts in your course
State the strengths and limitations of the text
Present your view or reaction to the text

Your essay plan must also be uploaded to Turnitin on Moodle. You must include
proof of submission through Turnitin, e.g. a screen-shot showing submission is
complete or the email you receive acknowledging submission.

Essay plans submitted without the following documentation will be regarded as
incomplete and will be returned for completion, with penalties incurred for late
submission per School policy:
i. Assessment Cover Sheet.
ii. Proof of submission through Turnitin.

The essay plan will be assessed against the following criteria:
The ability to establish clear research parameters (your plan should state
what the main focus of the essay will be);
The proposed structure of the essay outlined in the plan;
The quality of the summaries and analysis of sources included in the
annotated bibliography'

Research Essay
Before you begin your essay, you should make sure that you have read the SSoS
assignment writing guide (available on Moodle). You will have to make reference to
further reading. References to textbooks alone will not be sufficient to pass this
assessment. You need to engage with the arguments present in the existing
literature and come to conclusions on the basis of this literature. Your essay must be
properly referenced and accompanied by a reference list. The UNSW Learning
Centre provides a range of resources to assist with referencing, available at
http://www.lc.unsw.edu.au/onlib/ref .html.

To write a good essay:
Answer the question (don"t just summarise).
Explain in the introduction the context of the question, your basic argument
and how the paper will proceed step by step (the structure).
Signpost the structure throughout the paper, indicating the logical
progression from paragraph to paragraph and section to section (so linking
sentences at the ends of paragraphs and sections are important).
Provide persuasive analysis of evidence in support of your argument.

20

Ground your argument in the theoretical debates of the discipline.

Your research paper must also be uploaded to Turnitin on Moodle. You must include
proof of submission through Turnitin, e.g. a screen-shot showing submission is
complete or the email you receive acknowledging submission.

Papers submitted without the following documentation will be regarded as incomplete
and will be returned for completion, with penalties incurred for late submission per
School policy:
i. Assessment Cover Sheet.
ii. Proof of submission through Turnitin.
iii. Bibliography.

It is a good idea to plan and draft your research paper well in advance. You are
welcome to see your tutor or the course convenors during consultation hours to
discuss your ideas, plan and draft. We will not, however, respond to requests for
research assistance, i.e. I want to use X as a case study, what should I read?, nor
will we read full drafts of essays.

Essay Questions
1. What does Fukuyama mean by the end of history? Is he correct to
suggest that the end of the Cold War was in fact the end of history?
2. Outline the differences between traditional and critical security studies.
Which one provides the more persuasive approach to the study of
security in the post-Cold War era?
3. What, if any, changes, have occurred in the patterns of conflict and
warfare as a result of advancing technologies in the post-Cold War
Era?
4. Is humanitarian intervention justified? Or is it an unacceptable assault
on state sovereignty? Discuss with reference to pluralist and solidarist
interpretations of international society
5. Is nationalism still significant today in a globalised world?
6. Is popular culture an appropriate site at which to locate our analyses of
international politics?
7. It is frequently observed that economic globalization has advantaged
some countries whilst disadvantaging others. How might we account for
the varied impacts of globalization?
8. What are the strengths and limitations of orthodox (liberal) explanations
of Northeast Asias post WWII development experience?
9. Joining the WTO harms a countrys development prospects. Do you
agree?
10. Why did the IMF respond as it did to the Asian Financial Crisis of 1997-
98? Was this response appropriate?
11. The GFC proves that capitalism is a fundamentally flawed system. Do
you agree?
12. To what extent are greening and growing the economy compatible
goals?

21

Submission of Written Assignments
Hard copy assignments are to be submitted to the appropriate assignment box
located on the First Floor of the Morven Brown Building unless this course specifies
electronic submission ONLY. There will be a separate box for late submissions.
Only late submissions will be stamped by the School Office with the receipt date.

You are also required to submit an electronic copy of the assignment to the course
convenor OR through TurnItIn on Moodle.

BOTH HARD COPY AND ELECTRONIC COPY OF YOUR ASSIGNMENT MUST
BE SUBMITTED BY 4PM ON THE DUE DATE TO AVOID A LATE PENALTY.

Please be advised that there is usually a queue to submit near the 4pm deadline.
You are strongly advised to aim to submit early, as submissions received at 4.01pm
will be stamped as late and will incur a late penalty. The Faculty late penalty is 3%
of the total possible marks for the task for each day or part day that the work is
late. Lateness includes weekends and public holidays.

