Leader(s): Dr Colin A. Hope

Offered

Caulfield First semester 2009 (Day)
Clayton First semester 2009 (Day)

Synopsis

Overview of ancient cultures of the Mediterranean world: Crete, Egypt, Greece, Iraq, and Turkey. Examines political, social, economic and religious systems, art, architecture, and material culture. Source material includes monuments, artefacts and texts on which reconstruction of the past is based. Introduces archaeological methodology, textual analysis and critical appraisal of evidence.

Objectives

Upon successful completion of this unit students will:

1. Have acquired a basic knowledge of the cultures of the ancient Mediterranean that are studied and their contribution to western civilisation.
2. Have developed an awareness of the different political, social, economic and religious systems of each of these cultures.
3. Be aware of the cultural and documentary exchange that operated in the Mediterranean region.
4. Be aware of the range of material - monuments, artefacts, texts - available for use in the reconstruction of ancient societies.
5. Understand the basic methods of archaeological and historical interpretation.
6. Demonstrate basic training in the critical appraisal of source material of all kinds.

Assessment

Written work: 60% (3000 words)
2 hour exam: 40%

Contact hours

2 x 1 hour lecture and 1 x 1 hour tutorial per week

Leader(s): Dr Gillian E. Bowen

Offered

Caulfield Second semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

An overview of the cultures of the Mediterranean from the end of the Bronze Age to the triumph of Christianity. The major focus is upon the classical cultures: Greece and Macedon, Hellenism and Rome; also surveyed are Egypt, Iraq and Persia. Themes and source material as AAH1010.

Objectives

Upon successful completion of this unit students will have:

1. Acquired a basic knowledge of those cultures of the ancient Mediterranean studied.
2. Developed an awareness of the different political, social, economic and religious systems which each of these cultures developed.
3. An awareness of the cultural exchange which operated in the Mediterranean region.
4. An awareness of the range of material - monuments, artefacts, texts - available for use in the reconstruction of ancient societies.
5. An understanding of the basic methods of archaeology and ancient history.
6. Acquired basic training in the development of a critical appraisal of source material of all kinds.

Assessment

Written work: 60% (3000 words)
2 hour exam: 40%

Contact hours

2 x 1 hour lectures and 1 x 1 hour lecture per week

Leader(s): Dr Gillian Bowen and Dr Andrea Di Castro

Offered

Caulfield First semester 2009 (Day)
Clayton First semester 2009 (Day)

Synopsis

Alexander the Great is an enigmatic figure whose conquests transformed the eastern Mediterranean world. This unit attempts to come to an understanding of Alexander, his campaigns against the Persians, his successes and failures, the machinations of his generals following his death, and the new world order that ensued. It will explore the myths that surrounded Alexander and the way in which he was emulated by the Roman emperors. His cultural ideology was the basis of Hellenism, the major facets of which will be examined.

Objectives

On successful completion of the unit, students will have:

1. Gained an understanding of historiographic traditions concerning Alexander the Great.
2. Acquired an understanding of the importance of the non-literary sources for the period: coins, art, architecture, epigraphy.
3. Examined the impact of Alexander's conquest and subsequent policies for the entire eastern Mediterranean world.
4. Gained an understanding of the nature of the emerging Hellenistic kingdoms.
5. Acquired the ability to use and assess critically a variety of ancient sources.
6. Acquired critical and analytical skills in dealing with a variety of primary, secondary and tertiary sources.
7. Acquired communication and collaborative skills through group tutorial presentations.

Assessment

2 tests: 30%
tutorial presentation/participation: 20%
written work: 50% (2500 words)

Contact hours

12 x 90 minute lectures and 12 x 1 hour tutorials

Prerequisites

A first-year sequence in Archaeology & Ancient History or permission.

Prohibitions

AAH3220

Leader(s): Colin Hope

Offered

Not offered in 2009

Synopsis

This unit will focus upon a study of Egypt and her interaction with the major Mediterranean cultures during the Late Bronze Age into Early Iron Age, c. 1550-900 BCE. A key theme will be the study of the so-called Egyptian Empire: the reasons for expansion into the Near East and Nubia, the resultant changes to Egyptian society and the problems involved in maintaining her sphere of influence. The significance of trade and the development of a complex web of international diplomacy will be examined, as will religious innovation and orthodoxy, and urbanism. The surviving sources, from archaeological to textual, will be examined and analysed in a multi-disciplinary study.

Objectives

Upon successful completion of this unit students will have:

1. Gained an understanding of the evolution of Egyptian culture during the New Kingdom.

2. Obtained a knowledge of the main phases of the political history of the ancient Near East during the period under study.

3. Obtained an understanding of the significance of international relations during the Late Bronze Age in the Mediterranean.

4. Developed a detailed knowledge of the motivations behind Egyptian foreign policy and the impact this had upon Egyptian society in the period.

5. Developed skills in interpreting the past based upon the critical analysis of documentary and archaeological data.

6. Developed the ability to present a sustained argument based upon a variety of sources.

Assessment

Written work/exam: 85% (3500 words)
tutorial presentation/participation: 15% (1000 words)

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Prohibitions

ARY3230

Leader(s): Associate Professor Colin A. Hope and Dr Andrea Di Castro

Offered

Prato Winter semester 2009 (Off-campus Day)

Synopsis

This unit will introduce students to the archaeology of Italy through participation in the excavations of an Etruscan and Roman site in Tuscany in collaboration with the University of Florence. It will enable students to gain experience in current fieldwork techniques, object recording, analysis and preservation, and introduce the main features of Etruscan culture and its impact upon Rome. While focusing upon one site it will also include visits to other relevant archaeological sites and important museum collections.

Objectives

On successful completion of the unit the students will have:

1. gained a basic understanding of current excavation techniques;
2. gained the ability to document and analyse artifacts;
3. been introduced to contemporary archaeological theory especially as it relates to material culture;
4. gained ability to document excavations within a contemporary framework;
5. obtained specific understanding of the site under excavation and its contribution to the wider study of Etruscan and Roman culture.
6. Third level students will be expected to demonstrate more advanced analytical skills and submit work incorporating a higher level of competence in independent reading and research.

Assessment

Written work: 100%

Off-campus attendance requirements

Three weeks of intensive instruction and fieldwork, based in Prato

Prerequisites

First-year sequence in Archaeology (AAH1010 and AAH1020) or equivalent, or with permission

Prohibitions

AAH3240

Leader(s): Colin Hope

Offered

Not offered in 2009

Synopsis

The focus of the unit is to analyze the archaeological material of the Roman Empire, and to also examine the regional variations that epitomized cultural progression and acculturation throughout the Mediterranean throughout the period in question. The unit will examine closely the ancient archaeological sources for the Roman period from the 2nd century BCE to the 4th century CE: architectural, numismatic, epigraphic and sculptural, in an attempt to provide the students with the most comprehensive understanding of Roman material culture. The focus will be on what has been discovered and how it can be analyzed and interpreted.

Objectives

On successful completion of the unit, students will have:

1. Gained an understanding of archaeological traditions concerning the Roman World;
2. Gained an understanding of the importance of the archaeological sources for the period: coins, art, architecture, epigraphy;
3. Acquired an understanding of the impact that Roman culture had upon the entire Mediterranean world;
4. Gained an understanding of the significance of the material culture of the Roman Empire and how it impacted on the provinces;
5. The ability to use and assess a variety of archaeological sources and relevant documentary material; and
6. Proficiency in critical reading and writing skills.

Assessment

Written work/exam: 80% (3500 words)
tutorial presentation/participation: 20%

Contact hours

One 1.5 hour lecture and a one-hour tutorial per week over a 12 week period.

Prerequisites

First year sequence in Archaeology, Classical Studies or History, or other discipline with approval.

Prohibitions

AAH3250

Leader(s): Dr Gillian Bowen

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit examines aspects of Roman political, social and cultural history from the crucial period when she made the transition from Republic to Empire to her peak in High Empire (30 BCE - 138 CE). It focuses upon the reigns of four emperors: Augustus, Claudius, Nero and Hadrian. Themes include the nature of Roman politics, the role of the emperor within the political system, the manner in which the emperor acquired, consolidated and held his position; the role of the Praetorian guard; the rise to power of freedmen, the plight of the aristocrats, and way in which the populace was treated under, and affected by, the style of rule adopted by each of the four emperors.

Objectives

On successful completion of this unit students will have:

1. A comprehensive understanding of the Roman political ideals of government and the manner in which these ideals were manipulated by each of the emperors.

2. A sound knowledge of the political, social and cultural history of Rome during the period covered.

3. The ability to examine critically the evidence relating to the power invested in the emperor and how the form of rule and the fate of the people was determined by the personality of the incumbent, and the manner in which the aristocracy adapted their lifestyle in response.

4. Critical and analytical skills in dealing with a variety of primary, secondary and tertiary sources, in particular the development of skills in source criticism.

5. Communication and collaborative skills through group tutorial presentations.

Assessment

Tutorial presentations: 20%
Written work (3,000 words): 60%
Class test (1 hour): 20%

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Prerequisites

One of the following: ARY1020, HSY1010, HSY1020, CLA1020, or permission from the Co-ordinator

Prohibitions

ARY3260

Leader(s): Gillian Bowen

Offered

Not offered in 2009

Synopsis

This unit entails a study of the two major cultures of the pre-classical Aegean based primarily upon the archaeological record. The major Aegean sites will be examined, and the evidence for religious beliefs, economy and society in general will be reviewed. The interaction of the two groups will be examined and their contribution to later Greek culture assessed. As no contemporary historical documents are known from either culture the accounts in later literary tradition such as Homer will be examined in an effort to determine the reliability of their portrayal of each.

Objectives

Students successfully completing this unit will have:

1. Acquired knowledge of two Bronze Age Aegean societies that had no written records other than basic inventories.
2. Acquired an understanding of the methods of archaeological interpretation used to reconstruct the nature of these societies and the difficulties inherent in such an endeavour.
3. Developed the ability to appraise critically archaeological reports and interpretations.
4. Developed the ability to understand how interpretation can be affected by the conditioning of the excavator/historian.
5. Developed an understanding of the major features of Minoan and Mycenaean societies and their interaction with each other.
6. Appraised the validity of using myth to aid the reconstruction on Minoan and Mycenaean societies and to recognise the ways in which later literary tradition was influenced by perceptions of these cultures and the achievements attributed to them.

Assessment

Slide test 500 words 10%
Essay 2500 words 50%
Test 1000 words 20%
Tutorial presentation and participation 500 words 20%

Contact hours

12 x 1.5 hr lectures for 12 weeks and 12 x 1 hr tutorials

Prerequisites

A first year sequence in Archaeology or permission

Prohibitions

ARY3570

Leader(s): Colin Hope

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit focuses upon the second major phase in Egyptian history, the Middle Kingdom, and examines its rise from the fragmentation of the First Intermediate Period, its collapse and the on-set of foreign rule in the second Intermediate Period. Within an historical framework it will review the major features and development of Egyptian culture with specific emphasis upon the changing nature of kingship, the literary achievements and the major developments in domestic and funerary archaeology. It will take a multi-disciplinary approach, focusing upon the methodologies employed in reconstructing past societies.

Objectives

On successful completion of this unit, students will have:

developed an understanding of the main features of Egyptian culture;

developed the ability to compare/contrast different types of documentation;

examined the use of a wide range of literary genres in the process of Egyptian self-definition;

gained insight into the methodologies employed to reconstruct ancient Egyptian culture;

developed the ability to undertake independent research incorporating both ancient and modern sources and employing a variety of methodological approaches, and present the results of that research in the form of both written and verbal communication;

developed their ability to work as part of a team.

Assessment

Written work/test: 75% (3500 words)
tutorial presentation/participation: 25% (1000 words)

Contact hours

2 one-hour lectures and 1 one-hour tutorial

Prohibitions

ARY3580

Leader(s): Dr Gillian E. Bowen

Offered

Not offered in 2009

Synopsis

The unit focuses upon Athens during the 5th century BCE, the period when, in a burst of creativity, her citizens attained their greatest achievements. The unit offers an historical framework within which to explore aspects of Greek culture: literature, drama, art and architecture, religion and philosophy, and the Athenians system of government. The subject incorporates a wide selection of primary source material. Students will be encouraged to identify ways in which Athenian culture has impacted upon the western world.

Objectives

On successful completion of the unit students will have acquired:

1. a knowledge of the historical context within which 5th century Athens flourished.
2. An understanding of the process by which Athens established an empire which, in turn, facilitated her innovative artistic and cultural achievements.
3. An understanding of the principles of Greek art, architecture, and rhetoric, the underlying concepts of philosophy and religion, the nature of Greek historiography, the Athenian concept of radical democracy and its variance in western ideals.
4. Critical and analytical skills, which enable the application of textual, epigraphic, archaeological, and numismatic methodologies.
5. Communication skills through debates and a mock ekklesia meeting.

Assessment

Written work: 60% (3000 words)
Tutorial presentation/participation: 20%
Test (1 hour): 20%

Contact hours

12 x 90 minute lectures and 12 x 1 hour tutorials

Prerequisites

A first-year sequence in Archaeology & Ancient History or permission.

Prohibitions

AAH3800

Leader(s): Dr Colin Hope

Offered

Not offered in 2009

Synopsis

This unit commences with the study of the unification process that resulted in the emergence of Egypt as the first territorial state in the Near East. The ensuing Early Dynastic Period, Old Kingdom and First Intermediate Period are studied through a combination of literary and documentary texts, surviving monuments and objects of material culture. An historical outline of these periods provides a framework within which social, cultural and religious developments are reviewed. While the focus is upon internal affairs particularly during the Old Kingdom (Pyramid Age), Egypt's relations with the Sudan, Libya, the Near East and the Mediterranean are examined.

Objectives

Upon successful completion of this unit students will:

1. Have gained an understanding of the evolution and main features of Egyptian culture from the emergence of a unified state until the end of the Old Kingdom.

2. Have acquired an awareness of the limitations/extent of our knowledge of this culture; i.e., of the types of material that have survived and the variety of ways in which they are interpreted.

3. Be able to display a basic understanding of the Egyptian perception of their world.

4. Be able to display knowledge of the main sources of our textual and archaeological reconstruction of the culture.

5. Have acquired the ability to access the tertiary sources and to assess critically the current theories encountered.

Assessment

Written work: 60% (3000 words)
Tutorial presentations: 15%
Exam: 25%

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Leader(s): Dr Christian Knoblauch

Offered

Clayton Second semester 2009 (Day)

Synopsis

This study entails the study of ancient Egypt throughout the New Kingdom, Dynasties 18-20, and the Third Intermediate Period, Dynasties 21-25, covering the period 1550-664 BCE. It will follow the same general themes and format as ARY2970, but will also include an introduction to the international character of Egyptian culture during the New Kingdom. It will examine the major changes that occurred following Dynasty 20 and the impact of foreign domination upon Egypt in the Third Intermediate Period.

Objectives

Upon successful completion of this unit students will:

1. Have gained an understanding of the characteristics and development of Egyptian culture from the end of the Middle Kingdom to the Late Period.

2. Have acquired an awareness of the limitations/extent of our knowledge of this culture; i.e., of the types of material that have survived and the variety of ways in which they are interpreted.

3. Be able to display a basic understanding of the Egyptian perception of their world.

4. Be able to display knowledge of the main sources of our textual and archaeological reconstruction of the culture.

5. Have acquired the ability to access the tertiary sources and to assess critically the current theories encountered.

6. Have developed an understanding of the nature and impact of international trade during the height of the Late Bronze Age and of the concepts of imperialism which developed during that time.

Assessment

Written work/test: 75% (3500 words)
tutorial presentation/participation: 25% (1000 words)

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Prerequisites

A first-year sequence in Archaeology or permission

Prohibitions

ARY3990

Leader(s): Dr Gillian Bowen and Dr Andrea Di Castro

Offered

Clayton First semester 2009 (Day)

Synopsis

Alexander the Great is an enigmatic figure whose conquests transformed the eastern Mediterranean world. This unit attempts to come to an understanding of Alexander, his campaigns against the Persians, his successes and failures, the machinations of his generals following his death, and the new world order that ensued. It will explore the myths that surrounded Alexander and the way in which he was emulated by the Roman emperors. His cultural ideology was the basis of Hellenism, the major facets of which will be examined.

Objectives

On successful completion of the unit, students will have:

1. Gained an understanding of historiographic traditions concerning Alexander the Great.
2. Acquired an understanding of the importance of the non-literary sources for the period: coins, art, architecture, epigraphy.
3. Examined the impact of Alexander's conquest and subsequent policies for the entire eastern Mediterranean world.
4. Gained an understanding of the nature of the emerging Hellenistic kingdoms.
5. Acquired the ability to use and assess critically a variety of ancient sources.
6. Acquired critical and analytical skills in dealing with a variety of primary, secondary and tertiary sources.
7. Acquired communication and collaborative skills through group tutorial presentations.

Assessment

2 tests: 30%
tutorial presentation/participation: 20%
written work: 50% (2500 words)

Contact hours

12 x 90 minute lectures and 12 x 1 hour tutorials

Prerequisites

A first-year sequence in Archaeology & Ancient History or permission.

Prohibitions

AAH3220

Leader(s): Colin Hope

Offered

Not offered in 2009

Synopsis

This unit will focus upon a study of Egypt and her interaction with the major Mediterranean cultures during the Late Bronze Age into Early Iron Age, c. 1550-900 BCE. A key theme will be the study of the so-called Egyptian Empire: the reasons for expansion into the Near East and Nubia, the resultant changes to Egyptian society and the problems involved in maintaining her sphere of influence. The significance of trade and the development of a complex web of international diplomacy will be examined, as will religious innovation and orthodoxy, and urbanism. The surviving sources, from archaeological to textual, will be examined and analysed in a multi-disciplinary study.

Objectives

Upon successful completion of this unit students will have:

1. Gained an understanding of the evolution of Egyptian culture during the New Kingdom.

2. Obtained a knowledge of the main phases of the political history of the ancient Near East during the period under study.

3. Obtained an understanding of the significance of international relations during the Late Bronze Age in the Mediterranean.

4. Developed a detailed knowledge of the motivations behind Egyptian foreign policy and the impact this had upon Egyptian society in the period.

5. Developed skills in interpreting the past based upon the critical analysis of documentary and archaeological data.

6. Developed the ability to present a sustained argument based upon a variety of sources.

7. Developed greater critical ability in assessing source material.

8. Developed the ability to undertake independent research.

Assessment

Written work/exam: 85% (3500 words)
tutorial presentation/participation: 15% (1000 words)

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Prohibitions

ARY2230

Leader(s): Associate Professor Colin A. Hope and Dr Andrea Di Castro

Offered

Prato Winter semester 2009 (Off-campus Day)

Synopsis

This unit will introduce students to the archaeology of Italy through participation in the excavations of an Etruscan and Roman site in Tuscany in collaboration with the University of Florence. It will enable students to gain experience in current fieldwork techniques, object recording, analysis and preservation, and introduce the main features of Etruscan culture and its impact upon Rome. While focusing upon one site it will also include visits to other relevant archaeological sites and important museum collections.

Objectives

On successful completion of the unit the students will have:

1. gained a basic understanding of current excavation techniques
2. gained the ability to document and analyse artifacts
3. been introduced to contemporary archaeological theory especially as it relates to material culture
4. gained ability to document excavations within a contemporary framework
5. obtained specific understanding of the site under excavation and its contribution to the wider study of Etruscan and Roman culture.
6. Third level students will be expected to demonstrate more advanced analytical skills and submit work incorporating a higher level of competence in independent reading and research.

Assessment

Written work: 100%

Off-campus attendance requirements

Three weeks of intensive instruction and fieldwork, based in Prato

Prerequisites

First-year sequence in Archaeology (AAH1010 and AAH1020) or equivalent, or with permission

Prohibitions

AAH2240

Leader(s): Colin Hope

Offered

Not offered in 2009

Synopsis

The focus of the unit is to analyze the archaeological material of the Roman Empire, and to also examine the regional variations that epitomized cultural progression and acculturation throughout the Mediterranean throughout the period in question. The unit will examine closely the ancient archaeological sources for the Roman period from the 2nd century BCE to the 4th century CE: architectural, numismatic, epigraphic and sculptural, in an attempt to provide the students with the most comprehensive understanding of Roman material culture. The focus will be on what has been discovered and how it can be analyzed and interpreted.

Objectives

On successful completion of the unit, students will have:

1. Gained an understanding of archaeological traditions concerning the Roman World;
2. Gained an understanding of the importance of the archaeological sources for the period: coins, art, architecture, epigraphy;
3. Acquired an understanding of the impact that Roman culture had upon the entire Mediterranean world;
4. Gained an understanding of the significance of the material culture of the Roman Empire and how it impacted on the provinces;
5. The ability to use and assess a variety of archaeological sources and relevant documentary material;
6. Proficiency in critical reading and writing skills; and
7. Developed a more sophisticated understanding of both ancient and modern archaeological traditions and displayed a thorough knowledge of analytical criticism.

Assessment

Written work/exam: 80% (3500 words)
tutorial presentation/participation: 20%

Contact hours

One 1.5 hour lecture and a one-hour tutorial per week over a 12 week period.

Prerequisites

First year sequence in Archaeology, Classical Studies or History, or other discipline with approval.

Prohibitions

AAH2250

Leader(s): Dr Gillian E. Bowen

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit examines aspects of Roman political, social and cultural history from the crucial period when she made the transition from Republic to Empire (30 BCE - 138 CE). It focuses upon the reigns of four emperors: Augustus, Claudius, Nero and Hadrian. Themes include the nature of Roman politics, the role of the emperor within the political system, the manner in which the emperor acquired, consolidated and held his position; the role of the Praetorian Guard; the rise to power of the freedmen, the plight of the aristocrats, and the way in which the populace was treated under, and affected by, the style of rule adopted by each of the four emperors.

Objectives

On successful completion of this unit students will have:

1. A comprehensive understanding of the Roman political ideals of government and the manner in which these ideals were manipulated by each of the emperors.

2. A sound knowledge of the political, social and cultural history of Rome during the period covered.

3. The ability to examine critically the evidence relating to the power invested in the emperor and how the form of rule and the fate of the people was determined by the personality of the incumbent, and the manner in which the aristocracy adapted their lifestyle in response.

4. Critical and analytical skills in dealing with a variety of primary, secondary and tertiary sources, in particular the development of skills in source criticism.

5. Communication and collaborative skills through group tutorial presentations.

Assessment

Tutorial presentation/participation: 20%
Written work: (3,000 words) 60%
Class test (1 hour): 20%

Contact hours

12 x 90 minute lectures and 12 x 1 hour tutorials

Prerequisites

A first level sequence in Archaeology & Ancient History or permission.

Prohibitions

AAH2260

Leader(s): Gillian Bowen

Offered

Not offered in 2009

Synopsis

As for AAH2570

Objectives

Students successfully completing this unit will have:

1. Acquired knowledge of two Bronze Age Aegean societies that had no written records other than basic inventories.
2. Acquired an understanding of the methods of archaeological interpretation used to reconstruct the nature of these societies and the difficulties inherent in such an endeavour.
3. Developed the ability to appraise critically archaeological reports and interpretations.
4. Developed the ability to understand how interpretation can be affected by the conditioning of the excavator/historian.
5. Developed an understanding of the major features of Minoan and Mycenaean societies and their interaction with each other.
6. Appraised the validity of using myth to aid the reconstruction on Minoan and Mycenaean societies and to recognise the ways in which later literary tradition was influenced by perceptions of these cultures and the achievements attributed to them.
7. Displayed enhanced skills in the formulation and development of an independent research project that includes the application of diverse methodologies.

Assessment

Written work: 60% (3000 words)
Test: 20% (1000 words)
Tutorial presentation/participation: 20%

Contact hours

12 x 1.5 hr lectures for 12 weeks and 12 x 1 hr tutorials

Prerequisites

A first year sequence in Archaeology or permission

Prohibitions

ARY2570

Leader(s): Colin Hope

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit focuses upon the second major phase in Egyptian history, the Middle Kingdom, and examines its rise from the fragmentation of the First Intermediate Period, its collapse and the on-set of foreign rule in the second Intermediate Period. Within an historical framework it will review the major features and development of Egyptian culture with specific emphasis upon the changing nature of kingship, the literary achievements and the major developments in domestic and funerary archaeology. It will take a multi-disciplinary approach, focusing upon the methodologies employed in reconstructing past societies.

Objectives

On successful completion of this unit, students will have:

developed an understanding of the main features of Egyptian culture;

developed the ability to compare/contrast different types of documentation;

examined the use of a wide range of literary genres in the process of Egyptian self-definition;

gained insight into the methodologies employed to reconstruct ancient Egyptian culture;

developed the ability to undertake independent research incorporating both ancient and modern sources and employing a variety of methodological approaches, and present the results of that research in the form of both written and verbal communication;

developed their ability to work as part of a team.

Assessment

Written work/test: 75% (3500 words)
tutorial presentation/participation: 25% (1000 words)

Contact hours

2 one-hour lectures and 1 one-hour tutorial

Prohibitions

ARY2580

Leader(s): Dr Gillian E. Bowen

Offered

Not offered in 2009

Synopsis

The unit focuses upon Athens during the 5th century BCE, the period when, in a burst of creativity, her citizens attained their greatest achievements. The unit offers an historical framework within which to explore aspects of Greek culture: literature, drama, art and architecture, religion and philosophy, and the Athenians system of government. The subject incorporates a wide selection of primary source material. Students will be encouraged to identify ways in which Athenian culture has impacted upon the western world.

Objectives

On successful completion of the unit students will have acquired:

1. a knowledge of the historical context within which 5th century Athens flourished.
2. An understanding of the process by which Athens established an empire which, in turn, facilitated her innovative artistic and cultural achievements.
3. An understanding of the principles of Greek art, architecture, and rhetoric, the underlying concepts of philosophy and religion, the nature of Greek historiography, the Athenian concept of radical democracy and its variance in western ideals.
4. Critical and analytical skills, which enable the application of textual, epigraphic, archaeological, and numismatic methodologies.
5. Communication skills through debates and a mock ekklesia meeting.

Assessment

Written work: 80%
Tutorial presentation and participation: 20%

Contact hours

12 x 90 minute lectures and 12 x 1 hour tutorials

Prerequisites

First year sequence in Archaeology & Ancient History or permission.

Prohibitions

AAH2800

Leader(s): Dr Gillian E. Bowen and Associate Professor Colin Hope

Offered

Clayton Second semester 2009 (Day)

Synopsis

Kleopatra the Great was the last ruler of the most significant of the Hellenistic kingdoms: Egypt; she tried valiantly to save Egypt from Roman annexation. Following her suicide Egypt became a province of Rome. The unit focuses on the world into which Kleopatra was born. Themes include: the nature of Ptolemaic rule; the multicultural nature of the population under the Ptolemies; problems faced by Kleopatra and her forebears with the growing threat of Roman annexation; the heterogeneous culture that developed as a result of Roman occupation, and the way the indigenous culture flourished in spite of the profound changes it experienced. It draws upon and analyses a wide range of sources.

Objectives

On successful completion of this unit students will have:

1. A detailed knowledge of the nature of late Ptolemaic and early Roman rule in Egypt.
2. An understanding of the political situation in the Eastern Mediterranean region in the second and first centuries BCE.
3. Detailed understanding of the problems facing Kleopatra VII in her fight to save her kingdom from Roman annexation.
4. An understanding of the complexity and changing nature of Egyptian culture as a result of the introduction of Hellenism and then the Roman occupation upon the traditional culture.
5. The ability to appraise critically ancient and secondary source material, and combine a variety of types of evidence in the analysis of ancient culture.
6. Independent research skills and the ability to undertake individual research projects, which are presented in a clearly expressed and cogent manner.

Assessment

Essay 60% (3000 words)
Test 20% (1 hour)
Tutorial presentation/participation: 20%.

Contact hours

2 x 1 hour lectures per week and one 90 minute tutorial

Prerequisites

A second year sequence in AAH or permission.

Leader(s): Dr Colin Hope

Offered

Not offered in 2009

Synopsis

This unit commences with the study of the unification process that resulted in the emergence of Egypt as the first territorial state in the Near East. The ensuing Early Dynastic Period, Old Kingdom and First Intermediate Period are studied through a combination of literary and documentary texts, surviving monuments and objects of material culture. An historical outline of these periods provides a framework within which social, cultural and religious developments are reviewed. While the focus is upon internal affairs particularly during the Old Kingdom (Pyramid Age), Egypt's relations with the Sudan, Libya, the Near East and the Mediterranean are examined.

Objectives

Upon successful completion of this unit students will:

1. Have gained an understanding of the evolution and main features of Egyptian culture from the emergence of a unified state until the end of the Old Kingdom.

2. Have acquired an awareness of the limitations/extent of our knowledge of this culture; i.e., of the types of material that have survived and the variety of ways in which they are interpreted.

3. Be able to display a basic understanding of the Egyptian perception of their world.

4. Be able to display knowledge of the main sources of our textual and archaeological reconstruction of the culture.

5. Have acquired the ability to access the tertiary sources and to assess critically the current theories encountered.

Assessment

Written work: 60% (3000 words)
Tutorial presentations: 15%
Exam: 25%

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Leader(s): Dr Christian Knoblauch

Offered

Clayton Second semester 2009 (Day)

Synopsis

As for ARY2990

Objectives

Upon successful completion of this unit students will:

1. Have gained an understanding of the characteristics and development of Egyptian culture from the end of the Middle Kingdom to the Late Period.

2. Have acquired an awareness of the limitations/extent of our knowledge of this culture; i.e., of the types of material that have survived and the variety of ways in which they are interpreted.

3. Be able to display a basic understanding of the Egyptian perception of their world.

4. Be able to display knowledge of the main sources of our textual and archaeological reconstruction of the culture.

5. Have acquired the ability to access the tertiary sources and to assess critically the current theories encountered.

6. Have developed an understanding of the nature and impact of international trade during the height of the Late Bronze Age and of the concepts of imperialism which developed during that time.

Assessment

Written work/test: 75% (3500 words)
tutorial presentation/participation: 25% (1000 words)

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Prerequisites

A first year sequence in Archaeology, or permission of the head of school

Prohibitions

ARY2990

Leader(s): Colin Hope

Offered

Clayton First semester 2009 (Day)

Synopsis

It is widely recognised that the genesis of the Pharaonic state lay within the traditions which emerged within Egypt during the Predynastic Period, c.4500-3050 BCE, and that the ensuing Early Dynastic Period was a transitional phase. This subject analyses the development of Egyptian culture attempting to document the processes which culminated in Unification. It will examine Egypt's links with the neighbouring regions to determine spheres of influence and impact. In the process it will explore modern theories of the emergence of complex society as they relate to Egypt, the impact of environmental change on this development and the techniques used to explore non-literate societies.

Objectives

Upon successful completion of this unit students will have:

1. Developed a knowledge of the archaeological record of the Predynastic and Early Dynastic Periods.
2. Understood the complex cultural processes which led to the emergence of the unified Egyptian state.
3. Examined the impact of environmental change upon north-east Africa.
4. Developed skills in interpreting archaeological data in the light of cultural tradition reflected in later literary material from Egypt.
5. Explored current theories of the emergence of complex society in the Near East and how the Egyptian evidence might be interpreted in light of them.
6. Developed the ability to present a sustained argument drawing upon a variety of data.

Assessment

Written work: 85% (7500 words)
seminar presentation: 15%

Contact hours

2 hours (1 x 2 hour seminar) per week

Leader(s): Dr Gillian E. Bowen

Offered

Not offered in 2009

Synopsis

This unit examines a variety of methodological approaches to studying the ancient classical world: Greece, the Hellenistic kingdoms and Rome. Categories of data studied include: historiography, numismatic, epigraphic, papyrological, and material remains. The unit is organised around a series of case studies; these include aspects of Athens under Peisistratos and Perikles, the Hellenistic world in the reign of Ptolemy II, and Rome under Gaius Caligula.

Objectives

On completion of this unit students will be expected to:

1. Have an understanding of the variety of data available for accessing the ancient classical world;
2. Have developed a sound approach to a using a wide range of methodologies in researching the ancient past;
3. Have an understanding of the different historiographic approaches of the authors of the three cultures studied;
4. Have well-developed textual analysis skills for each of the cultures studied;
5. Demonstrate an ability to use coins, inscriptions, papyri and objects to reconstruct aspects of, or events in, the past;
6. Have developed good presentation skills; and
7. Demonstrate an ability to use a variety of source material to produce a sustained piece of written work.

Assessment

Written work: 70%
Oral and written presentation: 20%
Seminar/workshop participation: 10%

Contact hours

One one-hour lecture and one one-hour seminar/workshop per week for 13 weeks.

Prerequisites

A major sequence in Archaeology and Ancient History

Co-requisites

AAH4740

Prohibitions

AAM4100

Leader(s): Colin Hope

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

The dissertation comprises an extended discussion of an appropriate topic selected by students in consultation with the supervisor. It is regarded as a culminating test of the students' ability to produce, in respect of a significant archaeological topic, theme or theory, a piece of analytical and critical work. Prospective students should discuss the selection of a suitable topic with the Director of the Centre for Archaeology before the end of second semester of third year, for allocation of a supervisor, to enable the student to commence research during the long vacation.

Objectives

Upon successful completion of this unit students will have demonstrated that they are able to:

1. Design and develop a significant research project.

2. Collect, systematically and comprehensively, data relating to the research topic.

3. Undertake independent research with some guidance from a supervisor.

4. Present a cogent and convincing argument in relation to an in-depth analysis of the topic.

5. Assess various current interpretations of primary data in light of current knowledge.

6. Present a major piece of work in an acceptable scholarly form.

Leader(s): Colin Hope

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

As for ARY4730(A)

Assessment

Written work 15,000 - 18,000 words: 100%

Leader(s): Colin Hope and Gillian Bowen

Offered

Clayton First semester 2009 (Day)

Synopsis

Technicalities involved in the interpretation and assessment of archaeological data. The types of material which are available for use, their relative reliability in respect of the question posed and the use of archaeological reports will be studied through a detailed examination of specific problems relating to Egypt. The unit will also consider changing theories relating to the interpretation of cultural data.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. An ability to use various types of data, such as textual, archaeological and pictorial, in relation to specific problems.

2. An ability to appraise critically the reliability of the source material.

3. The ability to identify and appraise the various interpretations which have been placed upon data by scholars at different times.

4. An awareness of the impact of contemporary ideology and religious beliefs upon the interpretation of the ancient past from the nineteenth century to the present day.

5. A breadth of understanding of how aspects of the ancient past may be studied and the limitations of the available data.

6. The ability to present a detailed analytical discussion which draws upon a wide variety of source material.

Assessment

Two written assignments (4500 words each): 100%

Contact hours

3 hours (1 x 3 hour seminar) per week

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Clayton Summer semester A 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Leader(s): TBA

Offered

Not offered in 2009

Synopsis

Writing at Work offers students an opportunity to develop both practical writing skills and understanding of writing in a variety of genres that they may encounter both at university and the workplace. Using a variety of case studies, they will be encouraged to reflect on the nature of writing, and on the difference between writing and other modes of communication. Various modes of writing will be analysed: such as reports, technical and creative writing, and writing for the Internet. A critical approach will be taken to each of these forms, considering what makes particular forms and styles effective and how styles and ideas about writing are shaped by social and cultural factors.

Assessment

Writing portfolio: 70%
Poster presentation: 30%

Contact hours

2 hours per week

Prerequisites

a minimum of 24 points at first year level in any discipline.

Leader(s): Duncan Wright

Offered

Clayton Second semester 2009 (Day)

Synopsis

Explores how archaeologists and related scientists have developed an understanding of the long-term evolution of human cultural diversity. Students will gain an appreciation of how archaeologists have documented the spread of humans across the globe over the last 2 million years. Numerous case studies will reveal how archaeologists use physical evidence from the earth to understand the evolution of past cultures. Areas of investigation will range from the dawn of humanity in Africa and the Ice Age peoples of Europe and the Americas, through to the ancestors of the Polynesians and Aboriginal Australians. Themes include the origins of spiritual beliefs, art, and burial practices.

Objectives

The overarching aims are to provide students with a broad understanding of how archaeologists have constructed a long-term picture of the evolution of human cultural diversity across the globe. On successful completion of this subject, students will be able to:

1. Understand key periods in the evolution of humanity in terms of changes in culture and patterns of global colonisation.

2. Appreciate why humans in different parts of the globe differ culturally.

3. Appreciate the origins of art and spiritual beliefs and question what it means to be human.

4. Appreciate the broad range of techniques used by archaeologists to infer behaviour from prehistoric remains excavated from the earth.

5. Develop basic skills in critically evaluating archaeological findings and theories.

6. Appreciate major scientific debates in understanding human origins and long-term cultural developments.

Assessment

Minor essay (1000 words): 20%
Major essay (2000 words): 40%
Examination (1.5 hrs, 1500 words): 30%
Tutorial participation: 10%

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial/video viewing) per week

Leader(s): Dr Ian McNiven

Offered

Not offered in 2009

Synopsis

The subject critically examines the range of conceptual and theoretical frameworks used by archaeologists to understand the ancient past. How do archaeologists explain cultural change over thousands of years? Is environmental and climatic change the major driver of long-term cultural change? And who has the right to research the pasts of different cultures around the world? Who owns the past? Do archaeologists need to listen more to the voices of cultural minorities such as Indigenous communities? On completion of the subject students will appreciate the varied theoretical, social and political issues that the modern archaeologist must deal with in a post-colonial world.

Objectives

The overarching aims are to provide students with a broad understanding of contemporary archaeology in terms of explanatory theoretical frameworks and controversial work practices. On successful completion of this subject, students will be able to:

1. Appreciate the broad range of theoretical frameworks used by archaeologists to understand how ancient peoples lived their lives and explain how and why cultures change over thousands of years.

2. Appreciate the range of controversies faced by the modern archaeologist when working on the ancient heritage of cultural minorities, particularly Indigenous peoples

3. Develop advanced skills in critically evaluating major debates and contentious theoretical issues in archaeology.

4. Understand key changes in theoretical approaches of archaeologists over the last 150 years.

Assessment

1 short oral tutorial presentation (10%): 1 short paper related to seminar presentation 1000 words (20%): 1 essay 3500 words (60%): Tutorial attendance and participation (10%)

Contact hours

2 x one-hour lectures each week, plus 1 x one-hour tutorial each week. Students would be required to do an additional 9 hours reading time for tutorials and researching major essay topic.

Leader(s): Associate Professor Ian McNiven

Offered

Not offered in 2009

Synopsis

The subject provides students with a through grounding in archaeological field and laboratory techniques. Field techniques include critical analysis of different approaches by archaeologists to find, record and excavate sites. Practical experience and tuition in each of these three areas will be gained through 10 days of fieldwork in Victoria. To understand how archaeologists interpret excavated materials, students will gain practical experience in the identification and analysis of bone, shell, stone artefact and pottery through laboratory classes. On completion of the subject students will have firsthand appreciation of what it takes to excavate and analyse archaeological sites.

Objectives

The overarching aims are to provide students with a through grounding in archaeological field and laboratory techniques. On successful completion of this subject, students will be able to:

• Appreciate the broad range of conceptual and practical skills required to find, record and excavate archaeological sites.
• Develop skills in the proper identification and appropriate analysis of a range of classes of archaeological materials.
• Develop skills to critically evaluate site survey and excavation reports.

Assessment

Fieldwork diary (50%)
1hr lab exam (50%)

Contact hours

Flexible

Prohibitions

AIS3300, GES2080, GES3080

Leader(s): Dr Ian McNiven

Offered

Not offered in 2009

Synopsis

The subject critically examines the range of techniques and theoretical frameworks used by archaeologists to understand Australia's 50,000-year plus Indigenous history. The focus will be archaeological sites and debates associated with the interpretation of excavated cultural materials. Issues covered include the origins of the first Australians, processes of continental colonisation, responses to environmental change and sea level change, human environmental impacts, broad-scale social changes; and responses to Europeans on the colonial frontier. Students will also examine long-term changes in the development of trading networks, art, social organisation and burial practices.

Objectives

The overarching aims are to provide students with a broad understanding of how archaeologists have constructed a long-term picture of Australia's Indigenous past. On successful completion of this subject, students will be able to:

1. Appreciate the broad range of techniques used by archaeologists to infer behaviour from Aboriginal and Torres Strait Islander cultural sites and material culture.

2. Develop advanced skills in critically evaluating major debates and contentious theoretical issues in Australian Indigenous archaeology.

3. Understand key cultural changes over the past 50,000 years of Australian's Indigenous past.

4. Appreciate the diversity of Indigenous Australians who in different parts of the continent developed different cultures and lifeways.

5. Appreciate debates concerning the origins of Aboriginal peoples and Torres Strait Islanders from an archaeological perspective.

Assessment

Oral presentation (500 words): 10%
Short paper related to seminar presentation (1000 words): 20%
Essay (3000 words): 60%
Tutorial participation: 10%

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Prohibitions

AIA2000

Leader(s): Dr Ian McNiven

Offered

Not offered in 2009

Synopsis

As for AIA2100

Objectives

The overarching aims are to provide students with a broad understanding of contemporary archaeology in terms of explanatory theoretical frameworks and controversial work practices. On successful completion of this subject, students will be able to:

1. Appreciate the broad range of theoretical frameworks used by archaeologists to understand how ancient peoples lived their lives and explain how and why cultures change over thousands of years.

2. Appreciate the range of controversies faced by the modern archaeologist when working on the ancient heritage of cultural minorities, particularly Indigenous peoples.

3. Develop advanced skills in critically evaluating major debates and contentious theoretical issues in archaeology.

4. Understand key changes in theoretical approaches of archaeologists over the last 150 years.

Assessment

Third Year students will have the same assessment structure to Second Year students but be expected to complete assessed work at a qualitatively and theoretically more sophisticated level than in the Second Year version of the unit. 1 short oral tutorial presentation (10%): 1 short paper related to seminar presentation 1000 words (20%): 1 essay 3500 words (60%): Tutorial attendance & participation (10%)

Contact hours

2 x one-hour lectures each week, plus 1 x one-hour tutorial each week. Students would be required to do an additional 9 hours reading time for tutorials and researching major essay topic.

Leader(s): Dr Ian McNiven

Offered

Not offered in 2009

Synopsis

The subject provides students with a through grounding in archaeological field and laboratory techniques. Field techniques include critical analysis of different approaches by archaeologists to find, record and excavate sites. Practical experience and tuition in each of these three areas will be gained through 10 days of fieldwork in Victoria. To understand how archaeologists interpret excavated materials, students will gain practical experience in the identification and analysis of bone, shell, stone artifact and pottery through laboratory classes. On completion of the subject students will have firsthand appreciation of what it takes to excavate and analyse archaeological sites.

Objectives

The overarching aims are to provide students with a through grounding in archaeological field and laboratory techniques. On successful completion of this subject, students will be able to:

• Appreciate the broad range of conceptual and practical skills required to find, record and excavate archaeological sites.
• Develop skills in the proper identification and appropriate analysis of a range of classes of archaeological materials.
• Develop skills to critically evaluate site survey and excavation reports.

Assessment

Third Year students will have the same assessment structure to Second Year students but be expected to complete assessed work at a qualitatively and theoretically more sophisticated level than in the Second Year version of the unit.
Fieldwork diary (50%)
1hr lab exam (50%)

Contact hours

Flexible.

Prohibitions

AIA2200

Leader(s): Andrew Gunstone/Robyn Heckenberg

Offered

Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)

Synopsis

The unit will commence with an examination of the representation of Australian Indigenous peoples and societies. It will then explore the topics of Indigenous spirituality, customary law, kinship systems and languages. The unit will then examine government policies, Indigenous resistance, land rights and native title, deaths in custody, stolen generations, reconciliation and sovereignty.

Objectives

On successful completion of this subject, students will:

1. Be able to express the knowledge and understandings they have gained of the diversity of Indigenous Australian cultures, histories and social organisations and of Indigenous perspectives and identities.

2. Understand the impact of colonisation upon these, and Aboriginal responses to this.

3. Have an awareness of the value of interdisciplinary approaches to a study of this kind.

4. Have developed skills of organising materials and using these to write in a coherent way on topics of their choice, with suitable referencing of sources consulted.

Assessment

Essay 1 (700 words): 15%
Essay 2 (1800 words): 40%
Exam (2000 words): 45%

Contact hours

3 hours (1 x 2 hour lecture and 1 x 1 hour tutorial) per week

Prohibitions

AIS1010, KRS2010, GSC1801

Leader(s): Robyn Heckenberg

Offered

Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

The unit will critique notions of 'education as assimilation' and 'education for self-determination' and locate Aboriginal education within broader constructs of multicultural Australia. Issues such as culturally appropriate pedagogical practice and ownership of knowledge are also investigated, and provision is made for education practitioners to address practical problems faced in the classroom. Aboriginal education policies are explored examining the effects of non-indigenous education curriculum in Aboriginal communities with a view to assessing both its 'success' in terms of academic goals and outcomes, and its consequences for the maintenance of Aboriginal cultural values.

Objectives

On the successful completion of this unit students will have developed:

1. An understanding of the social, political and economic impact, that the current education system has on Indigenous Australians.

2. Students will have a working knowledge of education policies and practices and research methodologies and how they are perceived by Aboriginal people.

3. Students will also have developed an awareness of the value of the bi-cultural approach to a study of Indigenous education.

4. Students will be able to locate relevant resources and assess the value of those resources and construct effective oral and written arguments on Indigenous education in Australia.

Assessment

Presentation and written summary (1000 words): 20%
Essay (1500 words): 35%
Exam (2 hours): 45%

Contact hours

3 hours (1 x 2 hour lecture and 1 x 1 hour tutorial) per week

Leader(s): Dr Amanda Kearney and Dr Stephen Pritchard

Offered

Not offered in 2009

Synopsis

This unit considers the colonial encounter between Aboriginal people and white Australia. Students will gain an appreciation of the historical context in which relationships between Aborigines and white Australia have developed. The unit focuses on the theoretical, political and legal dimensions of Aboriginal encounters with white Australia and provides students with foundational knowledge required to undertake further Indigenous Studies. The unit is therefore centrally concerned with introducing students to the key 'factual' information of the colonial encounter between Aborigines and white Australia.

Objectives

On successful completion of this subject, students will:

1. have gained a broad understanding of the historical, political and legal dimensions that have shaped the colonial encounter between Aborigines and white Australia (Objectives 5,6,7 and 9)

2. have gained an understanding of the theoretical ideas that have shaped understandings of the colonial encounter between Aborigines and white Australia. For example, the theoretical idea of colonialism in the 19th and 20th will be explored as will the related ideas of race and culture. (Objectives 7 and 8)

3. have engaged in written and oral presentations which reflect these understandings as well as an awareness of the value of interdisciplinary approaches to a study of this kind. (Objectives 3, 5, 6, 7, 8 and 9).

4. have developed skills of organizing materials and using these to write in a coherent manner on topics of students' choice, with suitable referencing of sources consulted; have developed oral skills through the presentation of information and ideas in a coherent manner within the tutorial context, based upon research of suitable materials. (Objectives 1, 2, 3 and 4).

Assessment

Written work: 75% (3375 words)
In-class test: 25% (1 hour)

Contact hours

3 hours (2 x 1 hours lecture + 1 x 1 hours tutorial)

Prerequisites

ANY1010

Leader(s): Dr Amanda Kearney

Offered

Clayton Second semester 2009 (Day)

Synopsis

The concept of 'the frontier' in colonial Australia and the ways in which non-Aborigines and Aborigines responded to their encounters in this period. Use of historical and other source materials to explore the ways in which gender was constructed by colonists (sealers, whalers, 'humanitarians' and colonial officials) in relation to Aboriginal men and women, and how masculinist discourses were a part of the colonising process. Examination of how gender relations were defined with regard to Aboriginal women and how colonial fears of 'miscegenation' impacted on policies and practices throughout the nineteenth and early twentieth centuries.

Objectives

On completion of this unit students will be able to demonstrate an understanding of the complexities of the interaction between Aborigines and white settlers on the colonial frontier and the ways in which gender relations were formed, experienced and responded to; an understanding of the manner and extent to which contemporary Aboriginal/non-Aboriginal race and gender relations remain influenced by earlier colonial relations; an ability to reflect on their own relationship to questions of race and gender and the contemporary paradox of 'the frontier' and 'postcolonialism'. Written assignments, and oral presentations in class, as well as the written class test aim to provide students with the skills and confidence to demonstrate their ability to conduct independent research as well as analyse texts provided.

Assessment

Written work: 80% (3600 words)
In-class test: 20% (1 hour)

Contact hours

1 x 1 hour lecture plus 1 x 2 hour tutorial per week for 13 weeks

Prerequisites

ANY1010 or with approval of coordinator

Leader(s): Dr Liam Brady

Offered

Not offered in 2009

Synopsis

The unit examines the relationship between social justice and Indigenous rights, focusing on the role of the State and its obligations to the international community; Aboriginal human and civil rights and self-determination; land rights and native title; Aboriginal sovereignty, and service provision in the areas of health, education, housing and the law. The value of an interdisciplinary approach to these topics is highlighted.

Objectives

Upon completion of this units students can expect to have developed a thorough understanding of the concept and theories of 'social justice' and its relationship to the application of British law and institutions within Australia and should be able to demonstrate both orally and in writing an understanding of theories of social justice as they have and have not applied to Indigenous Australians.