It is your responsibility to keep a copy of their work in case of loss of an assignment.
You are also responsible for checking that your submission is complete and
accurate. A penalty will be applied to assignments that are submitted to the wrong
box.

All assignments (hard copy and electronic submission) must be submitted with a
signed Assessment Cover Sheet (required for all assignments). Please ensure that
you read the Assessment Cover Sheet carefully, particularly the section related to
the originality of the submission.

Assessment Cover Sheets are available from outside the School Office, near the
assignment submission boxes, and are available to download from the School
website: https://socialsciences.arts.unsw.edu.au/students/resources/forms/.

If you do not complete your Assessment Cover Sheet accurately and in full, a
penalty of 5% will be applied to your grade.

Collection of Written Assignments
Assessments are normally returned in tutorials. For assessments with due dates
from Week 10 onwards, you may request for feedback on the assessment to be
returned by attaching a self-addressed postage-paid envelope to your
assignment. If the postage is insufficient to cover the delivery of the assignment, it
will not be posted.

Feedback

ASSESSMENT TASK FEEDBACK MECHANISM FEEDBACK DATE
Learning Journal Marking rubric with comments Week 6, in tutorials
Essay Plan Marking rubric with comments Week 11, in tutorials
Research Essay Marking rubric with comments Friday, 28 November
from Wills office (MB 124)

22

Please note that for the final assessment, the research essay, detailed written
feedback will only be provided if it is requested in advance (i.e. at some point
before the due date). Students who do not request feedback will received a
filled-in marking rubric with a numerical grade, but no substantive comments.
Requests for feedback on the essay received after the due date will not be
granted.

Course Evaluation and Development
Student evaluative feedback is gathered periodically using, among other means,
UNSW"s Course and Teaching Evaluation and Improvement (CATEI) process.
Informal feedback and class-generated feedback are also important. Student
feedback is taken seriously, and continual improvements are made to the course
based in part on such feedback. Significant changes to the course will be
communicated to subsequent cohorts of students taking the course.

For example, previous student feedback has resulted in the following revisions and
changes to the course: (a) changes to the modes of assessment; (b) a clearer, more
detailed presentation of the assessment criteria; (c) the use of Moodle.

23

PART B: POLICIES AND PROCEDURES

Student Conduct
All students must read and adhere to the UNSW Student Code Policy (2012):
http://www.gs.unsw.edu.au/policy/documents/studentcodepolicy.pdf.

There are five primary student responsibilities under this Code:
1. A condition of enrolment that students inform themselves of the Universitys
rules and policies affecting them, and conduct themselves accordingly.
2. An obligation to act with integrity in academic work, to ensure that all
academic work is conducted ethically and safely.
3. An obligation to observe standards of equity and respect in dealing with every
member of the University community.
4. An obligation to use and care for University resources in a lawful and
appropriate manner
5. An obligation to not diminish the Universitys reputation in the carrying out of
academic and other associated University activities.
(UNSW Student Code Policy, Art. 2)

A related document is the UNSW Student Misconduct Procedure (2014):
https://www.gs.unsw.edu.au/policy/documents/studentmisconductprocedures.pdf.

Communication
As outlined in the UNSW Student Email Rules: All students are expected to read
their official UNSW email. All students have a central email address of the form
z1234567 where 1234567 is the student number. It is a requirement that all
students read email that is sent to this address, as it may contain vital
administrative or teaching material not provided any other way. If a student uses an
email account other than the centrally provided email account, the student must
arrange to forward UNSW email to an account that they do use.

The full Student Email Rules can be found at: https://my.unsw.edu.au/student
/resources/StudentEmailRules.html.

Avoiding Plagiarism
Plagiarism is a form of cheating which constitutes student academic misconduct.
Plagiarism can result in penalties to grades, suspension or exclusion from the
University. This and other types of academic misconduct must be avoided. These
are outlined in the Student Code Policy and the Student Misconduct Procedures.

It is your responsibility to educate yourself about the different types of plagiarism,
which include copying, inappropriate paraphrasing and/or citation, collusion, and
self-plagiarism (resubmitting work in whole or in part that has been submitted for
assessment for another course). The UNSW Plagiarism Policy Statement provides
more detail: https://www.gs.unsw.edu.au/policy/documents/plagiarismpolicy.pdf.

There is a central UNSW resource on academic integrity and understanding and
avoiding plagiarism: https://student.unsw.edu.au/plagiarism.