Assessment

Written work: 75% (3000 words)
Class Project: 25% (1500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prohibitions

AIS3010; KRS3010 (2000 and previously)

Leader(s): Andrew Gunstone and Robyn Heckenberg

Offered

Not offered in 2009

Synopsis

The intention of this unit is to address the following issues: how do (nation) states define indigenous peoples? How do people get classified as "indigenous" or "aboriginal"? How has globalisation enhanced awareness of minority and human rights everywhere? The course will show how being indigenous is often a product of state politics, negotiation of identities between local, state and transnational pressure, and even of individual self-selection. We will re-examine debates over universal values versus cultural relativism, flexible citizenship and identity, and group versus individual identities.

Objectives

1. On the successful completion of this unit students will have developed an understanding of the social, political and economic impact that Indigenous Australians and other Indigenous peoples face.

2. Students will have a working knowledge of specific countries' policies and practices and how these are perceived by their Indigenous populations.

3. Students will have engaged with issues of research and research methodologies in relation to Indigenous societies.

4. Students will also have developed an awareness of the value of the bi-cultural approach to looking at Indigenousness.

5. Students will be able to locate relevant resources.

6. Students will be able to assess the value of those resources and construct effective arguments on Indigenous societies in Australia and other countries.

Assessment

Short Essay (800 words): 20%
Long Essay (1700 words): 35%
Examination (2 hours): 45%

Contact hours

2 hour seminar per week

Prerequisites

AIS1010 or AIS1011 and AIS1040 or AIS1012

Prohibitions

AIS3011

Leader(s): Stephen Pritchard

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit focuses on theories of race and issues of ethnicity, prejudice and racism, with particular emphasis on the continuities and discontinuities of discourses on 'race' in Australia; language use in a multicultural context; the uses of opinion polls; the representation of Indigenous people in the media and other forms of popular culture; multiculturalism and Aborigines. The value of an interdisciplinary approach to these topics is highlighted.

Objectives

Upon completion of this unit students should have gained an understanding of the relationship between Australian Aborigines and social institutions and how theories of race and experiences of racism continue to impact upon Aborigines, and in addition engaged with issues of research and research methodologies in relation to racism and prejudice in contemporary Australia.

Assessment

Written work: 90% (4500 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

First year sequence or with permission of the coordinator

Prohibitions

AIS3020

Leader(s): Andrew Gunstone

Offered

Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)

Synopsis

This Unit analyses two broad, interrelated themes: firstly, the political struggles and activism of Indigenous peoples; and secondly, the numerous Government policies that have affected Indigenous peoples. The first section of the Unit examines these themes from a historical perspective, exploring issues such as protectionism, the 1938 Day of Mourning, assimilation, the 1967 Referendum, self-determination and the Aboriginal Tent Embassy. The second section of the Unit discusses several contemporary Indigenous issues that relate to the two themes. These issues include: land rights, native title, deaths in custody, the stolen generation, reconciliation, treaty, welfare reform and sovereignty.

Objectives

On successful completion of this unit, students will:

1. Understand the politics of Indigenous and non-Indigenous relations from the Invasion to the present day, particularly the connections between Indigenous political activism and Government policies on Indigenous issues.

2. Have developed an awareness of the need to analyse and understand contemporary Indigenous issues in a critical historical context.

3. Be able to analyse a range of complicated, contemporary Indigenous issues and to argue their own viewpoint on these issues.

Assessment

Essay 1 (700 words): 15%
Essay 2 (1800 words): 40%
Examination (2 hours): 45%

Contact hours

2 hour seminar per week

Prerequisites

12 points at first year level any any discipline

Leader(s): Robyn Heckenberg

Offered

Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

Australian Indigenous Literature takes the scholar on a journey of listening to and reflecting upon Indigenous voices in a variety of texts, including poetry, theatre, autobiography, early writings and film. The course is intended to expose students to an Indigenous way of seeing history, social issues and life in general. The diversity of Indigenous perspectives and life styles will become apparent, as will the creativity of Indigenous voices in Australia today. Students will gain abilities in critical thinking and analysis of material covered.

Objectives

On successful completion of this unit students will:

• Have gained a broader appreciation of Indigenous Australian Literature through a variety of formats.
• Appreciate the diversity of cultural and historical backgrounds of Indigenous people by being exposed to a diverse range of Indigenous creativity
• Have gained understanding of the main social and cultural issues that Indigenous people see as relevant.
• Have gained abilities in being able to critically examine and analyse a variety of texts.
• Have developed greater writing skills.

Assessment

Essay (1500) : 30%
Journal (1000 words) : 25%
2 hour exam: 45%

Contact hours

2 hour seminar

Prerequisites

A sequence of first year subjects

Prohibitions

AIS1040, AIS3025

Leader(s): Robyn Heckenberg

Offered

Caulfield Second semester 2009 (Day)
Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

This unit provides students with an historical and contemporary overview of Australian Indigenous Art.The unit contextualises the place of Art in Indigenous culture posing interesting questions and points of view in relation to links to Country, diversity of Indigenous society and art used as a voice piece. The unit will also examine the growth in the participation of Indigenous artists in the marketplace and issues of copyright and intellectual property.

Objectives

On completion of this unit students will:

1. Have gained an insight into the importance and relevance of art practice to the core cultural practices of Australian Indigenous societies, including links to the land and the Dreaming

2. Have been introduced and be able to articulate the complexity and diversity of Australian Indigenous culture as reflected in art and craft (material culture).

3. Have an understanding of the major issues of concern to Indigenous artists, including copyright and intellectual property issues.

4. Have discussed and understood how contemporary Indigenous art practice reflects social and political concerns of Indigenous Australians.

Assessment

Poster or alternate presentation (500 words): 10%
short written work (1000 words): 25%
Essay/Report(2500 words): 55%
Journal daily: 10%

Contact hours

2 hour seminar per week

Prohibitions

AIS3045

Leader(s): Mr Barry Judd and Stephen Pritchard

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit critically examines the ability of white Australia to know Aborigines through the discursive power of representation. This unit explores white Australia's attempt to represent Aborigines, moving beyond the historical, political and legal 'facts' of the colonial encounter to address the inherent theoretical problems of 'talking' about and for Australia's Indigenous peoples. Topics covered include representation of Aborigines in media, history, sport, culture, public administration and law. The unit is self reflexive and critically assesses way the Western academy has claimed to possess knowledge about Aborigines and authority over Aboriginal lives.

Objectives

This unit aims to provide students with an understanding of contemporary relationships between Aborigines and white Australia through a critical examination of how white Australia claims to "know" Aboriginal people, cultures and history. The unit will introduce students to the problematic of representation and the theoretical and practical influence representational constructs have exerted in shaping the colonial encounter between Aborigines and white Australia. On successful completion of this unit students will be able to:

1. Demonstrate, both orally and in writing an appreciation of the broad social, cultural and historical context in which contemporary dialogues between Aborigines and white Australia operate.

2. Demonstrate an understanding of the key theoretical frameworks through which white Australia claims "knowledge" about and "power" over Aboriginal peoples and cultures.

3. Describe and critically assess the central themes and issues that have shaped white Australian "knowledge" about Aboriginal peoples and cultures.

4. Acknowledge and critically examine the difference between white Australia's representational constructs of Aborigines and the historic and contemporary realities of Australia's Indigenous peoples'.

5. Acknowledge and critically examine the power and privilege of "whiteness" in contemporary Australian society.

6. Demonstrate the various study skills and techniques necessary to successfully complete this unit and other Indigenous Studies units.

Assessment

Written work: 90% (4500 words)
Oral Presentation 10% (500 words)

Contact hours

One x 2 hour seminar/week

Prerequisites

Any first year Arts sequence or permission of Undergraduate Co-ordinator

Prohibitions

AIS3055

Leader(s): Stephen Pritchard

Offered

Not offered in 2009

Synopsis

This unit examines the historical and cultural dimensions of law, law administration and the legal representation of Indigenous peoples in Australia from a critical inter-disciplinary perspective. Topics covered include: the recognition of Indigenous customary law, the Royal Commission into Aboriginal Deaths in Custody, mandatory sentencing, intellectual property, heritage protection and the Stolen Generations.

Objectives

Upon completion of this units students will be able to:

1. Describe and critically analyse both orally and in writing, the operation of key Australian law and legislature relating to Indigenous cultures and peoples.

2. Describe and critically analyse the central themes and issues relating to historical and contemporary approaches to Indigenous issues both orally and in writing.

Assessment

Written work: 90% (4000 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

First year Arts sequence or permission of coordinator

Prohibitions

AIS2040, AIS3040

Leader(s): Dr Amanda Kearney

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit focuses on theoretical and cultural issues involved in 'studying' Australian Aboriginal Women; 'traditional' roles of Aboriginal women and their place in colonial and contemporary Australian society. It will also focus on European constructions of Aboriginal women's identity, the place of Aboriginal women in the state and the nation; Aboriginal women and feminism; media constructions and stereotypes of Aboriginal women; Aboriginal women's cultural autonomy; gender issues in land rights; and Aboriginal women's present needs and future aspirations. It will also look at the lives of Indigenous women in a global perspective.

Objectives

Upon completion of this unit students should have acquired an understanding of the roles of Australian Aboriginal women historically and in their communities today, and of the ways in which academic knowledge of Aboriginal women has been constructed; and developed an awareness of the value of interdisciplinary approaches to a study of this kind, and of the importance of Aboriginal oral testimonies, as well as the uses of film and other media in the study of Australian Aboriginal women's lives.

Assessment

Written work: 90% (4000 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours per week

Prerequisites

First-year sequence or permission of coordinator

Prohibitions

AIS3070, AIS2170, AIS3170

Leader(s): Stephen Pritchard

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit undertakes an inter-disciplinary study of historical and contemporary approaches to Australian Indigenous land rights and native title. It critically examines law, legislation and historical and political approaches to Aboriginal land rights prior to the decision in Mabo vs The State of Queensland, the debates surrounding the Mabo case, Wik vs The State of Queensland, Members of the Yorta Yorta Aboriginal Community vs Victoria, the Native Title Act, the Native Title Amendment Act, as well as a range of associated topics including the relationship between native title, history, heritage, anthropology, and archaeology.

Objectives

Upon completion of this units students will be able to:

1. Describe and critically compare both orally and in writing the major shifts in approaches to native title and land rights.

2. Evaluate the prevailing attitudes which dominate current thinking about native title from a range of disciplinary perspectives, including law, history, anthropology and archaeology.

3. Understand the importance of native title and land rights to social justice and reconciliation.

4. Critically analyse legal, political and historical representations of native title and understand their relationship to debates concerning the cultural politics of representation and self-determination.

5. Demonstrate both orally and in writing an understanding of native title debates in terms of historical and contemporary relations between Indigenous peoples and the law.

Assessment

Written work: 90% (4500 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

First year Arts sequence or permission of coordinator

Prohibitions

AIS2030/3030

Leader(s): Dr John Bradley

Offered

Clayton Second semester 2009 (Day)

Synopsis

Australia is the site of a remarkable diversity of systems of knowledge. Indigenous knowledge systems and systems based on western scientific tradition have often been seen as the most distant poles on a continuum that ranges from myth to science. Continuing research in Australia shows that Indigenous ecological knowledge on this continent is detailed, localised and grounded in empirical observations. In addition, Indigenous knowledge is embedded within a system of ethics that is oriented toward long-term productivity. It is usual to contrast Indigenous knowledge with non-Indigenous systems of knowledge and care in order to show their divergence or even, in many instances, their oppositions.

Objectives

The objectives of this subject are to explore in depth the way in which people describe their relationship with country. It seeks to explore the way in which environmental and biological knowledge is encoded. It's major goal is to study ecological and scientific systems within the context of a culture. The subject aims to explore how language, history. "tradition", material culture, spirituality, kinship, emotion and politics are all ways in which people negotiate a relationship with the environment. The course will study the anthropological discourse with landscape and how knowledge about landscapes are encoded. This will involve issues such as kinship and ceremony, language and understanding ethnobiological zoological / botanical taxonomy in comparison to western Linnaean zoological and botanical taxonomy. The course will use actual case studies and will involve manipulating original material collected by the lecturer and other researchers. The course will also address the academic debates in relation to ethnoecology from the school of thought which places cognition at the forefront of this discipline to those that believe other issues such as culture, time and concepts such as "tradition" and religion also influence people and their relationship to the environment.

Assessment

Written work: 50% (3500 words)
Porfolio & Journal 50% (2,250 words)

Contact hours

1 two hour lecture per week

Prerequisites

ANY1010

Leader(s): Stephen Pritchard and Amanda Kearney

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit offers an interdisciplinary examination of Indigenous heritage and cultural property. By reference to key texts from anthropology, legal studies, history and art criticism, it will focus on the 'belongings' of culture; both in terms of material and intangible aspects of culture as well as the sense in which 'things' are understood to belong to cultures. Topics covered will include material culture, intangible cultural heritage and emotional engagements with cultural property, international interest in safeguarding cultural heritage and the re-assertment of Indigenous control and ownership of heritage.

Objectives

This unit aims to provide students with an understanding of historical and contemporary issues and approaches relating to Australian Indigenous heritage from a range of disciplinary perspectives. On successful completion of this subject students will be able to:

1. describe and critically compare both orally and in writing the major shifts in approaches to Indigenous heritage and cultural property.
2. examine leading attitudes, which dominate current thinking about culture and heritage from a range of disciplinary perspectives, including law, history, anthropology and archaeology.
3. understand of the importance of heritage and cultural property to social justice and reconciliation.
4. critically analyzing legal, anthroplogical and historical representations of heritage and understand their relationship debates concerning the cultural politics of representation and self-determination.
5. engage with global interest and international instruments concerned with 'categorising' and 'safeguarding' human heritage and cultural property
6. demonstrate both orally and in writing an understanding of heritage debates in terms of historical and contemporary relations between Indigenous peoples and the law, anthropology and archaeology

Assessment

1 Seminar paper (1000 word) : 20%
1 Research essay (3000 word) : 70%
1 Oral presentation (500 word equivalent) : 10%

Contact hours

2 hour seminar per week

Prerequisites

Any 1st year sequence in Arts, Social Work, Education or Law or permission of Undergraduate Coordinator

Prohibitions

AIS3110

Leader(s): Stephen Pritchard

Offered

Not offered in 2009

Synopsis

This unit considers the construction and representation of Indigenous culture and identity by reference to museum and art exhibitions and supporting literature. Museums and art galleries tend to give meaning to Indigenous 'cultural objects' by situating them within contextualizing narratives or by reference to additional information about their producers and production. This process may have broader implications relating to notions of Indigenous culture and their relationship to non-Indigenous history, identity and cultural production and property. These issues will be investigated through case studies drawn from current museum and gallery exhibitions in Melbourne's CBD.

Objectives

This unit aims to provide students with an understanding of historical and contemporary representations and constructions of Indigenous culture and identity through a critical examination of museum and art exhibits. The unit will introduce students to current discussions focusing on the construction of identity and culture, as well as their relevance to museum and art contexts. On successful completion of this unit students will be able to:

1. Demonstrate, both orally and in writing an appreciation of the broad social, cultural and historical issues relating to the representation of Indigenous identities and cultures.
2. Demonstrate an understanding of the key theoretical frameworks through which non-Indigenous Australia claims 'knowledge' about Indigenous peoples and cultures operate.
3. Describe and critically assess the central themes and issues that have shaped non-Indigenous 'knowledge' about Australian Indigenous peoples and cultures.
4. Acknowledge and critically examine the difference between non-Indigenous representations of Indigenous Australia and the historic and contemporary realities claimed by Indigenous people themselves.
5. Critically examine how Indigenous culture and identity tend to be represented in museum and art exhibitions.
6. Demonstrate the various study skills and techniques necessary to successfully complete this unit and later year Indigenous Studies.

Assessment

Seminar paper (1000 word) : 20%
Research essay (3000 word) : 70%
Oral presentation (500 word equivalent): 10%

Prerequisites

1st year arts sequence or with the permission of unit coordinator

Prohibitions

AIS3120

Leader(s): Robyn Heckenberg

Offered

Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)

Synopsis

Australian Indigenous Women examines the roles of women in traditional society as well as the significant role they have played in colonial society. The unit examines common stereotypes that Indigenous women have sought to disarm. There is discussion on discourses which involve Indigenous and Black women and feminism. Representations of Indigenous women in film, the theatre and literature. Self-representations of Aboriginal and Torres Strait Islander women as presented in art and photography movements. The role played by Indigenous women in Australia in politics and black women's voices. Common threads which run through Indigenous women in Australia and other countries.

Objectives

On completion of this unit students will:

1. Be familiar with the issues central to the lives of contemporary Indigenous women; 2. Have a clear overview of the historical implications of colonization and the impacts that colonization had on Indigenous women, including stereotyping; 3. Understand the effects of government policy on the lives of Indigenous women and their families; 4. See the similarities for Indigenous women internationally and the changes they have and do face.

Assessment

Journal: 10%
Class presentation (1200 words): 15%
Essay (3000 words): 75%
OCL students will be part of on-line discussion group with interactive participation in place of the Class presentation.

Contact hours

2 hours per week

Prerequisites

AIS1010 or AIS1011 and AIS1040 or AIS1012

Prohibitions

AIS2070, AIS3070, AIS3170

Leader(s): Barry Judd

Offered

Not offered in 2009

Synopsis

A touchstone of Australian nationalism, sport has played an important role in determining the boundaries of nation by providing (re)presentational types of who Australians are or should be. Until recently images of Australian-ness to emerge in sports reflected the social and political aspiration of white Australia which formed around national identity around white masculinity. Despite this, Aboriginal people have both a long history of sporting participation and an outstanding record of sporting achievement. This unit considers the contribution of Aborigines to sport. Students will gain an appreciation of how ideas of race and gender have influenced Aboriginal participation in sport.

Objectives

This unit aims to provide students with an understanding of Aborigines in Australian sport through a critical examination of sporting discourse and its impact on Aboriginal participation and sporting achievement. The unit will introduce students to the racialised and gendered representation of Aborigines in Australian sport and explore how notions of race and gender have been used to 'read' the success, failure or political stance of Aboriginal sports people. On successful completion of this unit students will be able to: Demonstrate, both orally and in writing an appreciation of the broad social, cultural and historical context in which Aborigines have participated in Australian sports. Demonstrate an understanding of the key discursive frameworks through which Australian sport represents Aboriginal sports people. Describe and critically assess the central themes and issues that have shaped Australian sports 'knowledge' understanding of Aboriginal people. Acknowledge and critically examine the power and privilege of 'whiteness' in Australian sporting discourse. Acknowledge and critically examine the power and privilege of 'masculinity' in Australian sporting discourse. Demonstrate the various study skills and techniques necessary to successfully complete this unit and other Indigenous Studies units. In addition, at third year level, students are expected to demonstrate more extensive research and sophisticated oral presentation, analytical and writing skills.

Assessment

Written work: 90% (4000 words)
Oral Presentation 10% (500 words)

Contact hours

6 x 4 hour seminars for 6 weeks.

Leader(s): TBA

Offered

Not offered in 2009

Synopsis

This unit provides students with an overview of the complexity of Aboriginal health and ill-health. It also looks at the impact of colonisation on the health and well-being of Indigenous Australians. It examines access to health care systems and evaluates how Aboriginal communities practice self-determination in the delivery of health care.

Assessment

Journal (750 words): 10%
Research project proposal (750 words): 20%
Research project (3000 words): 70%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

AIS1010 or AIS1011 or equivalent

Prohibitions

AIS3807; GSC3801 (2000 and previously)

Leader(s): Andrew Gunstone

Offered

Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

This unit will assist students to acquire analytical and research skills which will enable them to examine and discuss objectively the application of human rights in Australia, in both a general sense and specifically in relation to Aboriginal and Torres Strait Islander people. This unit also aims to assist students to examine their knowledge and understanding of human rights, and which human rights Australian citizens can expect to have applied on their behalf by Australian Governments.

Assessment

Essay (2250 words): 50%
Examination (2 hours): 50%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

12 points at first year in any discipline

Prohibitions

AIS3808, GSC3804

Leader(s): Andrew Gunstone

Offered

Not offered in 2009

Synopsis

This unit provides students with an opportunity to investigate and examine the contribution Aboriginal and Torres Strait Islander people make to the tourism industry in Australia. Case studies will provide the framework to study the various tourist attractions and management arrangements; particularly the level and nature of involvement of Indigenous Australians. A one day field excursion will be part of this unit.

Assessment

Major Case study/project (2000 words): 50%
Examination (2 hours): 40%
Draft proposal for major project (500 words): 10%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

AIS1010 or AIS1011 or equivalent

Prohibitions

AIS3809; GSC3802 (2000 and previously)

Leader(s): Barry Judd

Offered

Not offered in 2009

Synopsis

The unit examines the relationship between social justice and Indigenous rights, focusing on the role of the State and its obligations to the international community; Aboriginal human and civil rights and self-determination; land rights and native title; Aboriginal sovereignty, and service provision in the areas of health, education, housing and the law. The value of an interdisciplinary approach to these topics is highlighted.

Objectives

Upon completion of this units students can expect to have developed a thorough understanding of the concept and theories of 'social justice' and its relationship to the application of British law and institutions within Australia and should be able to demonstrate both orally and in writing an understanding of theories of social justice as they have and have not applied to Indigenous Australians.

Assessment

Written work: 75% (3000 words)
Class Project: 25% (1500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prohibitions

AIS2010; KRS3010 (2000 and previously)

Leader(s): Andrew Gunstone and Robyn Heckenberg

Offered

Not offered in 2009

Synopsis

The intention of this unit is to address the following issues: how do (nation) states define indigenous peoples? How do people get classified as "indigenous" or "aboriginal"? How has globalisation enhanced awareness of minority and human rights everywhere? The course will show how being indigenous is often a product of state politics, negotiation of identities between local, state and transnational pressure, and even of individual self-selection. We will re-examine debates over universal values versus cultural relativism, flexible citizenship and identity, and group versus individual identities.

Objectives

As for AIS2011



Students undertaking the unit will be expected to have read more broadly and to show a greater depth of understanding in their written work and seminar contributions than students undertaking AIS2011.

Assessment

Short Essay (800 words): 20%
Long Essay (1700 words): 35%
Examination (2 hours): 45%

Contact hours

2 hour seminar per week

Prerequisites

AIS1010 or AIS1011 and AIS1012 or AIS1040

Prohibitions

AIS2011

Leader(s): Stephen Pritchard

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit focuses on theories of race and issues of ethnicity, prejudice and racism, with particular emphasis on the continuities and discontinuities of discourses on 'race' in Australia; language use in a multicultural context; the uses of opinion polls; the representation of Indigenous people in the media and other forms of popular culture; multiculturalism and Aborigines. The value of an interdisciplinary approach to these topics is highlighted.

Objectives

Upon completion of this unit students should have gained an understanding of the relationship between Australian Aborigines and social institutions and how theories of race and experiences of racism continue to impact upon Aborigines, and in addition engaged with issues of research and research methodologies in relation to racism and prejudice in contemporary Australia.

Assessment

Written work: 65% (3000 words)
Class Project: 25% (1500 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

First-year sequence or with permission of the coordinator

Prohibitions

AIS2020

Leader(s): Andrew Gunstone

Offered

Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)

Synopsis

This Unit analyses two broad, interrelated themes: firstly, the political struggles and activism of Indigenous peoples; and secondly, the numerous Government policies that have affected Indigenous peoples. The first section of the Unit examines these themes from a historical perspective, exploring issues such as protectionism, the 1938 Day of Mourning, assimilation, the 1967 Referendum, self-determination and the Aboriginal Tent Embassy. The second section of the Unit discusses several contemporary Indigenous issues that relate to the two themes. These issues include: land rights, native title, deaths in custody, the stolen generation, reconciliation, treaty, welfare reform and sovereignty.

Objectives

Same as AIS2025.



Plus level 3 students enrolled in AIS3025 will be expected to show that they have a greater depth of knowledge and have read more widely than the Level 2 students enrolled in AIS2025.

Assessment

Essay 1 (700 words): 15%
Essay 2 (1800 words): 40%
Examination (2 hours): 45%
Students will be expected to demonstrate a greater depth of knowledge and to have read more widely than the AIS2025 students

Contact hours

2 hour seminar per week

Prerequisites

12 points at first year in any discipline

Prohibitions

AIS2025

Leader(s): Robyn Heckenberg

Offered

Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

Australian Indigenous Literature takes the scholar on a journey of listening to and reflecting upon Indigenous voices in a variety of texts, including poetry, theatre, autobiography, early writings and film. The course is intended to expose students to an Indigenous way of seeing history, social issues and life in general. The diversity of Indigenous perspectives and life styles will become apparent, as will the creativity of Indigenous voices in Australia today. Students will gain abilities in critical thinking and analysis of material covered.

Objectives

On successful completion of this unit students will:

• Have gained a broader appreciation of Indigenous Australian Literature through a variety of formats.
• Appreciate the diversity of cultural and historical backgrounds of Indigenous people by being exposed to a diverse range of Indigenous creativity
• Have gained an understanding of the main social and cultural issues that Indigenous people see as relevant.
• Have gained abilities in being able to critically examine and analyse a variety of texts.
• Have developed greater writing skills
• At third year level, students will have fulfilled all the above as well as being able to show a broader background in research and resourcing support articles At third year level students will have demonstrated a greater ability to analyse and formulate a critical evaluation of the texts in the unit, inclusive of Indigenous points of view.

Assessment

Essay (1500) : 30%
Journal (1000 words) : 25%
2 hour exam: 45%

Contact hours

2 hour seminar

Prerequisites

A sequence of first year subjects

Prohibitions

AIS1040, AIS2025

Leader(s): Robyn Heckenberg

Offered

Caulfield Second semester 2009 (Day)
Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

This unit provides students with an historical and contemporary overview of Australian Indigenous Art.The unit contextualises the place of Art in Indigenous culture posing interesting questions and points of view in relation to links to Country, diversity of Indigenous society and art used as a voice piece. The unit will also examine the growth in the participation of Indigenous artists in the marketplace and issues of copyright and intellectual property.

Objectives

On completion of this unit students will:

1. Have gained an insight into the importance and relevance of art practice to the core cultural practices of Australian Indigenous societies, including links to the land and the Dreaming

2. Have been introduced and be able to articulate the complexity and diversity of Australian Indigenous culture as reflected in art and craft (material culture).

3. Have an understanding of the major issues of concern to Indigenous artists, including copyright and intellectual property issues.

4. Have discussed and understood how contemporary Indigenous art practice reflects social and political concerns of Indigenous Australians.

Assessment

Poster or Alternate presentation (500 words): 10%
Short written work (1000 words): 25%
Essay/Report (2500 words): 55%
Journal daily: 10%

Contact hours

2 hour seminar per week

Prohibitions

AIS2045

Leader(s): Barry Judd and Stephen Pritchard

Offered

Clayton First semester 2009 (Day)

Synopsis

As for AIS2055

Objectives

This unit aims to provide students with an understanding of contemporary relationships between Aborigines and white Australia through a critical examination of how white Australia claims to "know" Aboriginal people, cultures and history. The unit will introduce students to the problematic of representation and the theoretical and practical influence representational constructs have exerted in shaping the colonial encounter between Aborigines and white Australia. On successful completion of this unit students will be able to:

1. Demonstrate, both orally and in writing an appreciation of the broad social, cultural and historical context in which contemporary dialogues between Aborigines and white Australia operate.

2. Demonstrate an understanding of the key theoretical frameworks through which white Australia claims "knowledge" about and "power" over Aboriginal peoples and cultures.

3. Describe and critically assess the central themes and issues that have shaped white Australian "knowledge" about Aboriginal peoples and cultures.

4. Acknowledge and critically examine the difference between white Australia's representational constructs of Aborigines and the historic and contemporary realities of Australia's Indigenous peoples'.

5. Acknowledge and critically examine the power and privilege of "whiteness" in contemporary Australian society.

6. Demonstrate the various study skills and techniques necessary to successfully complete this unit and other Indigenous Studies units.

7. The third year students, in addition, will be expected to provide evidence of independent research by reading and considering a range of materials not covered in the seminars or on the distributed reading list. (Added by Assessor)

Assessment

Written work: 90% (4500 words)
Oral Presentation 10% (500 words)

Contact hours

One x 2 hour seminar/week

Prerequisites

AIS1020 or with the permission of the coordinator

Prohibitions

AIS2055

Leader(s): Stephen Pritchard

Offered

Not offered in 2009

Synopsis

This unit examines the historical and cultural dimensions of law, law administration and the legal representation of Indigenous peoples in Australia from a critical inter-disciplinary perspective. Topics covered include: the recognition of Indigenous customary law, the Royal Commission into Aboriginal Deaths in Custody, mandatory sentencing, intellectual property, heritage protection and the Stolen Generations.

Objectives

Upon completion of this units students will be able to:

1. Describe and critically analyse both orally and in writing, the operation of key Australian law and legislature relating to Indigenous cultures and peoples.

2. Describe and critically analyse the central themes and issues relating to historical and contemporary approaches to Indigenous issues both orally and in writing.

Assessment

Written work: 90% (4000 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

First year Arts sequence or permission of coordinator

Prohibitions

AIS2040/3040

Leader(s): Dr Amanda Kearney

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit focuses on theoretical and cultural issues involved in 'studying' Australian Aboriginal Women; 'traditional' roles of Aboriginal women and their place in colonial and contemporary Australian society. It will also focus on European constructions of Aboriginal women's identity, the place of Aboriginal women in the state and the nation; Aboriginal women and feminism; media constructions and stereotypes of Aboriginal women; Aboriginal women's cultural autonomy; gender issues in land rights; and Aboriginal women's present needs and future aspirations. It will also look at the lives of Indigenous women in a global perspective.

Objectives

Upon completion of this unit students should have acquired an understanding of the roles of Australian Aboriginal women historically and in their communities today, and of the ways in which academic knowledge of Aboriginal women has been constructed; and developed an awareness of the value of interdisciplinary approaches to a study of this kind, and of the importance of Aboriginal oral testimonies, as well as the uses of film and other media in the study of Australian Aboriginal women's lives.

Assessment

Written work: 90% (4000 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours per week

Prerequisites

First year sequence or with permission of the coordinator

Prohibitions

AIS2070, AIS2170, AIS3170

Leader(s): Stephen Pritchard

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit undertakes an inter-disciplinary study of historical and contemporary approaches to Australian Indigenous land rights and native title. It critically examines law, legislation and historical and political approaches to Aboriginal land rights prior to the decision in Mabo vs The State of Queensland, the debates surrounding the Mabo case, Wik vs The State of Queensland, Members of the Yorta Yorta Aboriginal Community vs Victoria, the Native Title Act, the Native Title Amendment Act, as well as a range of associated topics including the relationship between native title, history, heritage, anthropology, and archaeology.

Objectives

Upon completion of this units students will be able to:

1. Describe and critically compare both orally and in writing the major shifts in approaches to native title and land rights.

2. Evaluate the prevailing attitudes which dominate current thinking about native title from a range of disciplinary perspectives, including law, history, anthropology and archaeology.

3. Understand the importance of native title and land rights to social justice and reconciliation.

4. Critically analyse legal, political and historical representations of native title and understand their relationship to debates concerning the cultural politics of representation and self-determination.

5. Demonstrate both orally and in writing an understanding of native title debates in terms of historical and contemporary relations between Indigenous peoples and the law.

Assessment

Written work: 90% (4500 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

First-year Arts sequence or permission of coordinator

Prohibitions

AIS2030/3030

Leader(s): Dr John Bradley

Offered

Clayton Second semester 2009 (Day)

Synopsis

Australia is the site of a remarkable diversity of systems of knowledge. Indigenous knowledge systems and systems based on western scientific tradition have often been seen as the most distant poles on a continuum that ranges from myth to science. Continuing research in Australia shows that Indigenous ecological knowledge on this continent is detailed, localised and grounded in empirical observations. In addition, Indigenous knowledge is embedded within a system of ethics that is oriented toward long-term productivity. It is usual to contrast Indigenous knowledge with non-Indigenous systems of knowledge and care in order to show their divergence or even, in many instances, their oppositions.

Objectives

The objectives of this subject are to explore in depth the way in which people describe their relationship with country. It seeks to explore the way in which environmental and biological knowledge is encoded. It's major goal is to study ecological and scientific systems within the context of a culture. The subject aims to explore how language, history. "tradition", material culture, spirituality, kinship, emotion and politics are all ways in which people negotiate a relationship with the environment. The course will study the anthropological discourse with landscape and how knowledge about landscapes are encoded. This will involve issues such as kinship and ceremony, language and understanding ethnobiological zoological / botanical taxonomy in comparison to western Linnaean zoological and botanical taxonomy. The course will use actual case studies and will involve manipulating original material collected by the lecturer and other researchers. The course will also address the academic debates in relation to ethnoecology from the school of thought which places cognition at the forefront of this discipline to those that believe other issues such as culture, time and concepts such as "tradition" and religion also influence people and their relationship to the environment.

Assessment

Written work: 50% (3500 words)
Portfolio & Journal 50% (2,250 words)
3rd year students are required to demonstrate a tight engagement with the literature covered within the unit.

Contact hours

1 two hour lecture per week

Prerequisites

ANY1010

Leader(s): Stephen Pritchard and Amanda Kearney

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit offers an interdisciplinary examination of Indigenous heritage and cultural property. By reference to key texts from anthropology, legal studies, history and art criticism, it will focus on the 'belongings' of culture; both in terms of material and intangible aspects of culture as well as the sense in which 'things' are understood to belong to cultures. Topics covered will include material culture, intangible cultural heritage and emotional engagements with cultural property, international interest in safeguarding cultural heritage and the re-assertment of Indigenous control and ownership of heritage.

Objectives

This unit aims to provide students with an understanding of historical and contemporary issues and approaches relating to Australian Indigenous heritage from a range of disciplinary perspectives. On successful completion of this subject students will be able to:

1. describe and critically compare both orally and in writing the major shifts in approaches to Indigenous heritage and cultural property.
2. examine leading attitudes, which dominate current thinking about culture and heritage from a range of disciplinary perspectives, including law, history, anthropology and archaeology.
3. understand of the importance of heritage and cultural property to social justice and reconciliation.
4. critically analyzing legal, anthroplogical and historical representations of heritage and understand their relationship debates concerning the cultural politics of representation and self-determination.
5. engage with global interest and international instruments concerned with 'categorising' and 'safeguarding' human heritage and cultural property
6. demonstrate both orally and in writing an understanding of heritage debates in terms of historical and contemporary relations between Indigenous peoples and the law, anthropology and archaeology.

Assessment

Seminar paper (1000 word) : 20%
Research essay (3000 word) : 70%
Oral presentation (500 word equivalent): 10%

Prerequisites

Any 1st year sequence in Arts, Social Work, Education or Law or permission of Undergraduate Coordinator

Prohibitions

AIS2110

Leader(s): Stephen Pritchard

Offered

Not offered in 2009

Synopsis

This unit considers the construction and representation of Indigenous culture and identity by reference to museum and art exhibitions and supporting literature. Museums and art galleries tend to give meaning to Indigenous 'cultural objects' by situating them within contextualizing narratives or by reference to additional information about their producers and production. This process may have broader implications relating to notions of Indigenous culture and their relationship to non-Indigenous history, identity and cultural production and property. These issues will be investigated through case studies drawn from current museum and gallery exhibitions in Melbourne's CBD.

Objectives

This unit aims to provide students with an understanding of historical and contemporary representations and constructions of Indigenous culture and identity through a critical examination of museum and art exhibits. The unit will introduce students to current discussions focusing on the construction of identity and culture, as well as their relevance to museum and art contexts. On successful completion of this unit students will be able to:

1. Demonstrate, both orally and in writing an appreciation of the broad social, cultural and historical issues relating to the representation of Indigenous identities and cultures.
2. Demonstrate an understanding of the key theoretical frameworks through which non-Indigenous Australia claims 'knowledge' about Indigenous peoples and cultures operate.
3. Describe and critically assess the central themes and issues that have shaped non-Indigenous 'knowledge' about Australian Indigenous peoples and cultures.
4. Acknowledge and critically examine the difference between non-Indigenous representations of Indigenous Australia and the historic and contemporary realities claimed by Indigenous people themselves.
5. Critically examine how Indigenous culture and identity tend to be represented in museum and art exhibitions.
6. Demonstrate the various study skills and techniques necessary to successfully complete this unit and later year Indigenous Studies.

Assessment

Seminar paper (1000 word) : 20%
Research essay (3000 word) : 70%
Oral presentation (500 word equivalent): 10%

Prerequisites

1st year arts sequence or with the permission of unit coordinator

Prohibitions

AIS2120

Leader(s): Robyn Heckenberg

Offered

Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)

Synopsis

Australian Indigenous Women examines the roles of women in traditional society as well as the significant role they have played in colonial society. The unit examines common stereotypes that Indigenous women have sought to disarm. There is discussion on discourses which involve Indigenous and Black women and feminism. Representations of Indigenous women in film, the theatre and literature. Self-representations of Aboriginal and Torres Strait Islander women as presented in art and photography movements. The role played by Indigenous women in Australia in politics and black women's voices. Common threads which run through Indigenous women in Australia and other countries.

Objectives

On completion of this unit students will:

1. Be familiar with the issues central to the lives of contemporary Indigenous women; 2. Have a clear overview of the historical implications of colonization and the impacts that colonization had on Indigenous women, including stereotyping; 3. Understand the effects of government policy on the lives of Indigenous women and their families; 4. See the similarities for Indigenous women internationally and the changes they have and do face.

At level 3 students will show greater analytical strengths in the discussion of issues concerning Indigenous women.

Assessment

Journal: 10%
Class presentation (1200 words): 15%
Essay (3000 words): 75%
OCL students will be part of on-line discussion group with interactive participation in place of the Class presentation.

Third year students will be expected to demonstrate greater skills of analysis as well as demonstrating a broader range of reading.

Contact hours

2 hours per week

Prerequisites

AIS1010 or AIS1011 and AIS1040 or AIS1012

Prohibitions

AIS2070, AIS3070, AIS2170

Leader(s): Barry Judd

Offered

Not offered in 2009

Synopsis

A touchstone of Australian nationalism, sport has played an important role in determining the boundaries of nation by providing (re)presentational types of who Australians are or should be. Until recently images of Australian-ness to emerge in sports reflected the social and political aspiration of white Australia which formed around national identity around white masculinity. Despite this, Aboriginal people have both a long history of sporting participation and an outstanding record of sporting achievement. This unit considers the contribution of Aborigines to sport. Students will gain an appreciation of how ideas of race and gender have influenced Aboriginal participation in sport.

Objectives

This unit aims to provide students with an understanding of Aborigines in Australian sport through a critical examination of sporting discourse and its impact on Aboriginal participation and sporting achievement. The unit will introduce students to the racialised and gendered representation of Aborigines in Australian sport and explore how notions of race and gender have been used to 'read' the success, failure or political stance of Aboriginal sports people. On successful completion of this unit students will be able to: Demonstrate, both orally and in writing an appreciation of the broad social, cultural and historical context in which Aborigines have participated in Australian sports. Demonstrate an understanding of the key discursive frameworks through which Australian sport represents Aboriginal sports people. Describe and critically assess the central themes and issues that have shaped Australian sports 'knowledge' understanding of Aboriginal people. Acknowledge and critically examine the power and privilege of 'whiteness' in Australian sporting discourse. Acknowledge and critically examine the power and privilege of 'masculinity' in Australian sporting discourse. Demonstrate the various study skills and techniques necessary to successfully complete this unit and other Indigenous Studies units. In addition, at third year level, students are expected to demonstrate more extensive research and sophisticated oral presentation, analytical and writing skills.

Assessment

Written work: 90% (4000 words)
Oral Presentation 10% (500 words)

Contact hours

6 x 4 hour seminars for 6 weeks.

Leader(s): TBA

Offered

Not offered in 2009

Synopsis

This unit provides students with an overview of the complexity of Aboriginal health and ill-health. It also looks at the impact of colonisation on the health and well-being of Indigenous Australians. It examines access to health care systems and evaluates how Aboriginal communities practice self-determination in the delivery of health care.

Assessment

Journal (750 words): 10%
Research project proposal (750 words): 20%
Research project (3000 words): 70%
Third-year students will be expected to demonstrate more sophisticated analytical skills and submit work which demonstrates that they have read more extensively.

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

AIS1010 or AIS1011 or equivalent

Prohibitions

AIS2807; GSC3801 (2000 and previously)

Leader(s): Andrew Gunstone

Offered

Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

This unit will assist students to acquire analytical and research skills which will enable them to examine and discuss objectively the application of human rights in Australia, in both a general sense and specifically in relation to Aboriginal and Torres Strait Islander people. This unit also aims to assist students to examine their knowledge and understanding of human rights, and which human rights Australian citizens can expect to have applied on their behalf by Australian Governments.

Assessment

Essay (2250 words): 50%
Examination (2 hours): 50%
Third-year students will be expected to demonstrate more sophisticated analytical skills and submit work which demonstrates that they have read more extensively.

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

12 points at first year in any discipline

Prohibitions

AIS2808; GSC3804 (2000 and previously)

Leader(s): Andrew Gunstone

Offered

Not offered in 2009

Synopsis

This unit provides students with an opportunity to investigate and examine the contribution Aboriginal and Torres Strait Islander people make to the tourism industry in Australia. Case studies will provide the framework to study the various tourist attractions and management arrangements; particularly the level and nature of involvement of Indigenous Australians. A one day field excursion will be part of this unit.

Assessment

Major case study/project (2000 words): 50%
Examination (2 hours): 40%
Draft proposal for major project (500 words): 10%
Third-year students will be expected to demonstrate more sophisticated analytical skills and submit work which demonstrates that they have read more extensively.

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

AIS1010 or AIS1011 or equivalent

Prohibitions

AIS2809; GSC3802 (2000 and previously)

Leader(s): Dr John Bradley

Offered

Clayton First semester 2009 (Day)

Synopsis

Theoretical and methodological issues involved in researching and writing about Indigenous peoples; constructions of Aboriginality and discourses of 'Aboriginalism'; contextualizing Indigenous ontology and epistemology in regard to dominant western perspectives and understanding that western epistemologies are no longer a primary tool to gain knowledge and thus appreciate that belief and knowledge systems are culturally derived; an exploration of 'two-way' engagement as a decolonizing tool.

Objectives

Students should be able to critically reflect on their own subject and speaking positions; and demonstrate their understanding of: constructions of Aboriginality and discourses of 'Aboriginalism'; the significance and meanings of oral history; ethical responsibilities and methodological approaches to Australian Indigenous Studies as an interdisciplinary study as well as within the discrete disciplines of Australian Indigenous archaeology and anthropology; understanding of questions of identity constructions and contestations; and how visual representations of Aboriginality have and continue to reflect the legacies of colonialism and Indigenous peoples' responses to this. On completion of this unit students should be able to demonstrate the capacity to think critically, and to communicate effectively and to a high level in written and oral forms.

Assessment

Written work: 90% (9000 words)
Oral Presentation 10% (500 words)

Contact hours

2 hour seminar per week for 13 weeks

Prerequisites

A major sequence in Australian Indigenous Studies, Australian Indigenous Archaeology or Anthropology, or with approval of the Honours coordinator.

Prohibitions

KRS4010 (2000 and previously)

Leader(s): Lynette Russell

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Prospective honours students should consult Dr John Bradley or Professor Lynette Russell in their third year of study, between October and early December, to have their thesis topic approved and for details of supervision to be arranged. Combined honours may be taken with another Arts discipline, provided that honours requirements have been met in both disciplines. Students are expected to commence their research during the long vacation. The dissertation is due by late October.

Objectives

The dissertation should aim to analyse an issue of problem, develop a coherent argument and arrive at clearly articulated conclusions based on evidence. It should include appropriate footnotes/endnotes and a comprehensive bibliography and bibliographic essay.

Prohibitions

KRS4030 (2000 and previously)

Leader(s): Lynette Russell

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

As for AIS4030(A)

Objectives

The dissertation should aim to analyse an issue of problem, develop a coherent argument and arrive at clearly articulated conclusions based on evidence. It should include appropriate footnotes/endnotes and a comprehensive bibliography and bibliographic essay.

Assessment

Written work: Research dissertation 100% (15,000 - 18,000 words)

Prohibitions

KRS4030 (2000 and previously)

Leader(s): Andrew Gunstone/Robyn Heckenberg

Offered

Not offered in 2009

Synopsis

Prospective honours students should consult either Dr Andrew Gunstone or Ms Robyn Heckenberg in their third year of study, between October and early December, to have their thesis topic approved and for details of supervision to be arranged. Combined honours may be taken with another Arts discipline, provided that honours requirements have been met in both disciplines. Students are expected to commence their research during the long vacation. The dissertation is due by late October.

Objectives

The dissertation should aim to analyse an issue of problem, develop a coherent argument and arrive at clearly articulated conclusions based on evidence. It should include appropriate footnotes/endnotes and a comprehensive bibliography and bibliographic essay.

Assessment

Written (15,000 to 18,000 words): 100%

Prerequisites

A major sequence in Australian Indigenous Studies

Prohibitions

KRS4030, AIS4030

Leader(s): Dr Stephen Pritchard

Offered

Clayton Second semester 2009 (Day)

Synopsis

Examination of race, gender, class and discourse of whiteness within Australian Indigenous Studies. Comparative study of other settler societies. Power and privilege in Australia.

Objectives

Upon completion of this unit students will have developed an understanding of the theoretical foundations for an interrogation of the ways in which race, gender and class interact to sustain discourses of whiteness within Australian Indigenous Studies. Students will gain an understanding of the bases of power and privilege as they have been and continue to be exercised in Australia, through a comparative approach to studying material from other settler societies such as Canada, Aotearoa New Zealand, South Africa and the United States. Students will gain the ability to express their understandings of these factors and of Indigenous peoples' responses to the power structures within their colonial and contemporary settings both orally and in writing.

Assessment

Written work: 90% (9000 words)
Oral Presentation 10% (500 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

A major sequence in Australian Indigenous Studies or cognate discipline(s) as approved by the Honours coordinator

Leader(s): Dr Andrew Gunstone and Robyn Heckenberg

Offered

Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

This is a preparatory unit for further research in the area of Indigenous Studies. Theoretical and methodological issues involved in researching and writing Indigenous Studies, including race, gender, class and ethnicity will be examined. This subject will be underpinned by an examination of appropriate ethical and protocol considerations. The subject will also deeply analyse power and privilege within the context of researching Indigenous Studies. Students will also be given the opportunity to enhance their understandings of Indigenous Studies at a global level.

Objectives

Upon completion of this unit students should have developed an understanding of:

1. their own subject and speaking positions;
2. constructions of Aboriginality and discourses of Aboriginalism;
3. ethical responsibilities and different methodological approaches to Australian Indigenous Studies;
4. theories, practices, and the importance of oral history;
5. historical and contemporary concepts of 'race,' in Australian scholarship;
6. the value of interdisciplinary and comparative perspectives;
7. the basis of power and privilege;
8. indigenous issues at a global level.

Assessment

Seminar paper (3000 words): 30%
Essay (6000 words): 60%
Presentation: 10%

Contact hours

2 hours per week

Prerequisites

A major sequence in Australian Indigenous Studies

Prohibitions

KRS4010, AIS4010, KRS4040, AIS4040

Leader(s): John Bradley

Offered

Clayton First semester 2009 (Day)

Synopsis

Anthropology is the study of the diversity of human expression through space and time, which not only focuses on differences and similarities between societies and cultures, but also on connections and contestations between them. This unit will explore these aspects through focussing on the ongoing relationship between Indigenous and Settler Australians. This unit explores points of contestation and how this has shaped the position of Indigenous and Non-Indigenous Australians in contemporary society. Key periods in Indigenous Australia are discussed and the way in which Anthropology has been involved in the process of understanding Indigenous relationships to each other and to the land.

Objectives

Students in this subject can expect to learn:

1. to formulate and critically evaluate concepts for understanding differences, similarities, connections and contestations between cultures,

2. to perceive the ways in which knowledge about cultural comparisons enables us to be critically aware of our own cultural practices;

3. to appreciate some of the important features of a number of Indigenous cultures in Australia;

4. to discuss some of the key contemporary issues which exist in the relationship between Indigenous and Non-Indigenous cultures in Australia and

5. to write clear and well-supported responses to various questions posed through exercises and essays.

Assessment

Tutorial Work (2000 words): 40%
Essay (2000 words): 40%
1 hour exam (500 words): 20%

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Leader(s): Brett Hough

Offered

Clayton Second semester 2009 (Day)

Synopsis

Anthropologists working among diverse communities have had to take into account the different ways in which people's identities, cultural practices, and sources of livelihoods have been increasingly shaped by global changes and inter-ethnic conflicts. This unit examines the impact of cultures upon each other, in particular, due to the development and spread of capitalism, colonialism, nationalism and globalisation. The focus will involve looking at the social transformation of societies, cultures and identities as ongoing processes in light of these forces of modernity.

Objectives

Students in this course can expect to:

1. formulate and critically evaluate concepts for understanding the experiences of modernity;

2. understand the relevance of anthropology to seeking solutions to such problems as racism, inter-ethnic

3. gain a comparative understanding of processes of socio-cultural change in other societies;

4. develop the critical and expressive skills required to write clear, coherent and original responses to various questions posed through exercises and essays.