24

The Elise Study Skills tutorial, which familiarizes students with academic writing,
research and using information responsibly, including through proper attribution, is
mandatory for all commencing undergraduate students and the quiz must be
completed by the end of Week 5 of their first semester at UNSW. All postgraduate
coursework students are encouraged to take the tutorial: http://subjectguides.
library.unsw.edu.au/elise.

Attendance
UNSW policy on Attendance and Absence can be found at:
https://my.unsw.edu.au/student/atoz/AttendanceAbsence.html

It states that Students are expected to be regular and punctual in attendance at all
classes in the courses in which they are enrolled. All applications for exemption from
attendance at classes of any kind must be made in writing to the Course Authority.

The School of Social Sciences expects that students will attend and participate
actively in 100% of learning and teaching activities (henceforth classes, to include
lectures, tutorials, seminars, labs, online activities and so on).

If you arrive more than 15 minutes late, you may be recorded as absent. If such a
penalty is imposed, you will be informed verbally at the end of class and advised in
writing within 24 hours. Attempts to falsify attendance records will be treated as
student misconduct under the Student Misconduct Procedures described above.

If you experience illness, misadventure or other occurrence that makes absence
from a class unavoidable, or you expect to be absent from a forthcoming class, you
should seek permission from the course convenor, and where applicable, should be
accompanied by an original or certified copy of a medical certificate or other form of
appropriate evidence.

If you attend less than 80% of classes or have not submitted appropriate supporting
documentation to the course convenor to explain your absence, you may be
awarded a final grade of UF (Unsatisfactory Fail).

Upon submission of appropriate evidence, course convenors have discretion and
authority to determine whether a student meets the required volume of learning and
has completed the necessary assessments for a given course in circumstances
where attendance has been less than the normal university requirement of 80% of
classes.

A student may be excused from classes for up to one month (33% of learning and
teaching activities) in exceptional circumstances and on production of an original or
certified copy of a medical certificate or other form of appropriate evidence. In such
cases, course convenors may assign additional and/or alternative tasks to ensure
that students have met the volume of learning associated with the course.

A student who has submitted the appropriate documentation but attends less than
66% of classes will be asked by the course convenor to apply to discontinue the
course without failure rather than be awarded a final grade of UF.

25

Extensions and Late Submission of Work
A course convenor can only approve an extension up to five days. A student requesting
an extension of greater than five days should complete an application for Special
Consideration (see below).

Work submitted late (i.e., past the time and date specified in the course outline) will
incur late penalties. The late penalty is the loss of 3% of the total possible marks for the
task for each day or part thereof the work is late. Lateness will include weekends and
public holidays.

Work submitted fourteen days after the due date may be marked and brief feedback
provided but no mark will be recorded or counted towards your overall grade. If the
work would have received a pass mark but for the lateness and the work is a
compulsory course component, you will be deemed to have met that requirement.

Work submitted twenty-one days after the due date will not be accepted for marking or
feedback and will receive no mark or grade. If the assessment task is a compulsory
component of the course you will automatically fail the course.

Where an extension has been granted, either directly by the course convenor or
through the Special Consideration mechanism, the late penalties outlined above will
apply from the revised due date.

Special Consideration
Sickness, misadventure, or other circumstances beyond your control may prevent
you from completing a course requirement or attending or submitting assessable
work for a course, or may significantly affect performance in assessable work, e.g.
formal end of session examination, class test, laboratory test, or seminar
presentation. Students can apply for consideration for the affected assessments.

Except in unusual circumstances a problem involving only three consecutive days or
a total of five days within the teaching period of a semester is not considered
sufficient grounds for an application. The circumstances have to be unexpected and
beyond your control. Students are expected to give priority to their University study
commitments and any absence must clearly be for circumstances beyond your
control. Work commitments are not normally considered a justification.

Students cannot claim consideration for conditions or circumstances that are the
consequences of their actions or inactions.

Details of the university policy and procedures on Special Consideration, and
information about how to apply for Special Consideration, can be found at:
https://my.unsw.edu.au/student/atoz/SpecialConsideration.html

You should be aware that in the School of Social Sciences, it is the course convenor
that makes a decision on whether or not to grant Special Consideration through the
online mechanism. If Special Consideration is granted, this may take the form of a
removal of part or all of a late penalty, or an adjustment to the raw grade, or an
alternative form of assessment, at the discretion of the course convenor.