Assessment

Tutorial Work (2000 words): 40%
Essay (2000 words): 40%
1 hour exam (500 words): 20%

Contact hours

3 hours (2 x 1 hour lectures and 1 x 1 hour tutorial) per week

Leader(s): Thomas Reuter

Offered

Not offered in 2009

Synopsis

The unit examines some of the contributions that anthropologists and sociologists have made to our understanding of religion. The unit concentrates in particular on the relevance of the concepts of 'magic', 'science' and 'religion' for a comparative understanding of rituals and associated cosmologies in a variety of sociocultural settings.

Objectives

Students successfully completing this subject should have:

1. An understanding of the development of Western thought in relation to science and religion and the influence of this on anthropological approaches to the study of non-Western religious traditions.

2. An appreciation of the nature of rationalities underlying behaviour in other cultures.

3. Knowledge of some non-Western magico-religious beliefs and practices through the examination of specific ethnographic case studies.

4. Critical and reflexive skills that will enable them to provide thoughtful, clearly written and logically argued responses to topics and questions provided or chosen.

Assessment

Essay (6000 words): 50%
Seminar presentation and participation: 10%
Examination (3 hours): 40%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

Appropriate first-year ANY sequence or by permission

Prohibitions

ANY3120

Leader(s): Matt Tomlinson

Offered

Not offered in 2009

Synopsis

Anthropologists working with Polynesian cultures have generated some of the discipline's most provocative and productive debates. Major topics such as identity, agency, and performance have been investigated, argued about, and continually rethought. In this class, students will read and participate in some of these debates including: arguments over Captain Cook's "divine" status for Hawaiians; interpretations of sexuality, power, and violence in Samoa; long-distance voyaging and settlement; ritual cannibalism; and ethnographic representation. All of these topics will be discussed with reference to their contributions to anthropological understandings beyond Polynesia itself.

Objectives

1. display significant knowledge about the cultures of the Pacific Islands
2. identify key debates in the history of anthropology
3. discuss the ways that scholarly arguments about culture are best evaluated, criticised, engaged with, and used productively
4. develop the ability to write a focused research paper
5. develop the ability to write a proposal for scholarly research

Assessment

Essay (2500 words): 50%
Examination (2 hours): 50%

Contact hours

2 hour seminar per week

Prerequisites

A first-year sequence in Anthropology or History or Politics or Sociology or a cognate discipline or by permission

Prohibitions

ANY3140

Leader(s): Matt Tomlinson

Offered

Not offered in 2009

Synopsis

If we examine arguments and conduct which support, justify and enact prejudice and discrimination, then what we find underlying them are theories about human nature. These theories are connected to the diverse forms of prejudice and discrimination and are always embedded within particular cultural, social, legal, political, economic and historical contexts. The unit therefore aims to

1. adopt a crosscultural comparative and historical approach to explaining the dynamics of prejudice and discrimination; and
2. introduce students to the range of current arguments to demonstrate how scholars are striving to understand the contemporary dynamics of prejudice and discrimination.

Objectives

Students can expect to develop:

1. An understanding of the key concepts in terms of their social and historical contexts.

2. A deeper and more reflective understanding of how the social and political dynamics of prejudice and discrimination are connected to specific interpretations of human nature and how these interpretations are cultural in origin.

3. A critical awareness of the range of contemporary theoretical models that strive to explain the causes and the consequences of prejudice and discrimination.

4. Knowledge about the social and cultural history of prejudice and discrimination and its links with colonialism and slavery.

5. An enhanced cross-cultural and critical awareness of the social and historical bases of prejudice and discrimination in the modern world.

Assessment

Essay (3000 words): 60%
examination (1.5 hours): 40%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

Appropriate first-year ANY sequence or by permission

Prohibitions

COS2160

Leader(s): Brett Hough

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit explores the relation between film and ethnography by examining how cultures are 'visualised' - documented and represented on celluloid, usually in productions that are aimed at an educational audience rather than one that seeks pure entertainment. The ethical responsibilities of the filmmaker, the political dimension of filmic representation and the practical problems of recording another culture without 'exoticising' it will be studied. The unit also explores the issue of when visual representation can be more (or less) effective than textual discussions.

Objectives

Students in this subject can expect to:

1. Become familiar with a range of ethnographic films.

2. Further their understanding of issues involved in the politics of representation.

3. Situate ethnographic film in relation to both a written tradition of ethnography and other filmed products.

4. Develop their capacity to apply theories 'visually' as well as 'textually'.

5. Improve written and oral skills in presenting, discussing and evaluating ideas and issues in anthropology by studying particular films in some detail.

Assessment

Written work and film reviews: 70%
Exam: 20%
Participation: 10%

Contact hours

4 hours (1 x 2 hour film screening, 1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

Appropriate first-year ANY sequence or by permission

Prohibitions

COS2170 & ANY3170

Leader(s): Nicholas Herriman

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit presents witchcraft as a topic integral to the anthropology of religion, relevant both to earlier generations of scholars attempting to study religion objectively and to present-day scholars exploring witchcraft as a cultural phenomenon in the industrialised West. In this unit, students approach the study of witchcraft from both angles, asking: Why have narratives of witchcraft circulated so successfully in different cultural contexts for long historical periods? In what ways do pagan groups borrow from mainstream ideologies and practices, and in what ways subvert them? How can anthropologists investigate the interplay between religious practices and their representations?

Objectives

After successfully completing this unit, students in ANY2180 will be able to:
a. discuss the development of anthropological theories of religion through the lens of ethnographic work on witchcraft b. identify key definitions of witchcraft in the anthropological canon, and discuss their relevance to studies of modern neopagan religious movements c. discuss the emerging ethnography of modern neopagan religious movements d. use specific case studies to evaluate the validity of generalisations about witchcraft
Aims: Students are expected to develop their abilities to:

1. use analytic and interpretive skills in dealing with ethnographic accounts ii. read written sources and view visual material critically
2. assess their own preconceived ideas about what witchcraft is vi. present logical, coherent arguments both orally and in writing

Assessment

Participation : 10%
In-class exam (1000) : 20%
Research essay 1 (1500) : 30%
Research essay 2 (2000) : 40%
Students taking the unit at Level 3 as part of a major in Anthropology will be required in their essays to show how the literature on witchcraft has contributed to broader developments in anthropological theory.

Contact hours

2 hour seminar

Prohibitions

Either ANY2180 or ANY3180 but not both

Leader(s): Penelope Graham

Offered

Not offered in 2009

Synopsis

This unit examines the modern phenomenon of nationalism and reviews a range of theories that attempt to account for it. Despite predictions of its demise, nationalism is apparently flourishing as we continue to witness the forging of nations and the construction of national identities around the globe. Overall, the unit explores the thesis that the nation, as a culturally defined community, is the highest symbolic value of modernity. Themes include the relationship of nationalism to ethnicity and migration, gender and sexuality, colonialism and globalisation.

Objectives

On completion of this subject, students should be able to:

1. Analyse key concepts constituting anthropological and sociological approaches to ethnicity and nationalism.

2. Demonstrate a grasp of the arguments in the principle works on nationalism currently defining the topic in the social sciences.

3. Analyse the relationship of nationalism to various wide-ranging sociological phenomena such as colonialism and globalisation.

Assessment

Written work: 70%
Test: 20%
Class participation: 10%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

A first-year sequence in Anthropology or History or Politics or Sociology or a cognate discipline or by permission

Prohibitions

COS2350, ANY3350, COS3350

Leader(s): Penelope Graham

Offered

Not offered in 2009

Synopsis

This unit explores the emergence of diverse 'modern' ways of life cross-culturally, especially as these stem from the varied contexts of indigenous peoples' encounters with forms of colonial power. Starting from a critique of the notion of 'unchanging' tradition, the focus is on the differing agendas and cultural processes which shaped relations between local peoples and colonial agents intent on re-constituting aspects of their social and cultural life.

Objectives

On completion of this subject students should be able to:

1. Analyse socio-cultural aspects of emergent modernities in selected ethnographic settings around the globe.

2. Demonstrate a knowledge of recent trends in the anthropological and sociological literature on colonial cultures and differing forms of modernity.

3. Critique unduly dichotomous accounts of colonial/pre-colonial and Western/non-Western social formations.

Assessment

Written work: 60%
Test: 20%
Oral presentation: 10%
Class participation: 10%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

A first-year sequence in Anthropology or History or Politics or Sociology or a cognate discipline or by permission

Prohibitions

COS2530/ANY3530/COS3530

Leader(s): Thomas Reuter

Offered

Not offered in 2009

Synopsis

The unit examines some of the contributions that anthropologists and sociologists have made to our understanding of religion. The unit concentrates in particular on the relevance of the concepts of 'magic', 'science' and 'religion' for a comparative understanding of rituals and associated cosmologies in a variety of sociocultural settings.

Objectives

Students successfully completing this subject should have:

1. An understanding of the development of Western thought in relation to science and religion and the influence of this on anthropological approaches to the study of non-Western religious traditions.

2. An appreciation of the nature of rationalities underlying behaviour in other cultures.

3. Knowledge of some non-Western magico-religious beliefs and practices through the examination of specific ethnographic case studies.

4. Critical and reflexive skills that will enable them to provide thoughtful, clearly written and logically argued responses to topics and questions provided or chosen.

Assessment

One essay (3500 words): 75%
Class exercise (1000 words): 25%
Third year students will be expected to exhibit an understanding of the theoretical debates associated with the conceptualisation of religion and associated concept of anthropology.

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

Appropriate first-year and/or second year ANY sequence or by permission

Prohibitions

ANY2110, COS2210, COS3220, RLT2110

Leader(s): Matt Tomlinson

Offered

Not offered in 2009

Synopsis

Anthropologists working with Polynesian cultures have generated some of the discipline's most provocative and productive debates. Major topics such as identity, agency, and performance have been investigated, argued about, and continually rethought. In this class, students will read and participate in some of these debates including: arguments over Captain Cook's "divine" status for Hawaiians; interpretations of sexuality, power, and violence in Samoa; long-distance voyaging and settlement; ritual cannibalism; and ethnographic representation. All of these topics will be discussed with reference to their contributions to anthropological understandings beyond Polynesia itself.

Objectives

1. display significant knowledge about the cultures of the Pacific Islands
2. identify key debates in the history of anthropology
3. discuss the ways that scholarly arguments about culture are best evaluated, criticised, engaged with, and used productively
4. develop the ability to write a focused research paper
5. develop the ability to write a proposal for scholarly research

6. Ability to present an oral summary of their research proposals and answer questions on it

Assessment

Midterm essay (1000 words): 20%; Final essay (2000 words): 40%; Research proposal (1500 words):30%; Participation 10%

Contact hours

2 hour seminar per week

Prerequisites

A first-year sequence in Anthropology or History or Politics or Sociology or a cognate discipline or by permission

Prohibitions

ANY2140

Leader(s): Brett Hough

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit explores the relation between film and ethnography by examining how cultures are 'visualised' - documented and represented on celluloid, usually in productions that are aimed at an educational audience rather than one that seeks pure entertainment. The ethical responsibilities of the filmmaker, the political dimension of filmic representation and the practical problems of recording another culture without 'exoticising' it will be studied. The unit also explores the issue of when visual representation can be more (or less) effective than textual discussions.

Objectives

Students in this subject can expect to become familiar with a range of ethnographic films; further their understanding of issues involved in the politics of representation; situate ethnographic film in relation to both a written tradition of ethnography and other filmed products; develop their capacity to apply theories 'visually' as well as 'textually'; improve written and oral skills in presenting, discussing and evaluating ideas and issues in anthropology by studying particular films in some detail. Students taking the unit at Third Year level will be expected in the essay to research and critically assess the work of a film-maker not covered in the set program.

Assessment

Written work and film reviews: 70%
Exam: 20%
Participation: 10%

Contact hours

4 hours (2 x film screening + l hour lecture +1 tutorial) per week

Prerequisites

Appropriate first-year ANY sequence or by permission

Prohibitions

COS2170 & ANY2170

Leader(s): Nicholas Herriman

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit presents witchcraft as a topic integral to the anthropology of religion, relevant both to earlier generations of scholars attempting to study religion objectively and to present-day scholars exploring witchcraft as a cultural phenomenon in the industrialised West. In this unit, students approach the study of witchcraft from both angles, asking: Why have narratives of witchcraft circulated so successfully in different cultural contexts for long historical periods? In what ways do pagan groups borrow from mainstream ideologies and practices, and in what ways subvert them? How can anthropologists investigate the interplay between religious practices and their representations?

Objectives

After successfully completing this unit, students will be able to: a. discuss the development of anthropological theories of religion through the lens of ethnographic work on witchcraft b. identify key definitions of witchcraft in the anthropological canon, and discuss their relevance to studies of modern neopagan religious movements c. discuss the emerging ethnography of modern neopagan religious movements d. use specific case studies to evaluate the validity of generalisations about witchcraft. For students taking the unit at Level 3 as part of a major in Anthropology there is the additional objective of: e. critically evaluating how the literature on witchcraft has contributed to broader developments in anthropological theory. Aims: Students are expected to develop their abilities to: i. use analytic and interpretive skills in dealing with ethnographic accounts ii. read written sources and view visual material critically iii. assess their own preconceived ideas about what witchcraft is vi. present logical, coherent arguments both orally and in writing

Assessment

Participation : 10%
In-class exam (1000) : 20%
Research essay 1 (1500) : 30%
Research essay 2 (2000) : 40%
Students taking the unit at Level 3 as part of a major in Anthropology will be required in their essays to show how the literature on witchcraft has contributed to broader developments in anthropological theory.

Contact hours

2 hour seminar

Prohibitions

Either ANY2180 or ANY3180 but not both

Leader(s): Brett Hough

Offered

Not offered in 2009

Synopsis

Indonesia is a plural society made up of many groups distinguishable on ethnic, religious, linguistic and other cultural grounds. It is also a modern nation-state undergoing considerable social, political and economic transformation. This unit will analyse the processes of democratisation and conflict within the context of the political economy of structural change in Indonesia. It will examine the cultural mediation of conflict, the cultural reproduction of group identity, and the dynamics of social movements engendered by modernisation - mass movements which draw on the symbols of Islam, ethnicity, nationalism, and various political ideologies.

Objectives

Students in this subject can expect to develop:

1. An awareness of the unity and diversity of Indonesia.

2. An understanding of the significant social, political, historical and economic forces that have shaped (and continue to shape) contemporary Indonesia.

3. The conceptual tools for understanding these processes.

4. A sense of their own personal and cultural reflexivity as they use material written from different theoretical perspectives.

5. The critical and expressive resources to make use of the material to write independent essays on the topics provided or chosen for assessment.

Assessment

Written work: 95% (9,000 words)
Seminar Participation: 5%

Contact hours

3 hours (1 x 1 hour film screening and 2 x 1 hour seminars) per week

Prerequisites

Appropriate first-year ANY sequence or by permission

Leader(s): Penelope Graham

Offered

Not offered in 2009

Synopsis

This unit examines the modern phenomenon of nationalism and reviews a range of theories that attempt to account for it. Despite predictions of its demise, nationalism is apparently flourishing as we continue to witness the forging of nations and the construction of national identities around the globe. Overall, the unit explores the thesis that the nation, as a culturally defined community, is the highest symbolic value of modernity. Themes include the relationship of nationalism to ethnicity and migration, gender and sexuality, colonialism and globalisation.

Objectives

On completion of this subject, students should be able to:

1. Analyse key concepts constituting anthropological and sociological approaches to ethnicity and nationalism.

2. Demonstrate a grasp of the arguments in the principle works on nationalism currently defining the topic in the social sciences.

3. Analyse the relationship of nationalism to various wide-ranging sociological phenomena such as colonialism and globalisation.

Assessment

Written work: 70%
Oral presentation: 20%
Class participation: 10%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

A first-year sequence in Anthropology or History or Politics or Sociology or a cognate discipline or by permission

Prohibitions

ANY2350, COS2350, COS3350

Leader(s): TBA

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit takes as its central themes the social consequences of economic development. It therefore examines the question of the emergence of industrial capitalism and how through colonialism the twin seeds of capitalism and underdevelopment were sown in the Third World. It also examines the response of the Third World to these transformations.

Objectives

Students can expect to develop:

1. An understanding of the inequalities between the world's nations.
2. An understanding of how the structure of global inequality effects different human groups in different ways.
3. An increased awareness of the long-term historical, cultural, political, and economic forces which created and continue to create global inequalities.
4. Critical evaluative skills with regard to theoretical models which strive to explain unequal development.
5. An enhanced crosscultural knowledge about the dynamics of unequal development and its primary consequences.
6. An understanding of Third World writers' views about these above mentioned issues.

Assessment

Written work: 70%
Test: 20%
Class participation: 10%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

Appropriate first-year ANY sequence or by permission

Prohibitions

COS3430

Leader(s): Matt Tomlinson

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit gives students a grounding in the history of twentieth century anthropological theories of culture, and addresses the crisis in culture theory in the last decades of the century. By the middle of the semester, students will be able to develop a viable definition of culture and flexible but critical theory of ethnographic representation. In the second half of the semester, students will develop conference papers in which they reinterpret a major ethnographic contribution within a particular area (e.g., a classic monograph from Oceania) in light of the critical theoretical training they have received.

Objectives

There are four main objectives for this unit, considered both in terms of content and skills and experiences. Students will:

1. Learn the broad historical outlines of the development of anthropological theories of culture, from early ideas of sociocultural evolution to later theories of structural functionalism, structuralism, and interpretive anthropology
2. Continue to improve their ability to think with scholarly rigor and philosophical depth on the subject of culture while beginning to formulate their own ideas about how best to study it.
3. Develop the ability to write a focused and analytically rigorous conference paper of approximately 4,000-5,000 words,
4. Develop the ability to present such a paper to their peers. All of these objectives are interrelated, and the unit is designed to lead the students toward greater independence and confidence in their abilities to be original and productive thinkers.

Assessment

Written work: 45%
Exam: 45%
Participation: 10%

Contact hours

One 2-hour seminar per week

Prerequisites

A first-year sequence in Anthropology or History or Politics or Sociology or a cognate discipline or by permission

Co-requisites

The unit forms a sequence with ANY4300/ASM5290, Into the Field

Leader(s): Penelope Graham

Offered

Not offered in 2009

Synopsis

This unit explores the emergence of diverse 'modern' ways of life cross-culturally, especially as these stem from the varied contexts of indigenous peoples' encounters with forms of colonial power. Starting from a critique of the notion of 'unchanging' tradition, the focus is on the differing agendas and cultural processes which shaped relations between local peoples and colonial agents intent on re-constituting aspects of their social and cultural life.

Objectives

On completion of this subject students should be able to:

1. Analyse socio-cultural aspects of emergent modernities in selected ethnographic settings around the globe.

2. Demonstrate a knowledge of recent trends in the anthropological and sociological literature on colonial cultures and differing forms of modernity.

3. Critique unduly dichotomous accounts of colonial/pre-colonial and Western/non-Western social formations.

Assessment

Written work: 80%
Oral presentation: 10%
Class participation: 10%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

A first-year sequence in Anthropology or History or Politics or Sociology or a cognate discipline or by permission

Prohibitions

ANY2530/COS2530/COS3530

Leader(s): Brett Hough

Offered

Not offered in 2009

Synopsis

This unit explores violences as a complex set of practices, from a range of disciplinary perspectives although with an overall emphasis on the social sciences. Topic areas covered in any year may include state-sanctioned violences like institutionalised torture and capital punishment; interpersonal violences such as rape and child abuse; and intellectual and political debates over ethics, research methodologies and epistemologies, and issues of representation. This unit will also entail examining violences via cross-cultural perspectives in order to highlight differences and similarities throughout the world.

Assessment

Written work: 80% (9000 words)
Seminar work: 20%

Contact hours

3 hours (1 x 1 hour film screening and 1 x 2 hour seminar) per week

Leader(s): John Bradley

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Students may select a unit, in first or second semester, from those available at fourth-year level in the department. Approval for the selection must be obtained from the honours coordinator or the head of department.

Assessment

Written work: 70%
Test: 20%
Class participation: 10%

Leader(s): John Bradley

Offered

Clayton First semester 2009 (Day)

Synopsis

Theoretical foundations for researching and analyzing cultural and social aspects of specific societies. Discussion will centre on theories associated with French structuralism and post-structuralism and British Social theory cultural studies. Each of these will be examined for its respective treatment of the relationship between individual creativity, culture and society and for its impact on the theory of ethnographic research.

Assessment

Written work: 100% (9000 words)

Contact hours

2 hours (1 x 2 hour seminar) per week

Leader(s): John Bradley

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Students will be required to write a thesis of approximately 15,000-18,000 words on an approved topic. Each student will be allotted a supervisor with whom they will meet regularly.

Leader(s): John Bradley

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

As for ANY4380(A)

Assessment

Critical review essay (2000 words): 20%
Class presentation: 20%
Final portfolio containing a literature review and a methodological paper (5000 words): 60%

Leader(s): Penny Graham

Offered

Not offered in 2009

Synopsis

This unit considers how categories like Asia and the West are constituted in the scholarly and popular imagination. Using film and written materials, the unit examines specific representations of Asian regions, cultures and societies with regard to issues of knowledge, power and subject position. Topics range from the problematic relationship between ecology and culture to a comparative analysis of how ancestral cosmologies, world religions, forms of modernity and the nation-state all work to shape local identities in Asia. Themes explored include how cross-cultural knowledge is constituted, how the workings of power are conceptualised and how status hierarchies are enacted and challenged.

Objectives

On completion of this unit, students should be able to

1. identify and critique key features of dichotomising accounts of Asia and the West (assessed in tasks 1 and 2);
2. critically analyse a variety of tropes informing anthropological accounts of regions within Asia vis-a-vis the West (assessed in tasks 2 and 3);
3. demonstrate a grasp of conceptual problems in the anthropological analysis of societies in Asia (assessed in tasks 2, 3 and 4);
4. evaluate selected theoretical and ethnographic approaches to understanding the historical and sociological complexity of cultural and social formations in Asia (assessed in tasks 2, 3 and 4).

Assessment

Written work: 70%
Seminar participation: 10%
Oral presentation: 20%

Contact hours

33 hours: 3-hour workshops x 11 weeks during semester

Prohibitions

ASM5440

Leader(s): Matt Tomlinson

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit gives students a grounding in the history of twentieth century anthropological theories of culture, and addresses the crisis in culture theory in the last decades of the century. By the middle of the semester, students will be able to develop a viable definition of culture and flexible but critical theory of ethnographic representation. In the second half of the semester, students will develop conference papers in which they reinterpret a major ethnographic contribution within a particular area (e.g., a classic monograph from Oceania) in light of the critical theoretical training they have received.

Objectives

There are four main objectives for this unit, considered both in terms of content and skills and experiences. Students will:

1. Learn the broad historical outlines of the development of anthropological theories of culture, from early ideas of sociocultural evolution to later theories of structural functionalism, structuralism, and interpretive anthropology
2. Continue to improve their ability to think with scholarly rigor and philosophical depth on the subject of culture while beginning to formulate their own ideas about how best to study it.
3. Develop the ability to write a focused and analytically rigorous conference paper of approximately 4,000-5,000 words,
4. Develop the ability to present such a paper to their peers. All of these objectives are interrelated, and the unit is designed to lead the students toward greater independence and confidence in their abilities to be original and productive thinkers.

Assessment

Midterm essay (1000 words): 20%;Final essay (3500 words): 35%; Conference presentation based on final essay(3500 words): 35%; Participation 10%

Contact hours

One 2-hour seminar per week

Prerequisites

A first-year sequence in Anthropology or History or Politics or Sociology or a cognate discipline or by permission

Prohibitions

ANY3520

Leader(s): Prof Ross Mouer

Offered

Not offered in 2009

Synopsis

This unit is structured around several modules and incorporates contributions from the disciplines of anthropology, sociology, cultural studies, economics, gender studies, history, linguistics and politics as relevant to the understanding of social change. After considering the problems inherent in 'Asia' as a concept, it will examine some of the following topics in a comparative manner. The exact selection of topics to be covered in any given offering of the subject may vary from year to year.

Objectives

Students successfully completing this subject will have acquired:

1. A basic exposure to a range of approaches to understanding Asian societies and cultures.

2. A grounding in key facts about the state of private and public spheres of socio-cultural life in countries where change is occurring at a very rapid place.

3. A familiarity with some methodologies used for furthering our knowledge about Asian societies.

Assessment

Written work: 60% (2500 words)
Exam: 20%
Presentation: 20%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour seminar) per week

Leader(s): Dr Beatrice Trefalt

Offered

Not offered in 2009

Synopsis

This unit examines the legacies of World War II in the Asia Pacific region, especially Japan,Korea, China, Malaysia, Singapore, Indonesia and the Philippines. It considers such well-known events as the Nanking Massacre of 1937 and the sexual slavery of so-called 'comfort women , as well as lesser known issues such as the use of Asian forced labour on the Burma-Thailand Railway or the experiences of colonial soldiers (Korean, Taiwanese, Filipino, Indian) in the conflict. Importantly, the unit examines critically how debates about the past affect international and domestic relations in the region, and why the wartime past continues to haunt Japan and its neighbours to this day.

Objectives

Upon completion of the unit, the students should have acquired

1. a solid foundation of knowledge about the Second World War in Asia and the Pacific
2. familiarity with specific issues related to war legacies and war memory
3. critical insights into the contested and fluid nature of representations of the past
4. research and interpretation skills through tutorial preparation and participation, and through the submission of written assignments
5. practice in presenting and debating ideas and interpretations effectively and in an informed manner, both orally and in writing.

Assessment

Written work (3000 words): 70%
1 hour Exam: 20%
Tutorial contribution:10%

Contact hours

1 one-hour lecture per week for 13 weeks and 1 one-hour tutorial per week for 12 weeks

Prerequisites

An appropriate first year sequence or first year unit such as HSY1050/HSY1060 or HSY1050/JPS 1090 or HSY1111/HSY1112 or INT1010/INT1020 or PLT1031 or PLT1040 or PLT1050 or PLT1070

Prohibitions

ASN3020

Leader(s): Alison Tokita

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit explores various kinds of narrative in Asian countries, from oral narrative to the modern novel and will analyse the global impact of the modern Western novel as a key marker of cultural modernity. A number of case studies (in India, China, Korea, Japan, Indonesia, Vietnam) will introduce oral narratives and classical literature as precursors to the novel, before studying the modern novel in each context. The novel will be discussed as a vehicle of displaced identity in Asian diasporic literatures. Finally we will ask whether Asian literature can be global literature.

Objectives

Students who successfully complete this subject will have:

1. developed an understanding of the development of oral and literate cultures in the Asian context
2. developed an understanding of the impact of modernity on a selection of Asian cultures, as seen in the creation of the modern novel in vernacular languages
3. developed critical insights into dynamics of modernity in the Asian context through literature
4. become familiar with the struggle for national identity in Asian countries faced with the threat of Western domination and the role of literature in exploring individual and national identities in a globalizing world
5. developed their skills in the areas of research, textual analysis and interpretation, and communication, both oral and written, through the application critical perspectives to the analysis and interpretation of one or more texts
6. Students taking the unit at third-year level will be expected to demonstrate that they have read more widely in both the prescribed texts and the recommended critical texts.

Assessment

Written work (2500 words): 50%
Tutorial contribution 10%
Examination (2 hours): 40%.

Third-year students will be encouraged to formulate their own essay question, and will be expected to engage reflectively with theoretical work.

Contact hours

Two hours per week

Prerequisites

Any first-year sequence in Arts

Prohibitions

ASN3030

Offered

Not offered in 2009

Synopsis

The unit will look at gender relations, cultural definitions of femininity and masculinity and changing gender roles in Asian societies and cultures. The pre-modern, modern and postmodern condition of women in countries such as Japan and Indonesia, and the issues facing women in Asia today will be explored in depth in a comparative context. Topics will include matriarchal cultural patterns in Japan and Indonesia and their cultural expressions, the impact of patriarchal systems such as Confucianism and Buddhism, the nature of women's equal rights movements in contemporary Asia, changing family structures and educational opportunities for women.

Objectives

On completion of this subject, students should be able to:

1. Analyse contemporary gender relations in selected South and Southeast Asian contexts from anthropological and sociological perspectives.

2. Examine selected gender issues and changing gender roles in East Asian countries.

3. Demonstrate a good grasp of issues arising in the intersection of gender, tradition and modernity across Asia.

Assessment

Written work
Project summary: 70%
Exam: 30%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

A first-year sequence in Asian studies or Anthropology or by permission

Prohibitions

ASN3170

Leader(s): Prof Ross Mouer

Offered

Not offered in 2009

Synopsis

This unit is structured around several modules and incorporates contributions from the disciplines of anthropology, sociology, cultural studies, economics, gender studies, history, linguistics and politics as relevant to the understanding of social change. After considering the problems inherent in 'Asia' as a concept, it will examine some of the following topics in a comparative manner. The exact selection of topics to be covered in any given offering of the subject may vary from year to year.

Objectives

Students successfully completing this subject will have acquired:

1. A basic exposure to a range of approaches to understanding Asian societies and cultures.

2. A grounding in key facts about the state of private and public spheres of socio-cultural life in countries where change is occurring at a very rapid place.

3. A familiarity with some methodologies used for furthering our knowledge about Asian societies.

4. The ability to situate an understanding of the relationship of societies and economies to each other within a global/local context which can enhance our appreciation and understanding of the situation in other societies.

Assessment

Written work: 60% (2500 words)
Exam: 20%
Presentation: 20%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour seminar) per week

Leader(s): Dr Beatrice Trefalt

Offered

Not offered in 2009

Synopsis

This unit examines the legacies of World War II in the Asia Pacific region, especially Japan,Korea, China, Malaysia, Singapore, Indonesia and the Philippines. It considers such well-known events as the Nanking Massacre of 1937 and the sexual slavery of so-called 'comfort women , as well as lesser known issues such as the use of Asian forced labour on the Burma-Thailand Railway or the experiences of colonial soldiers (Korean, Taiwanese, Filipino, Indian) in the conflict. Importantly, the unit examines critically how debates about the past affect international and domestic relations in the region, and why the wartime past continues to haunt Japan and its neighbours to this day.

Objectives

Upon completion of the unit, the students should have acquired

1. a solid foundation of knowledge about the Second World War in Asia and the Pacific
2. familiarity with specific issues related to war legacies and war memory
3. critical insights into the contested and fluid nature of representations of the past
4. research and interpretation skills through tutorial preparation and participation, and through the submission of written assignments
5. practice in presenting and debating ideas and interpretations effectively and in an informed manner, both orally and in writing.

Assessment

Written work (3000 words): 70%
1 hour Exam: 20%
Tutorial contribution:10%

Contact hours

1 one-hour lecture per week for 13 weeks and 1 one-hour tutorial per week for 12 weeks

Prerequisites

An appropriate first year sequence or first year unit such as HSY1050/HSY1060 or HSY1050/JPS1090 or HSY1111/HSY1112 or INT1010/INT1020 or PLT1031 or PLT1040 or PLT1050 or PLT1070

Prohibitions

ASN3020

Leader(s): Alison Tokita

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit explores various kinds of narrative in Asian countries, from oral narrative to the modern novel and will analyse the global impact of the modern Western novel as a key marker of cultural modernity. A number of case studies (in India, China, Korea, Japan, Indonesia, Vietnam) will introduce oral narratives and classical literature as precursors to the novel, before studying the modern novel in each context. The novel will be discussed as a vehicle of displaced identity in Asian diasporic literatures. Finally we will ask whether Asian literature can be global literature.

Objectives

Students who successfully complete this subject will have:

1. developed an understanding of the development of oral and literate cultures in the Asian context
2. developed an understanding of the impact of modernity on a selection of Asian cultures, as seen in the creation of the modern novel in vernacular languages
3. developed critical insights into dynamics of modernity in the Asian context through literature
4. become familiar with the struggle for national identity in Asian countries faced with the threat of Western domination and the role of literature in exploring individual and national identities in a globalizing world
5. developed their skills in the areas of research, textual analysis and interpretation, and communication, both oral and written, through the application critical perspectives to the analysis and interpretation of one or more texts
6. Students taking the unit at third-year level will be expected to demonstrate that they have read more widely in both the prescribed texts and the recommended critical texts.

Assessment

Written work (2500 words): 50%
Tutorial contribution 10%
Examination (2 hours): 40%.

Third-year students will be encouraged to formulate their own essay question, and will be expected to engage reflectively with theoretical work.

Contact hours

Two hours per week

Prerequisites

Any first-year sequence in Arts

Prohibitions

ASN2030

Leader(s): Professor Ross Mouer

Offered

Clayton Second semester 2009 (Day)

Synopsis

Unit is designed to guide students in the formulation of a research problem consciousness. This involves the ability to conduct a literature review to identify key issues and concepts, to argue the significance of pursuing research on a specific topic, to operationalise the key concepts relevant to sample, and to write a statement explaining their problem consciousness. Students will be exposed to obtrusive and unobtrusive methodologies for gathering data, reading texts, observation and participant observation, use of government data, interviewing and surveying. Various methods of recording data will also be introduced. Special attention is given to using resources about Asia in libraries.

Assessment

Written assignments (3500 words): 80%
Examination (1 hour): 20%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

Completion of one or more units with considerable Asian content or by permission

Offered

Not offered in 2009

Synopsis

The unit will look at gender relations, cultural definitions of femininity and masculinity and changing gender roles in Asian societies and cultures. The pre-modern, modern and postmodern condition of women in countries such as Japan and Indonesia, and the issues facing women in Asia today will be explored in depth in a comparative context. Topics will include matriarchal cultural patterns in Japan and Indonesia and their cultural expressions, the impact of patriarchal systems such as Confucianism and Buddhism, the nature of women's equal rights movements in contemporary Asia, changing family structures and educational opportunities for women.

Objectives

On completion of this subject, students should be able to:

1. Analyse contemporary gender relations in selected South and Southeast Asian contexts from anthropological and sociological perspectives.
2. Examine selected gender issues and changing gender roles in East Asian countries.
3. Demonstrate a good grasp of issues arising in the intersection of gender, tradition and modernity across Asia.
4. Third year students are expected to have gained familiarity with aspects of theory relating to gender and modernity.

Assessment

Written work
Project summary: 70%
Exam: 30%

Contact hours

2 hours (1 x 1 hour lecture and 1 x 1 hour tutorial) per week

Prerequisites

A first-year sequence in Asian studies or Anthropology or by permission

Prohibitions

ASN2170

Leader(s): Professor Bruce Jacobs

Offered

Not offered in 2009

Synopsis

The seminar has two key purposes:

1. to examine a series of topics in Asian Studies of interest to the students and lectures and
2. to develop the research, writing and oral presentation skills of the students. To meet these goals, students will choose their literature review and research paper topics in consultation with the coordinator. They will also help choose the readings for the seminar discussions of their topics. At the conclusion of the seminar, students should have knowledge of several important topics in Asian Studies as well as enhanced abilities to conduct research at honours level.

Assessment

Literature Review (3500 words): 35%
Research Paper (5500 words): 65%

Contact hours

3 hours (1 x 3 hour seminar) per week

Prerequisites

Enrolment in one of the honours programs in Asian Studies (normally Chinese, Indonesian, Japanese or Korean)

Leader(s): Dr Beatrice Trefalt

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

A dissertation of about 15,000-18,000 words in English, using a substantial number of Asian language and secondary sources. This unit may be taken over one or two semesters in the same calendar year by students who are starting and completing the thesis in that calendar year.

Assessment

Written (15,000-18,000 words): 100%

Prerequisites

Admission to honours

Leader(s): Dr Beatrice Trefalt

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

A dissertation of about 15,000-18,000 words in English, using a substantial number of Asian language and secondary sources. This unit may be taken over one or two semesters in the same calendar year by students who are starting and completing the thesis in that calendar year.

Prerequisites

Admission to honours

Leader(s): Dr Beatrice Trefalt

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

As for ASN4929(A)

Assessment

Written (15,000-18,000 words): 100%

Prerequisites

Admission to honours

Offered

Not offered in 2009

Synopsis

This unit examine various debates about World War II legacies in the Asian region, affecting particularly Japan's relationship with Korea, with China and with various other peoples and nations that suffered from Japan's invasion up to 1945. As well as examining the parameters of these debates, the unit encourages reflection on the politicised and consumable nature of the past, and on the processes of remembering and forgetting upon which the identity of nations and communities are built.

Objectives

Upon completion of the unit, the students should have 1) acquired a solid foundation of knowledge about the Second World War in Asia and the Pacific 2)become familiar with a number of specific issues related to war legacies and war memory 3)developed critical insights into the contested and fluid nature of representations of the past, and become familiar with the major writers in the area 4)developed research and interpretation skills through preparation for and participation in the weekly seminars, and through preparation for their written assignments 5) practised devising a feasible research project 6) practised presenting and debating ideas and interpretations effectively and in an informed manner, both orally and in writing

Assessment

Written work: 100% (9000 words)

Contact hours

1 one-hour lecture per week for 13 weeks and 1 two-hour seminar per week for 12 weeks

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Leader(s): Dr Jeff Jarvis

Offered

City (Melbourne) First semester 2009 (Off-campus Day)

Synopsis

The role of research in the tourism industry. The existing base of secondary information, including publications such as The International Visitor Survey and the Domestic Tourism Monitor, and how they can be used in the industry. The methodology for designing quantitative and qualitative studies and how the results can be interpreted statistically and graphically.

Assessment

Analytical assignment/take home exam (2000 words): 30%
Group research report (4000 words): 50%
Research presentation: 10%
Class participation: 10%

Contact hours

2-hour seminar per week

Offered

Not offered in 2009

Synopsis

Australia's relationship with Britain from the 1900s to the present day. Topics covered include the changing orientation of Australian trade, foreign policy and cultural ties. Britain's role as the main source of Australia's migrants. Australia's drift away from Britain and towards Asia and the United States. The role of the monarchy and the debate over republicanism. Australia's widening relationships with India, Japan, SE Asia and the U.S. Post-colonial identities and exchanges: expatriates, backpackers and 'whingeing poms'.

Objectives

1. To gain an understanding of Australia's changing relationship with Britain and the monarchy.
2. To gain an understanding of issues and events that have shaped the nation and Australia's international role.
3. To think, discuss and write critically about the issues that effect Australian politics, culture and society.
4. To develop students' independent research and presentation skills on related subjects.

Assessment

Written exercise (500 words) : 20%
Assignment (2000 words) : 40%
Examination (2 hours) : 40%,

Contact hours

Three hours per week

Offered

Not offered in 2009

Synopsis

An overview of Australia's political, social and cultural development over this century and the early development of the nation's political and legal system. The character of the democracy that was established in Australia at the time of federation in 1901. Influences on Australia's constitution and its system of government, and how Australian citizens viewed their rights and responsibilities.

Assessment

Written exercise (500 words): 15%
Assignment 1 (1500 words): 35%
Assignment 2 (2500 words): 50%

Contact hours

5 hours per week

Leader(s): Dr Vicki Peel

Offered

Not offered in 2009

Synopsis

A general overview of the tourism industry in its Australian and international contexts emphasizing destination development, planning and trends in tourism growth amid changing economic, social and political environments. The structure of the domestic and international tourism industry and the roles and responsibility of community, government and business in developing and planning for tourism growth is a central theme. Case studies will investigate resort development, special events, cultural and ecotourism, and the significance of indigenous culture in tourism.

Objectives

Students successfully completing this unit will be able to:

1. Analyse critically aspects of sustainable tourism development and planning in a global context.

2. Identify the planning and policy making role of Governments, industry and communities in tourism development.

3. Recognise a range of tourism planning methodologies.

4. Enhance their report writing, research and oral presentation skills in preparation for a career in the industry.

Assessment

Field Exercise (1500 words ): 30%
Essay (2000 words): 35%
Examination (1 hour): 25%
Tutorial attendance and work requirements: 10%

Contact hours

3 hours (1 x 2 hour lecture and 1 x 1 hour tutorial) per week

Leader(s): Dr David Dunstan

Offered

Not offered in 2009

Synopsis

Introduction to cultural tourism in international and Australian contexts. Theory and development of cultural tourism. The role of cultural institutions such as museums, theme parks and galleries and precincts such as southbank, Chapel Street and the Rocks. The thematic interaction of tourism with hinterland districts, festivals, heritage and indigenous culture. Developing and interpreting cultural tourism attractions.

Objectives

1. To equip students with a foundation of the origins and direction of cultural tourism development in Australia and internationally.

2. To provide understanding of the theory and practice of cultural tourism product development.

3. To develop skills in the evaluation and interpretation of cultural tourism attractions.

4. To develop research, writing and oral presentation skills related to the field.

Assessment

Examination (1.5 hours): 35%
Research essay (2000 words) 35%
Class participation and seminar presentation: 15%
Seminar exercise (1000 words): 15%

Contact hours

3 hours per week

Leader(s): Dr Tom Heenan

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

What symbols and landmarks identify and embody Australia? How have Uluru and the Opera House, the Harbour Bridge and Barrier Reef, Anzac and vegemite evolved as cultural icons and what do they tell us about Australian history and identity? This unit explores contemporary Australia through its films, literature, sport, myths, heroes and history. Organised around the themes of Land, Nation and People, it focuses on the making of national/gender/racial identity, white Australians reckoning with Indigenous culture and our changing relationship with the world and the region. It includes an excursion to the iconic landscape of the Rocks in central Sydney and/or a tour of the 'Aussie Outback'.

Objectives

1. To develop students' understanding of the historical and cultural processes impacting upon various aspects of contemporary Australia.
2. To employ fieldwork, film and media analysis, and a range of relevant sources within the field of Australian Studies in gaining insight into past and current events that have shaped contemporary Australia.
3. To think, discuss and write critically about the issues that effect Australian politics, culture and society.
4. To develop students' independent research and presentation skills on related subjects.

Assessment

Minor Essay (1000 words): 15%
Major Essay
Oral Presentation (2000 words
10 minutes): 35%
10%
Tutorial attendance and contribution: 10%,
Examination (2 hours): 30%

Contact hours

Three hours per week (two hour lecture and one tutorial)

Leader(s): Tom Heenan

Offered

Caulfield Second semester 2009 (Day)
Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

A study of sport in contemporary Australia and a study of Australian society and values through an investigation of sport. Includes the origins of popular mainstream codes such as Australian Rules football (including possible Gaelic and Aboriginal origins), rugby, tennis, boxing, racing, swimming and cricket. Further topics include the commercialisation of sport, the politics and professionalisation of sport, sport and the construction of national identity. Institutions and events studied include the Australian Football League, Soccer Australia, the World Cup, the Olympic Games and Commonwealth Games and the AIS. Wider issues studied include gender, race and ethnicity in sport, sport and the media.

Objectives

Students can expect to: demonstrate an understanding of the evolution of contemporary sporting practices; key issues in the study of sport in Australia today and of sport's contribution to Australian national identity. Students will further demonstrate the ability to: critically evaluate topical debates dealing with sport; conduct independent research and group research and communicate findings; engage in independent and critical thinking, written analysis and communication.

Assessment

Research Essay (2000 words) : 40%
Short Essay (1000 words) : 20%
Short report working in groups (500 words) : 10%
Tutorial and fieldtrip participation: 10%
Examination (1000 words) : 20%
A fieldwork excursion is included in the program

Contact hours

Three hours per week

Leader(s): Professor Bruce Scates

Offered

Clayton First semester 2009 (Day)

Synopsis

Why is war central to the shaping of Australian identity? How has it defined our place in the region and the world? This unit explores the experience of Australians at war, from the colonial period to the Landing at Gallipoli and through the major conflicts of the twentieth century. It focuses on the 'face of battle' and how human conflict affected men and women on the front line. 'Anzac Legends' will examine the role of war in both consolidating and challenging definitions of gender, national and racial identity. It will explore the changing representation of war memory in film and literature and includes excursions to the Australian War Memorial in Canberra and/or Melbourne's Shrine.

Objectives

1. a critical understanding of the history of Australia's involvement in war and the significance of that involvement; (2) an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies; (3) a knowledge of the historical and social context of Australia's involvement in particular campaigns and how these have redefined Australia's relationship with the region and the world
2. a familiarity with the major historiographical issues surrounding the impact of war on Australian identity and society; (5)an ability to conduct independent research; (6) an ability to write expressively and critically on the complex questions of involvement in human conflict.

Assessment

Short essay (based on excursion) (1000 words): 20%
Major essay (2000 words): 40%
Seminar contribution: 20% Test (one hour): 20%

Contact hours

2 hours (1 hour lecture + 1 hour seminar) per week

Prerequisites

First year Arts sequence or equivalent

Prohibitions

AUS3000

Leader(s): Professor Bruce Scates

Offered

Clayton Second semester 2009 (Day)

Synopsis

How has the landscape shaped the definition of what it means to be Australian? Why was 'the Bush' en as a place of the weird or the monstrous? Have non-Indigenous Australians learned from Aboriginal relationships with the natural environment and (in an age of catastrophic climate change) what challenges do we now face in living with the land? This unit considers the climatic, cultural and economic forces which have shaped the landscape, exploring the dynamic interaction between Australians and their environment. It draws on a range of disciplines, including tourism, literature, geography, politics, journalism and cultural studies; includes excursions along the Great Ocean Road and/or the Murray River.

Objectives

On successful completion of this unit students should have:

1. an understanding of changing perceptions of the Australian environment;
2. an understanding of the climatic, cultural and economic forces that help to determine land usage;
3. a knowledge of different ways of interacting with the landscape, in particular Aboriginal as opposed to non-Indigenous attitudes to land usage;
4. a familiarity with the major themes in the field of Australian environmental history;
5. an ability to conduct research;
6. an ability to write expressively and critically on the complex questions of human relationships with the natural world.

Assessment

Minor essay (based on excursion) (1000 words): 20%
Major essay (2000 words): 40%
Seminar contribution: 20% Test (one hour): 20%

Contact hours

2 hours (1 hour lecture + 1 hour seminar) per week

Prerequisites

First year Arts sequence or equivalent

Prohibitions

AUS3001, AUS4220, AUS5220

Leader(s): Professor Bruce Scates

Offered

Prato Winter semester 2009 (Off-campus Day)

Synopsis

This Unit centres on a study tour of the Gallipoli peninsula, a visit to the ancient site of Troy and/or a cruise through the historic Greek islands to the WWII battlefields of Crete. It will be based at the Prato Study Centre near Florence where lectures/seminars will introduce students to Australians' experience of war. Topics will include the making of the Anzac legend, war and the experience of overseas travel, homeric tradition and the changing nature of battle, pilgrimage, cultural tourism and the making of commemorative landscapes abroad. Students will be required to research a campaign in depth and present their findings on a former battlefield or related site of memory.

Objectives

On successful completion of this unit students should have:

1. a critical understanding of the history of Australia's involvement in the world wars and the way these conflicts have been remembered and commemorated;
2. an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies;
3. a knowledge of the historical and social context of Australia's involvement in particular campaigns during the first and second world wars and how these have redefined Australia's relationship with the region and the world;
4. a familiarity with the major historiographical issues surrounding the impact of world war and 'total war' on Australian identity and society;
5. an ability to conduct independent research;
6. an ability to write expressively and critically on the complex questions of involvement in human conflict.

Assessment

Assignment based on excursion (2000 words): 20%
One major essay (4000 words): 40%
Class presentation: 20%
Test (1 hour): 20%

Contact hours

12 hours (4 x 1 hour lecture + 4 hour seminar) per week

Prerequisites

First year Arts sequence or equivalent

Prohibitions

AUS2003, AUS3003, AUS3002, AUS2004, AUS3004, AUS2005, AUS3005

Leader(s): Professor Bruce Scates

Offered

Not offered in 2009

Synopsis

This unit centres on a study tour of the Istanbul and the Gallipoli Peninsula, reconstructing the ANZAC campaign of 1915. A series of on site lectures and workshops will introduce students to the nature and experience of war on the peninsula. Topics will include the making of the Anzac Legend, War and the experience of overseas travel, Homeric tradition and the changing nature of battle, pilgrimage, cultural tourism, the making of commemorative landscapes and the Ottoman Empire. Students will be required to research a battle in depth and present their findings on the battlefield or related site of memory.

Objectives

1. a critical understanding of the history of Australia's involvement in the Great War and the way that conflict has been remembered and commemorated.
2. an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies
3. a knowledge of the historical and social context of Australia's involvement in the Gallipoli campaign and how that campaign redefined Australia's relationship with the region and the world
4. a familiarity with the major historiographical issues surrounding the impact of world war and 'total war' on Australian identity and society
5. an ability to conduct independent research
6. an ability to write expressively and critically on the complex questions of involvement in human conflict
7. an understanding of different theoretical approaches to the writing of history and the history of warfare in particular (third year students would be expected to acquire a greater degree of sophistication in applying critical and theoretical approaches)

Assessment

Assignment (2,000 words): 20%
One major essay (4,000 words): 40%
Class presentation
Journal: 20%
Test (1 hour): 20%

Contact hours

Contact hours - 1 x 3 hr workshop pre departure + 10 x 2 hr lecture delivered on site at Istanbul/Gallipoli + 5 x 2 hr seminars delivered on site at Istanbul/Gallipoli over 22 days

Off-campus attendance requirements

Given the experiential aspect of this unit, it cannot be offered through distance learning.

Prerequisites

First year Arts sequence or equivalent

Co-requisites

None

Prohibitions

AUS2002, AUS3002, AUS3003, AUS2005, AUS3005

Leader(s): Professor Bruce Scates

Offered

Prato Winter semester 2009 (Day)

Synopsis

This unit explores Australians experience of war and will be taught at the Monash Study Centre in Prato. A series of lectures and workshops will introduce students to the Australia's contribution to both World Wars emphasising our changing relationship to Britain/Europe. Topics will include the making of the Anzac Legend, War and the experience of overseas travel, Homeric tradition and the changing nature of battle, pilgrimage, cultural tourism and the making of commemorative landscapes. Students will be required to research a battle in depth and present their findings using combatants' testimony. Includes an excursion to an historic site of war memory in Italy.