26

Student Equity and Disabilities Unit (SEADU)
Students with a disability, and those with ongoing physical or mental health
conditions, who require consideration of their circumstances and support, are
advised to register with the Student Equity and Diversity Unit (SEADU). Registration
is advisable but not obligatory. To receive support from SEADU, students must be
registered with SEADU. Contact details can be found on their website at
http://www.studentequity.unsw.edu.au/.

Upon registration, an Educational Liaison Co-ordinator (ELC) assesses the support
services the student requires. If necessary, a Letter of Support from the Educational
Liaison Co-ordinator is written to the students lecturers outlining the services that
have been approved.

If you are currently registered with SEADU, Letters of Support are emailed out prior
to the beginning of Semester 1. You must then email your Letter of Support to their
course convenor from your UNSW email account by the end of Week 1.

The educational adjustments outlined in the letter apply for the whole year, including
summer semester. If at any time there are changes to a students disability during
the semester, adjustments may be modified and a new letter will be issued.

If you are registering for the first time, you will be given a letter at your first
appointment. If a Letter of Support is written after the commencement of the
teaching period, you must forward the Letter to your course convenors from your
UNSW email account within one week of the date on the letter.

In the first correspondence with a new course convenor, you should cc SEADU in to
the email so SEADU can track the process.

You will also be encouraged to meet with the course convenor in person by the end
of Week 2 to discuss their adjustments.

Review of Results
If you have concerns about a mark you have achieved, you should raise this with
the course convenor in the first instance. This should normally be done within two
working days of the return of the assessed work.

If you are not satisfied with the explanation provided, you should complete the
UNSW Review of Results (RoR) application form:
https://my.unsw.edu.au/student/academiclife /assessment/ReviewofResults.pdf.

You must provide a written explanation of why you believe the work requires review.
The written explanation must include the stated criteria for the assessment task
indicating the exact area(s) where the assessment of your work differs from the
mark you have received.

The course convenor has the option to not recommend review if they deem the
grounds for review insufficient. The course convenor will make their decision within
three working days of receiving the request.

27

If the course convenor approves the review, you should submit the Review of
Results application form to Student Central. A clean copy and a copy of the marked
work with all feedback must be submitted with the RoR application. An administration
fee applies under certain circumstances.

If the course convenor does not recommend the review but you believe that the
mark/grade does not reflect your performance, you may forward the RoR application
form to the Deputy Head of School (Learning & Teaching), A/Prof. Laura Shepherd
(email: l.j.shepherd@unsw.edu.au).

The Deputy Head of School (DHoS) will normally make a decision within three
working days of receiving the application.

If the DHoS approves the review, you should submit the application to Student
Central. A clean copy and a copy of the marked work with all feedback must be
submitted with the RoR application. An administration fee applies under certain
circumstances.

If the DHoS does not approve the review, she will notify the Chair of the Faculty
Assessment Review Group (FARG). The FARG can either endorse or overturn the
decision of the DHoS.

The FARG will make a decision within one week of receiving advice from the DHoS.
If, after the FARGs decision, the student still believes they have a case they should
submit their claim through the University grievance procedures.

A RoR application must be lodged within 15 working days of receiving the result of
the assessment task.

Student Support and Grievance Procedures
The UNSW Learning Centre provides academic skills support to all students
enrolled at UNSW: http://www.lc.unsw.edu.au.

UNSW offers a number of support and development services for students:
https://student.unsw.edu.au/additional-support.

There is a range of wellbeing, safety and equity initiatives you can access at
UNSW: https://student.unsw.edu.au/wellbeing.

UNSW Counselling and Psychological Services offer individual consultations and
can usually accommodate urgent needs: https://student.unsw.edu.au/individual-
counselling.

If you have issues related to, or concerns about, academic decisions or any aspect
of Learning & Teaching in the School of Social Sciences, you are welcome to
contact the Deputy Head of School (Learning & Teaching), A/Prof. Laura Shepherd
(email: l.j.shepherd@unsw.edu.au).

28

If you have a grievance related to a person or administrative process, you should
contact the School Grievance Officer, Dr Michael Wearing (email:
m.wearing@unsw.edu.au).

You can also contact the Student Conduct and Appeals Office (email:
studentcomplaints@unsw.edu.au) or the student association Arc@UNSW (email:
advice@arc.unsw.edu.au).

For more information regarding progressing a complaint: https://student.
unsw.edu.au/complaints.

ARTS1811 Course Outline PDF

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

ARTS1811 Course Outline PDF

Caricato da

Copyright:

Formati disponibili

School of Social Sciences

Potrebbero piacerti anche