Objectives

1. A critical understanding of the history of Australia's involvement in the Great War and the way that conflict has been remembered and commemorated.
2. an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies
3. a knowledge of the historical and social context of Australia's involvement in particular campaigns during the first and second world wars and how these have redefined Australia's relationship with the region and the world
4. a familiarity with the major historiographical issues surrounding the impact of world war and 'total war' on Australian identity and society
5. an ability to conduct independent research
6. an ability to write expressively and critically on the complex questions of involvement in human conflict
7. an understanding of different theoretical approaches to the writing of history and the history of warfare in particular (third year students would be expected to acquire a greater degree of sophistication in applying critical and theoretical approaches).

Assessment

One major essay (3000 words): 60%
Class presentation (based on excursion): 20%
+ Test (1 hour): 20%

Contact hours

Contact hours: 1 x 2 hr workshop pre departure + 1 x 2 hr lecture pre departure +10 x 1 hr lecture + 5 x 2 hr seminars over 3 weeks in Prato.

Off-campus attendance requirements

Given that this course is to be delivered in Prato, it cannot be offered through distance learning.

Prerequisites

First year Arts sequence or equivalent

Co-requisites

None

Prohibitions

AUS2002, AUS3002, AUS3004

Leader(s): Professor Bruce Scates

Offered

Not offered in 2009

Synopsis

This unit centres on a study tour of the Istanbul and the Gallipoli Peninsula, reconstructing the ANZAC campaign of 1915. A series of on site lectures and workshops will introduce students to the nature and experience of war on the peninsula. Topics will include the making of the Anzac Legend, War and the experience of overseas travel, Homeric tradition and the changing nature of battle, pilgrimage, cultural tourism, the making of commemorative landscapes and the Ottoman Empire. Students will be required to research a battle in depth and present their findings on the battlefield or related site of memory.

Objectives

1. a critical understanding of the history of Australia's involvement in the Great War and the way that conflict has been remembered and commemorated.
2. an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies
3. a knowledge of the historical and social context of Australia's involvement in the Gallipoli campaign and how that campaign redefined Australia's relationship with the region and the world
4. a familiarity with the major historiographical issues surrounding the impact of world war and 'total war' on Australian identity and society
5. an ability to conduct independent research
6. an ability to write expressively and critically on the complex questions of involvement in human conflict
7. an understanding of different theoretical approaches to the writing of history and the history of warfare in particular (third year students would be expected to acquire a greater degree of sophistication in applying critical and theoretical approaches)

Assessment

One major essay (3000 words): 60%
Class presentation (based on excursion): 20%
Test (1 hour): 20%

Contact hours

Contact hours - 1 x 3 hr Workshop pre departure + 11 x 1 hr Lecture delivered on site at Istanbul/Gallipoli + 5 x 2 hr Seminars delivered on site at Istanbul/Gallipoli over 22 days

Off-campus attendance requirements

Given the experiential aspect of this unit, it cannot be offered through distance learning.

Prerequisites

First year Arts sequence or equivalent

Co-requisites

None

Prohibitions

AUS2002, AUS3002, AUS2003, AUS3003, AUS3005

Leader(s): Dr David Nadel

Offered

Caulfield First semester 2009 (Day)
Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit studies sport in international and Australian contexts as a global phenomenon. Australia's in organisations like the Olympic Games movement (IOC), the role of sport in different communities and culture, also representation and the media, government, politics and professionalism, regulation, sporting communities and public policy. An understanding of sporting traditions and the construction of identity and heritage. The significance of places, stadiums and territory, gender, regional diversity and equity and social opportunity. Students undertake a special industry study.

Objectives

Upon successful completion of the unit students will be able to demonstrate:

1. An understanding of different theories of society, individual and group identity and of sport.
2. A critical understanding of key issues in the study of international sport, including the complex interplay between social ideals and aspirations and commercial, political, developmental and individual concerns.
3. An understanding of different institutional, developmental and community concerns in selected sporting traditions and institutions.
4. A critical and comparative understanding of Australia's contribution to international sport and exchange.
5. An ability to critically evaluate the role of allied activities, including the media, in the development and representation of sport. An ability to develop methodological research techniques to inform theoretical concerns in industry studies.
6. An ability to conduct independent research and to document and communicate findings.
7. Improved skills of independent and critical thinking, English language, and written and oral communication.

Assessment

Research essay (2150 words):48%;
Short essay 1: (900 words): 20%;
Seminar and fieldwork participation 10%;
Examination (1000 words): 22%

Contact hours

Three hours per week One two hour lecture and one one hour seminar

Prohibitions

AUS3015

Leader(s): TBA

Offered

Not offered in 2009

Synopsis

This unit provides an understanding of the role and practice of a range of communication media important to the tourism industry. First half examines the development and practice of travel publishing in diverse formats including journal articles, brochures, guidebooks and media releases. Second half introduces students to the applied use of new technologies in tourism. This includes text and web-page design and the implications of E-commerce for the travel industry.

Objectives

On successful completion of this subject students should:

1. Be able to write copy for the travel industry.

2. Have an understanding of the ways in which written and technological communications are used by the travel industry.

3. Have developed practical skills such as audience identification, web-page design and the implications of e-commerce in tourism.

4. Be able to create internet-ready product for the travel industry.

5. Have an overview and understanding of the tourist communication media.

Assessment

Book review (1000 words): 20%
Encyclopaedia entry (text and electronic versions): 20%
Website production: 25%
Examination (90 minutes): 25%
Attendance and participation: 10%

Leader(s): Dr David Dunstan and Dr Tom Heenan

Offered

Caulfield First semester 2009 (Day)

Synopsis

This unit studies Australian sports writing and the growth of a culture of communication with attention given to sports writers as creative professionals. Topics include the diversity of sporting contexts brought before the public, the sports writer and different media, creating the writer's role, reader and community responses, and the contribution made to consumerism and Australian identity. Case studies include events interpreted, categories of writing and critical studies of writers of note. Students will be encouraged to develop writing skills in the field.

Objectives

Upon the successful completion of this unit students will be expected to be able:

1. Write an appropriate account of a given sporting event;
2. Recognise the techniques utilised by sportswriters in their craft and to demonstrate applicable sports writing skills;
3. Demonstrate a critical understanding of sports writing as it reflects different historical, social and psychological contexts;
4. Work collaboratively as well as independently;
5. To conduct independent research and fieldwork.

Assessment

Minor essay (1000 words): 20%
Major essay (2000 words): 40%
Writing exercises (1000 words): 20%
Examination (1 hour): 20%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

A first-year sequence in an Arts discipline or permission.

Leader(s): Dr Tom Heenan

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit provides students with an opportunity to consider the evolving character of Australia's external relations from the beginning of the twentieth century to the present. The initial focus is closely integrated with investigations of how Australia's traditional bonds with Britain and the US were influenced by Australia's insecurities about Asia. The unit will trace how these traditional fears and bonds have altered as Australia engaged more with Asia in response to the growth of regional trading blocs and a globalizing world economy. Australia's identity as a small nation state engaged in a post-colonial and rapidly changing world environment.

Objectives

Upon successful completion of the unit students will be able to demonstrate:

1. An understanding of the broad contours of Australia's external relations over the past century and the key assumptions that have underpinned Australian foreign and trade policies.
2. An understanding of the changing balance in Australia's relations between Great Britain, the US and the Asian region.
3. A knowledge of the changing perceptions of Australia among its traditional allies and within the Asian region.
4. An ability to critically evaluate topical debates about Australia's foreign and trade relations in a globalizing world economy.
5. An ability to conduct independent research.
6. An ability to write lucidly and with analytical depth.

Assessment

Tutorial attendance and participation : 10%
Document/text analysis (1000 words) : 20%
Major essay (2000 words) : 30%
Examination (1.5 hrs) : 40%

Contact hours

3 hrs (1 x 2 hr lecture, 1 x1 hr tutorial)

Leader(s): Dr David Dunstan and Dr Tom Heenan

Offered

Not offered in 2009

Synopsis

The unit will focus on the development of the Australian consumer market. Specific topics include advertising, selling, market research, branding, anti-consumerism, and consumer protection and activism. The unit will explore the global influences that have shaped Australian consumerism, and the contributions of the consumer, commercial sector, and state and federal regulatory bodies in moulding a consumer-based suburban 'Australian way of life'.

Objectives

Upon completion of this unit students should have acquired:
An understanding of the consumer movement and the forces that have shaped Australian consumer society; changing roles of marketing and selling, and government regulation; an ability to present soundly based argument in written, visual and oral formats; independent research skills of a quantitative and qualitative nature and an ability to critically evaluate results.

Assessment

Minor essay (1000 words): 20%
Major essay (2000 words): 40%
Class test (1.5 hours): 30%
Participation & oral presentation: 10%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

A first-year sequence in an Arts discipline or permission.

Prohibitions

AUS3220

Leader(s): Professor Bruce Scates

Offered

Clayton First semester 2009 (Day)

Synopsis

Why is war central to the shaping of Australian identity? How has it defined our place in the region and the world? This unit explores the experience of Australians at war, from the colonial period to the Landing at Gallipoli and through the major conflicts of the twentieth century. It focuses on the 'face of battle' and how human conflict affected men and women on the front line. 'Anzac Legends' will examine the role of war in both consolidating and challenging definitions of gender, national and racial identity. It will explore the changing representation of war memory in film and literature and includes excursions to the Australian War Memorial in Canberra and/or Melbourne's Shrine.

Objectives

1. a critical understanding of the history of Australia's involvement in war and the significance of that involvement; (2) an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies; (3) a knowledge of the historical and social context of Australia's involvement in particular campaigns and how these have redefined Australia's relationship with the region and the world
2. a familiarity with the major historiographical issues surrounding the impact of war on Australian identity and society; (5)an ability to conduct independent research; (6) an ability to write expressively and critically on the complex questions of involvement in human conflict; (7)an understanding of different theoretical approaches to the writing of history and the history of warfare in particular (third year students would be expected to acquire and demonstrate a greater degree of sophistication in applying critical and theoretical approaches).

Assessment

Short essay (based on excursion) (1000 words): 20%
Major essay (3000 words): 40%
Seminar contribution: 20% Test (one hour): 20%

Contact hours

2 hours (1 hour lecture + 1 hour seminar) per week

Prerequisites

First year Arts sequence or equivalent

Prohibitions

AUS2000

Leader(s): Professor Bruce Scates

Offered

Clayton Second semester 2009 (Day)

Synopsis

How has the landscape shaped the definition of what it means to be Australian? Why was 'the Bush' en as a place of the weird or the monstrous? Have non-Indigenous Australians learned from Aboriginal relationships with the natural environment and (in an age of catastrophic climate change) what challenges do we now face in living with the land? This unit considers the climatic, cultural and economic forces which have shaped the landscape, exploring the dynamic interaction between Australians and their environment. It draws on a range of disciplines, including tourism, literature, geography, politics, journalism and cultural studies; includes excursions along the Great Ocean Road and/or the Murray River.

Objectives

On successful completion of this unit students should have:

1. an understanding of changing perceptions of the Australian environment;
2. an understanding of the climatic, cultural and economic forces that help to determine land usage;
3. a knowledge of different ways of interacting with the landscape, in particular Aboriginal as opposed to non-Indigenous attitudes to land usage;
4. a familiarity with the major themes in the field of Australian environmental history;
5. an ability to conduct research;
6. an ability to write expressively and critically on the complex questions of human relationships with the natural world;
7. an understanding of different theoretical approaches to the writing of environmental history

Assessment

Minor essay (based on excursion) (1000 words): 20%
Major essay (3000 words): 40%
Seminar contribution: 20%
Test (one hour): 20%

Contact hours

2 hours (1 hour lecture + 1 hour seminar) per week

Prerequisites

First year Arts sequence or equivalent

Prohibitions

AUS2001, AUS4220, AUS5220

Leader(s): Professor Bruce Scates

Offered

Prato Winter semester 2009 (Off-campus Day)

Synopsis

This Unit centres on a study tour of the Gallipoli peninsula, a visit to the ancient site of Troy and/or a cruise through the historic Greek islands to the WWII battlefields of Crete. It will be based at the Prato Study Centre near Florence where lectures/seminars will introduce students to Australians' experience of war. Topics will include the making of the Anzac legend, war and the experience of overseas travel, Homeric tradition and the changing nature of battle, pilgrimage, cultural tourism and the making of commemorative landscapes abroad. Students will be required to research a campaign in depth and present their findings on a former battlefield or related site of memory.

Objectives

On successful completion of this unit students should have:

1. a critical understanding of the history of Australia's involvement in the world wars and the way these conflicts have been remembered and commemorated;
2. an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies;
3. a knowledge of the historical and social context of Australia's involvement in particular campaigns during the first and second world wars and how these have redefined Australia's relationship with the region and the world;
4. a familiarity with the major historiographical issues surrounding the impact of world war and 'total war' on Australian identity and society;
5. an ability to conduct independent research;
6. an ability to write expressively and critically on the complex questions of involvement in human conflict;
7. an understanding of different theoretical approaches to the writing of history and the history of total war in particular (third year students would be expected to acquire and demonstrate a greater degree of sophistication in applying critical and theoretical approaches).

Assessment

Assignment based on excursion (2000 words): 20%
One major essay (4000 words): 40%
Class presentation
journal: 20%
Test (1 hour): 20%

Contact hours

12 hours (4 x 1 hour lecture + 4 hour seminar) per week

Prerequisites

First year Arts sequence or equivalent

Prohibitions

AUS2002, AUS2003,AUS3003, AUS2004, AUS3004, AUS2005, AUS3005

Leader(s): Professor Bruce Scates

Offered

Not offered in 2009

Synopsis

This unit centres on a study tour of the Istanbul and the Gallipoli Peninsula, reconstructing the ANZAC campaign of 1915. A series of on site lectures and workshops will introduce students to the nature and experience of war on the peninsula. Topics will include the making of the Anzac Legend, War and the experience of overseas travel, Homeric tradition and the changing nature of battle, pilgrimage, cultural tourism, the making of commemorative landscapes and the Ottoman Empire. Students will be required to research a battle in depth and present their findings on the battlefield or related site of memory.

Objectives

1. a critical understanding of the history of Australia's involvement in the Great War and the way that conflict has been remembered and commemorated.
2. an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies
3. a knowledge of the historical and social context of Australia's involvement in the Gallipoli campaign and how that campaign redefined Australia's relationship with the region and the world
4. a familiarity with the major historiographical issues surrounding the impact of world war and 'total war' on Australian identity and society
5. an ability to conduct independent research
6. an ability to write expressively and critically on the complex questions of involvement in human conflict
7. an understanding of different theoretical approaches to the writing of history and the history of warfare in particular (third year students would be expected to acquire a greater degree of sophistication in applying critical and theoretical approaches)

Assessment

Assignment (2,000 words): 20%
Major essay (4,000 words): 40%
Class presentation and journal: 20%
Test (1 hour): 20%

Contact hours

Contact hours - 1 x 3 hr Workshop pre departure + 10 x 2 hr Lecture delivered on site at Istanbul/Gallipoli + 5 x 2 hr Seminars delivered on site at Istanbul/Gallipoli over 22 days

Off-campus attendance requirements

Given the experiential aspect of this unit, it cannot be offered through distance learning.

Prerequisites

First year Arts sequence or equivalent

Co-requisites

None

Prohibitions

AUS2002, AUS3002, AUS2003, AUS2005, AUS3005

Leader(s): Professor Bruce Scates

Offered

Prato Winter semester 2009 (Day)

Synopsis

This unit explores Australians experience of war and will be taught at the Monash Study Centre in Prato. A series of lectures and workshops will introduce students to the Australia's contribution to both World Wars emphasising our changing relationship to Britain/Europe. Topics will include the making of the Anzac Legend, War and the experience of overseas travel, Homeric tradition and the changing nature of battle, pilgrimage, cultural tourism and the making of commemorative landscapes. Students will be required to research a battle in depth and present their findings using combatants' testimony. Includes an excursion to an historic site of war memory in Italy.

Objectives

1. A critical understanding of the history of Australia's involvement in the Great War and the way that conflict has been remembered and commemorated.
2. an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies
3. a knowledge of the historical and social context of Australia's involvement in particular campaigns during the first and second world wars and how these have redefined Australia's relationship with the region and the world
4. a familiarity with the major historiographical issues surrounding the impact of world war and 'total war' on Australian identity and society
5. an ability to conduct independent research
6. an ability to write expressively and critically on the complex questions of involvement in human conflict
7. an understanding of different theoretical approaches to the writing of history and the history of warfare in particular (third year students would be expected to acquire a greater degree of sophistication in applying critical and theoretical approaches).

Assessment

One major essay (3000 words): 60%
Class presentation (based on excursion): 20%
+ Test (1 hour): 20%

Contact hours

Contact hours: 1 x 2 hr workshop pre departure + 1 x 2 hr lecture pre departure +10 x 1 hr lecture + 5 x 2 hr seminars over 3 weeks in Prato.

Off-campus attendance requirements

Given that this course is to be delivered in Prato, it cannot be offered through distance learning.

Prerequisites

First year Arts sequence or equivalent

Co-requisites

None

Prohibitions

AUS2002, AUS3002, AUS2004

Leader(s): Professor Bruce Scates

Offered

Not offered in 2009

Synopsis

This unit centres on a study tour of the Istanbul and the Gallipoli Peninsula, reconstructing the ANZAC campaign of 1915. A series of on site lectures and workshops will introduce students to the nature and experience of war on the peninsula. Topics will include the making of the Anzac Legend, War and the experience of overseas travel, Homeric tradition and the changing nature of battle, pilgrimage, cultural tourism, the making of commemorative landscapes and the Ottoman Empire. Students will be required to research a battle in depth and present their findings on the battlefield or related site of memory.

Objectives

1. a critical understanding of the history of Australia's involvement in the Great War and the way that conflict has been remembered and commemorated.
2. an in depth understanding of the lived experience of war and an ability to interrogate personal testimonies
3. a knowledge of the historical and social context of Australia's involvement in the Gallipoli campaign and how that campaign redefined Australia's relationship with the region and the world
4. a familiarity with the major historiographical issues surrounding the impact of world war and 'total war' on Australian identity and society
5. an ability to conduct independent research
6. an ability to write expressively and critically on the complex questions of involvement in human conflict
7. an understanding of different theoretical approaches to the writing of history and the history of warfare in particular (third year students would be expected to acquire a greater degree of sophistication in applying critical and theoretical approaches)

Assessment

One major essay (3000 words): 60%
Class presentation (based on excursion): 20%
Test (1 hour): 20%

Contact hours

Contact hours - 1 x 3 hr Workshop pre departure + 11 x 1 hr Lecture delivered on site at Istanbul/Gallipoli + 5 x 2 hr Seminars delivered on site at Istanbul/Gallipoli over 22 days

Off-campus attendance requirements

Given the experiential aspect of this unit, it cannot be offered through distance learning.

Prerequisites

First year Arts sequence or equivalent

Co-requisites

None

Prohibitions

AUS2002, AUS3002, AUS2003, AUS3003, AUS2005

Leader(s): Dr David Nadel

Offered

Caulfield First semester 2009 (Day)
Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit studies sport in international and Australian contexts as a global phenomenon. Australia's involvement in organisations like the Olympic (IOC) and Commonwealth Games movements, the role of sport in different communities and cultures, also representation and the media, government, politics and professionalism, regulation, sporting communities and public policy. An understanding of sporting traditions and the construction of identity and heritage. The significance of places, stadiums and territory, gender, regional diversity and equity and social opportunity. Students undertake a special industry study with emphasis on theoretical concerns and research techniques

Objectives

Upon successful completion of the unit students will be able to demonstrate:

1. An understanding of different theories of society, individual and group identity and of sport.
2. A critical understanding of key issues in the study of international sport, including the complex interplay between social ideals and aspirations and commercial, political, developmental and individual concerns.
3. An understanding of different institutional, developmental and community concerns in selected sporting traditions and institutions.
4. A critical and comparative understanding of Australia's contribution to international sport and exchange.
5. An ability to critically evaluate the role of allied activities, including the media, in the development and representation of sport. An ability to develop methodological research techniques to inform theoretical concerns in industry studies.
6. An ability to conduct independent research and to document and communicate findings.
7. Improved skills of independent and critical thinking, English language, and written and oral communication.
8. An ability to develop research techniques to inform theoretical concerns in industry studies.

Assessment

Research essay (2150 words) : 48%
Short essay 1 (900 words) : 20%
Seminar and fieldwork participation (Equivalent to 450 words) : 10%
Examination (1000 words) : 22%

Contact hours

Three hours per week

Prohibitions

AUS2015

Leader(s): TBA

Offered

Not offered in 2009

Synopsis

This unit provides an understanding of the role and practice of a range of communication media important to the tourism industry. First half examines the development and practice of travel publishing in diverse formats including journal articles, brochures, guidebooks and media releases. Second half introduces students to the applied use of new technologies in tourism. This includes text and web-page design and the implications of E-commerce for the travel industry.

Objectives

Book review (1000 words): 20%

• Encyclopaedia entry (text and electronic versions): 20%
• Website production: 25%
• Examination (90 minutes): 25%
• Attendance and participation: 10%

Assessment

Book review (1000 words): 20%
Encyclopaedia entry (text and electronic versions): 20%
Website production: 25%
Examination (90 minutes): 25%
Attendance and participation: 10%

Leader(s): Dr David Dunstan and Dr Tom Heenan

Offered

Caulfield First semester 2009 (Day)

Synopsis

This unit studies Australian sports writing and the growth of a culture of communication with attention given to sports writers as creative professionals. Topics include the diversity of sporting contexts brought before the public, the sports writer and different media, creating the writer's role, reader and community responses, and the contribution made to consumerism and Australian identity. Case studies include events interpreted, categories of writing and critical studies of writers of note. Students will be encouraged to develop writing skills in the field.

Objectives

Upon the successful completion of this unit students will be expected to be able:

1. Write an appropriate account of a given sporting event;
2. Recognise the techniques utilised by sportswriters in their craft and to demonstrate applicable sports writing skills;
3. Demonstrate a critical understanding of sports writing as it reflects different historical, social and psychological contexts;
4. Work collaboratively as well as independently;
5. To conduct independent research and fieldwork;
6. Demonstrate a familiarity with contemporary critical debates relevant to sports literature.

Assessment

Minor essay (1000 words): 20%
Major essay (2000 words): 40%
Writing exercises (1000 words): 20%
Examination (1 hour): 20%

Prerequisites

A first-year sequence in an Arts discipline or permission.

Leader(s): Dr Tom Heenan

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit provides students with an opportunity to consider the evolving character of Australia's external relations from the beginning of the twentieth century to the present. The initial focus is closely integrated with investigations of how Australia's traditional bonds with Britain and the US were influenced by Australia's insecurities about Asia. The unit will trace how these traditional fears and bonds have altered as Australia engaged more with Asia in response to the growth of regional trading blocs and a globalizing world economy. Australia's identity as a small nation state engaged in a post-colonial and rapidly changing world environment.

Objectives

Upon successful completion of the unit students will be able to demonstrate:

1. An understanding of the broad contours of Australia's external relations over the past century and the key assumptions that have underpinned Australian foreign and trade policies.
2. An understanding of the changing balance in Australia's relations between Great Britain, the US and the Asian region.
3. A knowledge of the changing perceptions of Australia among its traditional allies and within the Asian region.
4. An ability to critically evaluate topical debates about Australia's foreign and trade relations in a globalizing world economy.
5. An ability to conduct independent research.
6. An ability to write lucidly and with analytical depth. Third year students will be expected to demonstrate additional conceptual ability.

Assessment

Tutorial attendance and participation : 10%
Document/text analysis (1000 words) : 20%
Major essay (2000 words) : 30%
Examination (1.5 hrs) : 40%

Contact hours

3 hrs (1 x 2 hr lecture, 1 x1 hr tutorial)

Leader(s): Dr David Dunstan and Dr Tom Heenan

Offered

Not offered in 2009

Synopsis

The unit will focus on the development of the Australian consumer market. Specific topics include advertising, selling, market research, branding, anti-consumerism, and consumer protection and activism. The unit will explore the global influences that have shaped Australian consumerism, and the contributions of the consumer, commercial sector, and state and federal regulatory bodies in moulding a consumer-based suburban 'Australian way of life'.

Objectives

Upon completion of this unit students should have acquired:
An understanding of the consumer movement and the forces that have shaped Australian consumer society; changing roles of marketing and selling, and government regulation; an ability to present soundly based argument in written, visual and oral formats; independent research skills of a quantitative and qualitative nature and an ability to utilise theoretical perspectives to critically analyse social movements.

Assessment

Minor essay (1000 words): 20%
Major essay (2000 words): 40%
Class test (1.5 hours): 30%
Participation & oral presentation: 10%

Prerequisites

A first-year sequence in an Arts discipline or permission.

Prohibitions

AUS2220

Leader(s): Luke Howie

Offered

Berwick First semester 2009 (Day)
Caulfield First semester 2009 (Day)
Clayton First semester 2009 (Day)

Synopsis

The unit introduces students to cognitive-behavioural, psychodynamic and social
understandings of human behaviour. This multi-disciplinary orientation, including studies of the human mind, consciousness, emotion, and normal and abnormal behaviours,
provides students with a broad and detailed introduction to understanding human
behaviour.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. an appropriate level of understanding of a range of theoretical orientations to human behaviour;
2. the ability to discriminate between evidence, interpretation, opinion and fact in evaluating these theories and concepts;
3. an ability to communicate, orally and in a written form, their understanding of these theories and concepts.

Assessment

Written work 50%
Oral presentation 20%
Class tests 30%

Contact hours

3 hours (1 x 2 hour lecture and 1 x 1 hour tutorial) per week

Leader(s): Luke Howie

Offered

Berwick Second semester 2009 (Day)
Caulfield Second semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

The unit introduces students to the study of behaviour in its social contexts. Key understandings of the social influences on behaviour throughout the lifespan are situated in a study of the individual as a social being who is involved a variety of relationships and settings. The unit introduces students to concepts that explore and explain the ways these relationships - pairs, groups, teams, communities and cultures - and settings - family, school, work and leisure - change throughout the lifespan.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. an appropriate level of understanding of a range of theoretical orientations to the social settings of, and influences on, human behaviour across the lifespan;
2. the ability to discriminate between evidence, interpretation, opinion and fact in evaluating these theories and concepts;
3. the ability to communicate, orally and in a written form, their understanding of these theories and concepts.

Assessment

Written work 50%: Oral presentation 20%: Class tests 30%

Contact hours

3 hours (1 x 2 hour lecture and 1 x 1 hour tutorial) per week

Prohibitions

GSC1712,PSS1712

Leader(s): Roseanne Misajon

Offered

Caulfield First semester 2009 (Day)
Clayton First semester 2009 (Day)

Synopsis

Students will be introduced to the practice of behavioural research through the development of a research proposal in an area of their choice. The proposal will draw on the student's own interests and incorporate material presented in the seminar series. Topics to be covered in the seminar series include: ethics in research involving humans, research design; sampling, data collection, analysis and interpretation, reporting of findings and statistical concepts.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. a broad understanding of the main stages and tasks of behavioural research.
2. a broad understanding of the basic practical and ethical issues surrounding the conduct of behavioural research.
3. the skills to produce a well-structured proposal for a small behavioural research project on a topic of their own choice.

Assessment

Written work 60%
Class tests 40%

Contact hours

2 hours per week (1 x 2-hour seminar)

Prerequisites

BHS1711 and BHS1712 or permission

Prohibitions

BHS3110

Leader(s): Chris Caras/Kathryn Garland

Offered

Caulfield Second semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

This unit introduces students to biological, psychological and social models of criminal behaviour and explores the application of these approaches to understanding the diversity of criminal behaviours. The critical evaluation and application of these theories to various categories of crime and behaviour will provide students with the opportunity to explore and analyse individual and social influences on criminal behaviours.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. a broad understanding of the biological, psychological and social models of criminal behaviour.
2. the ability to discriminate between evidence, interpretation, opinion and fact in evaluating these theories and concepts;
3. an ability to communicate, orally and in a written form, their understanding of these theories and concepts.

Assessment

Written work 60%
Class tests 40%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

BHS1711 and BHS1712, or permission

Prohibitions

BHS3340

Leader(s): Peter Kelly

Offered

Caulfield Second semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

In the 21st century our sense of Self, and our relationships to others, are constructed out of a multitude of interactions - some face-to-face, some more abstract. Our experience of difference can be destructive and/or empowering - at the levels of personal relationships, public relationships in spaces such as schools and workplaces, through to the so-called clash of civilisations. This Unit will explore socio-cultural approaches to understanding: the character of human relationships at the start of the 21st century: the consequences that these relationships have for a sense of Self and Others and: how we can understand the variety of behaviours that are shaped by these relationships.

Objectives

At the completion of this unit students will:

1. Have developed a detailed and extensive knowledge of a variety of socio-cultural perspectives on the nature of human relationships at the start of the 21st century
2. Have developed a detailed and extensive knowledge of the socio-cultural concept of Identity
3. Have developed a detailed and extensive knowledge of the ways in which the experience of difference influences the relationships between the Self and Others, and to demonstrate a capacity to work with these understandings of difference in a group work assessment context
4. Have developed an ability to identify, explore and make judgements on the research literature related to these concepts
5. Have developed an ability to critically use this literature to communicate, orally and in a written form, in a logical, coherent and analytical manner about these concepts

Assessment

Written work 60%
Class tests 40%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

BHS1711 and BHS1712, or permission

Prohibitions

BHS3490

Leader(s): Chris Caras and Kathryn Garland

Offered

Caulfield First semester 2009 (Day)
Clayton First semester 2009 (Day)

Synopsis

This unit will introduce students to the development of personality theory from the late 19th century to the present time. A range of theories and theorists will be examined reflecting the dominant analytic, phenomenological, humanistic and cognitive paradigms. Each theory will be explored in relation to the historical, cultural and social context from which it emerged and the personal history of the originating theorist. No theory will be viewed in isolation, rather each will be evaluated and compared in relation to the others.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. familiarity with the major theoretical approaches to personality and individual differences.
2. an understanding of the historical and social contexts in which these theoretical approaches emerged.
3. an in-depth knowledge of one of the major theoretical approaches to personality and individual differences.

Assessment

Written work 60%
Class tests 40%

Contact hours

One x 2-hour seminar per week

Prerequisites

BHS1711 and BHS1712, or permission

Prohibitions

BHS3711, GSC2711,GSC3711

Leader(s): Francesca Collins

Offered

Caulfield Second semester 2009 (Online)

Synopsis

The next 10 years will see a huge increase in the adoption of 2D and 3D virtual environments as spaces for work-related interaction, collaboration and socialising. As the realities of the workplace become less time and space-bound, it is important that professionals possess the skills to enable them to flourish in these environments as well as a deeper understanding and appreciation of the implications of virtual and mixed realities for the questions of identity, selfhood and other. Thus the content of this unit will be both theoretical and applied addressing questions such as: Who am I? Who am I interacting with? Where does the real life me end the virtual me begin, if at all?

Objectives

At the completion of this unit students will:

1. be aware of the philosophical and psychological questions related to digital identity
2. have acquired the skills to create a considered and purposeful visual digital identity (2D profiles and 3D avatars)
3. have acquired a critical appreciation of the variety of 2D and 3D digital cultures, sub-cultures, standards of behaviour and their relationship to users' offline lives
4. Understand the affordances of 2D and 3D digital environments for social and professional interaction and collaboration
5. be aware of the legal and ethical questions associated with digital/virtual spaces and presence
6. demonstrate a practical knowledge of the legal issues surrounding user-created content, contexts and virtual property
7. demonstrate an appreciation of the impact of perception and non-physical presence in online consumer behaviour.

Assessment

Avatar creation and 400 word written reflection (900 words): 20%
Group work (900 words): 20%
Independent work (1800 words): 40%
Class participation (900 words): 20%

Students will be required to attend at least 80% of teaching activities (seminars and tutorials).

Contact hours

One 2-hour online seminar, and one 1-hour online tutorial per week.

Off-campus attendance requirements

This unit will be delivered 100% online. Students will be required to attend at least 80% of teaching activities (seminars and tutorials) to pass the unit. Attendance and participation will be monitored via interaction with staff and fellow students and activity log files (e.g., Blackboard logs, Second Life logs,etc.)

Prerequisites

96 points of an undergraduate degree, including 48 points at second-year level

Leader(s): Roseanne Misajon

Offered

Caulfield First semester 2009 (Day)
Clayton First semester 2009 (Day)

Synopsis

Students will be introduced to the practice of behavioural research through the development of a research proposal in an area of their choice. The proposal will draw on the student's own interests and incorporate material presented in the seminar series. Topics to be covered in the seminar series include: ethics in research involving humans, research design; sampling, data collection, analysis and interpretation, reporting of findings and statistical concepts.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. a broad understanding of the main stages and tasks of behavioural research.

2. a broad understanding of the basic practical and ethical issues surrounding the conduct of behavioural research.

3. the skills to produce a well-structured proposal for a small behavioural research project on a topic of their own choice.

4. a greater degree of theoretical understanding and more sophisticated analysis in their written work than students enrolled in BHS2110.

Assessment

Written work 60%
Class tests 40%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

BHS1711 and BHS1712 or equivalent

Prohibitions

BHS2110

Leader(s): Peter Kelly

Offered

Caulfield Second semester 2009 (Day)

Synopsis

At the start of the 21st century the study and management of human behaviour presents a variety of challenges for the behavioural sciences. In this Unit students will identify an issue that is of interest to them; one that is particularly related to either of the two Behavioural Studies sequences The Lifecourse and Lifecourse Change and Conflict and Difference. They will conduct an extensive and detailed review of the literature (academic, policy, general) that relates to their chosen topic in order to produce a research report that explores this topic. This research, which will develop analytical and communication skills, will be supervised by the Unit Co-ordinator in a seminar program.

Objectives

At the completion of this unit students will:

1. Have developed a detailed and extensive knowledge of a significant issue in the study of human behaviour
2. Have developed a detailed and extensive knowledge of the historical and contemporary characteristics of this issue
3. Have developed a detailed and extensive knowledge of the variety of theoretical and methodological approaches that have been developed and deployed in relation to this issue
4. Have developed an ability to identify, explore and make judgements on the research literature related to this issue
5. Have developed an ability to critically use this literature to communicate, orally and in a written form, in a logical, coherent and analytical manner about this issue

Assessment

Written work 100%

Contact hours

One x 2-hour seminar per week

Prerequisites

Must have completed a Behavioural Studies minor sequence, or permission

Leader(s): Chris Caras/Kathryn Garland

Offered

Caulfield Second semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

This unit introduces students to biological, psychological and social models of criminal behaviour and explores the application of these approaches to understanding the diversity of criminal behaviours. The critical evaluation and application of these theories to various categories of crime and behaviour will provide students with the opportunity to explore and analyse individual and social influences on criminal behaviours.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. a broad understanding of the biological, psychological and social models of criminal behaviour.
2. the ability to discriminate between evidence, interpretation, opinion and fact in evaluating these theories and concepts;
3. an ability to communicate, orally and in a written form, their understanding of these theories and concepts.

Assessment

Written work 60%
Class tests 40%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

BHS1711 and BHS1712, or permission

Prohibitions

BHS2340

Leader(s): Peter Kelly

Offered

Caulfield Second semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

In the 21st century our sense of Self, and our relationships to others, are constructed out of a multitude of interactions - some face-to-face, some more abstract. Our experience of difference can be destructive and/or empowering - at the levels of personal relationships, public relationships in spaces such as schools and workplaces, through to the so-called clash of civilisations. This Unit will explore socio-cultural approaches to understanding: the character of human relationships at the start of the 21st century: the consequences that these relationships have for a sense of Self and Others and: how we can understand the variety of behaviours that are shaped by these relationships.

Objectives

At the completion of this unit students will:

1. Have developed a detailed and extensive knowledge of a variety of socio-cultural perspectives on the nature of human relationships at the start of the 21st century
2. Have developed a detailed and extensive knowledge of the socio-cultural concept of Identity
3. Have developed a detailed and extensive knowledge of the ways in which the experience of difference influences the relationships between the Self and Others, and to demonstrate a capacity to work with these understandings of difference in a group work assessment context
4. Have developed an ability to identify, explore and make judgements on the research literature related to these concepts
5. Have developed an ability to critically use this literature to communicate, orally and in a written form, in a logical, coherent and analytical manner about these concepts

Assessment

Written work 60%
Class tests 40%

Contact hours

2 hours (1 x 2 hour seminar) per week

Prerequisites

BHS1711 and BHS1712, or permission

Prohibitions

BHS2490

Leader(s): Chris Caras and Kathryn Garland

Offered

Caulfield First semester 2009 (Day)
Clayton First semester 2009 (Day)

Synopsis

This unit will introduce students to the development of personality theory from the late 19th century to the present time. A range of theories and theorists will be examined reflecting the dominant analytic, phenomenological, humanistic and cognitive paradigms. Each theory will be explored in relation to the historical, cultural and social context from which it emerged and the personal history of the originating theorist. No theory will be viewed in isolation, rather each will be evaluated and compared in relation to the others.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. familiarity with the major theoretical approaches to personality and individual differences.
2. an understanding of the historical and social contexts in which these theoretical approaches emerged.
3. an in-depth knowledge of one of the major theoretical approaches to personality and individual differences.

Assessment

Written work 60%
Class tests 40%

Contact hours

One x 2-hour seminar per week

Prerequisites

BHS1711 and BHS1712, or permission

Prohibitions

BHS2711, GSC3711,GSC2711

Leader(s): Francesca Collins

Offered

Caulfield First semester 2009 (Day)
Caulfield Second semester 2009 (Day)

Synopsis

Under the supervision of an academic staff member, students will develop, conduct and report on a research project on an approved topic of their own devising. Throughout the year, students will also undertake research-related activities including participation at research colloquia.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. a proficiency in the planning, conduct and report of research in the behavioural and social science fields.

2. a confidence and professional skills in the conference-style presentation of their research findings.

Assessment

Research thesis (15,000 - 18,000 words): 100%

Contact hours

1-2 hours per week.

Prerequisites

Students must have satisfied the requirements of a three year bachelor degree.

Leader(s): Francesca Collins

Offered

Caulfield First semester 2009 (Day)
Caulfield Second semester 2009 (Day)

Synopsis

Under the supervision of an academic staff member, students will develop, conduct and report on a research project on an approved topic of their own devising. Throughout the year, students will also undertake research-related activities including participation at research colloquia.

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. a proficiency in the planning, conduct and report of research in the behavioural and social science fields.

2. a confidence and professional skills in the conference-style presentation of their research findings.

Assessment

Hurdle requirement of satisfactory progress toward completion of Honours thess. Final mark for thesis recorded uner BHS4000(B)

Contact hours

1-2 hours per week.

Prerequisites

Students must have satisfied the requirements of a three year bachelor degree.

Leader(s): Francesca Collins

Offered

Caulfield First semester 2009 (Day)
Caulfield Second semester 2009 (Day)

Synopsis

As for BHS4000(A)

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. a proficiency in the planning, conduct and report of research in the behavioural and social science fields.

2. a confidence and professional skills in the conference-style presentation of their research findings.

Assessment

Research thesis (15,000 - 18,000 words): 100%

Contact hours

1-2 hours per week.

Leader(s): RoseAnne Misajon

Offered

Caulfield First semester 2009 (Day)

Synopsis

Students will develop the skills required to conduct an independent research project and present their findings both orally and as a research thesis. Topics to be covered include critical reading of the relevant behavioural sciences research literature, key statistical concepts for the social sciences, research planning, design and execution, research ethics and presentation skills. On completion of this unit, students will have conducted a thoughtful and critical review of the literature in their area of research interest and have acquired the skills and confidence to present their ideas to a professional academic audience

Objectives

Upon successful completion of this unit students will be able to demonstrate:

1. critical research article reading skills.
2. a thorough understanding of the practical and ethical issues surrounding behavioural research.
3. the skills to conduct a thorough, well-structured review of the research literature in their area of research interest.

Assessment

Written work 100%

Contact hours

One 3-hour seminar per week

Prerequisites

Students must be enrolled in an appropriate Honours program.

Leader(s): Peter Kelly

Offered

Caulfield First semester 2009 (Day)

Synopsis

The beginning of the 21st century poses a variety of challenges for the study and understanding of human behaviour. In the social sciences the so-called paradigm wars - between Positivist, Interpretivist and Critical research traditions - have made the study of behaviour more problematic. In addition, globalised social, cultural, technological and political changes have transformed the contexts, the nature and the consequences of human behaviour. In this Unit students will identify and review research traditions and issues in relation to an area of behaviour that they select in consultation with the Unit Co-ordinator.

Objectives

At the completion of this unit students will:

1. Have developed a detailed and extensive knowledge of a significant issue in the study of human behaviour
2. Have developed a detailed and extensive knowledge of the historical and contemporary characteristics of this issue
3. Have developed a detailed and extensive knowledge of the variety of theoretical and methodological approaches that have been developed and deployed in relation to this issue
4. Have developed an ability to identify, explore and make judgements on the research literature related to this issue
5. Have developed an ability to critically use this literature to communicate, orally and in a written form, in a logical, coherent and analytical manner about this issue

Assessment

Written work 70%
Seminar presentation 30%

Contact hours

One 3-hour seminar per week

Leader(s): Robert Sparrow

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit investigates emerging ethical issues raised by current and future developments in biotechnology and genetics. The main competing ethical frameworks are explained, initially through a discussion of abortion and research ethics, to help students analyse and resolve various contemporary ethical issues in biotechnology and genetics. The unit examines ethical issues in the following areas, outlining the latest research in each case: human embryonic stem cell research; the creation of cross-species hybrids; xenotransplantation; genetic engineering and 'enhancement' of human traits; therapeutic and reproductive cloning; and preimplantation and prenatal genetic diagnosis and selection.

Objectives

On successfully completing this unit, students will have: a familiarity with major ethical frameworks used in discussions of current issues in bioethics; skills that enable them to think critically about some key ethical issues raised by current and future developments in biotechnology and genetics; and the ability to make informed judgements about those ethical issues.

Assessment

Written work: 60%
2 hour exam: 35%
Tutorial performance: 5%

Contact hours

2 one-hour lectures and a one-hour tutorial per week

Additional information on this unit is available from the faculty at:

http://www.arts.monash.edu.au/bioethics/ugrad/chb1010.php

Leader(s): Linda Barclay

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit investigates how the law and public policy should respond to advances in medicine and biotechnology and covers: whether employers and insurance companies should be permitted to discriminate among applicants on the basis of their genetic profile; whether the law should protect individuals' genetic privacy or whether we have a duty to share our genetic knowledge; whether the law should act paternalistically to prevent people from harming themselves; whether people who are partly responsible for their own bad health should receive lower priority of care in hospitals, or whether advances in knowledge in the biological bases for behaviour give us reason to doubt individual responsibility.

Objectives

On successfully completing this unit, students will have:

1. familiarity with the key philosophical approaches to discrimination, autonomy, responsibility and equality as they apply to debates within bioethics
2. skills enabling them to think critically about key ethical, policy and legal issues raised by recent advances in medicine
3. biotechnology; the ability to make informed judgements about those ethical, policy and legal issues.

Assessment

Written work: 60% (2500 words)
Exam: 35%
Tutorial performance: 5%

Contact hours

2 one-hour lectures and 1 one-hour tutorial per week

Additional information on this unit is available from the faculty at:

http://www.arts.monash.edu.au/bioethics/ugrad/chb1020.php

Leader(s): Linda Barclay

Offered

Clayton First semester 2009 (Day)

Synopsis

In this unit we discuss the ethical issues that arise with the commercialisation of the human body, in particular focusing on concepts of exploitation, commodification and coercion. Our central question is whether we have reasons to try and prohibit the commercialisation of the body or whether a regulated market in human body parts can promote ethically defensible outcomes. Specifically, we discuss gene patents, payments to research participants, research conducted in developing countries, organ and tissue sales, the selling of gametes and the implications for parenthood.

Objectives

On successfully completing this unit, students will have:

1. familiarity with the major ethical concepts and arguments used in discussions of the commercialisation of the human body
2. skills enabling them to critically analyse key ethical and policy issues related to these growing practices
3. the ability to make informed judgements about those ethical and policy issues.

Assessment

Written work: 80% (3500 words)
Test: 20%

Contact hours

One 2-hour seminar per week

Prerequisites

A first-year sequence including at least one of: CHB1010, CHB1020, PHL1010

Prohibitions

CHB3100

Additional information on this unit is available from the faculty at:

http://www.arts.monash.edu.au/bioethics/ugrad/chb2100.php

Leader(s): Linda Barclay

Offered

Clayton First semester 2009 (Day)

Synopsis

In this unit we discuss the ethical issues that arise with the commercialisation of the human body, in particular focusing on concepts of exploitation, commodification and coercion. Our central question is whether we have reasons to try and prohibit the commercialisation of the body or whether a regulated market in human body parts can promote ethically defensible outcomes. Specifically, we discuss gene patents, payments to research participants, research conducted in developing countries, organ and tissue sales, the selling of gametes and the implications for parenthood.

Objectives

On successfully completing this unit, students will have:

1. familiarity with the major ethical concepts and arguments used in discussions of the commercialisation of the human body
2. skills enabling them to critically analyse key ethical and policy issues related to these growing practices
3. the ability to make informed judgements about those ethical and policy issues.

Assessment

Exercise (500 words): 10%
Essay (2000 words): 40%
Exam (2 hours) : 50%
Students completing the unit at third-year level will be required to demonstrate independent research ability. To meet this requirement students must be able to exploit relevant resources which have not been mentioned in the subject handbook and lectures in completing their assignments, in particular the major essay.

Contact hours

One 2-hour seminar per week

Prerequisites

A first-year sequence including at least one of: CHB1010, CHB1020, PHL1010

Prohibitions

CHB2100

Additional information on this unit is available from the faculty at:

http://www.arts.monash.edu.au/bioethics/ugrad/chb3100.php

Leader(s): Scott Grant

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit provides an introduction to spoken and written modern standard Chinese to students with no prior knowledge of Mandarin. An overview of the important sentence structures of modern standard Chinese is begun with equal emphasis on the four skills of reading, writing, listening and speaking.

Objectives

Upon successful completion of this unit, students will be able to:

1. Read around 250 Chinese characters and identify important associated radicals.

2. Write around 250 Chinese characters in simple composition.

3. Use oral/aural skills necessary for communication in a small number of everyday practical situations.

4. Use the pinyin romanisation system.

Assessment

Written work and tests: 60%
Exam: 25%
Oral exam: 15%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prohibitions

CHI1901, CHI2010, CHI2901, CHI4010, CHI5010

Leader(s): Scott Grant

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit continues the overview of the important sentence structures of modern standard Chinese begun in Chinese 1. Equal emphasis is placed on the four skills of reading, writing, listening and speaking.

Objectives

Upon successful completion of this unit, students will be able to:

1. Read around an additional 250 Chinese characters (500 in total) and identify important associated radicals.

2. Write around an additional 250 Chinese characters in simple composition (around 500 in total).

3. Use oral/aural skills necessary for communication in a range of everyday practical situations (approximates to International Second Language Proficiency level 1-: minimum creative proficiency).

Assessment

Written work & tests: 60%
Exam: 25%
Oral exam: 15%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

Chinese 1 or equivalent/permission

Prohibitions

CHI1902, CHI2020, CHI2902, CHI4020, CHI5020

Leader(s): Robert Irving

Offered

Clayton First semester 2009 (Day)

Synopsis

Chinese 3 continues the overview of the important sentence structures of modern standard Chinese begun in Chinese 1 and 2. Equal emphasis is placed on the four skills of reading, writing, listening and speaking. Speaking classes cover practical, everyday situations, to develop interactive competence at a basic level in a range of situations likely to be encountered in daily life in contemporary China. In addition to regular classroom activities, listening and reading skills will be further developed through the use of audio/visual, Web-based and computer-assisted language learning materials.

Objectives

Upon successful completion of this unit students will have acquired:

1. The ability to read and write an additional 200 Chinese characters (700 in total).

2. A preliminary understanding of the basic syntax of Modern Standard Chinese and of the similarities and differences between it and English.

3. Knowledge of a grammatical framework with which to analyse and describe the vernacular Chinese under study.

4. Oral/aural skills necessary to communicate quantitatively and qualitatively in a range of everyday, practical situations.

5. Cultural (socio-political) knowledge to enhance understanding of the texts under study and the cultural sensitivity to communicate using appropriate levels of formality with Chinese from mainland China, Taiwan and various parts of the Chinese Diaspora.

Assessment

Written work: 20%
Exam and tests: 50%
Oral test and class performance: 30%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

VCE Chinese (CSL) or IB Chinese (students may be required to sit a placement test to determine Chinese language proficiency)

Prohibitions

CHI1903, CHI2030, CHI2903, CHI 3903, CHI4030, CHI5030

Leader(s): Robert Irving

Offered

Clayton Second semester 2009 (Day)

Synopsis

Chinese 4 completes an overview of the important sentence structures of modern standard Chinese. Equal emphasis is placed on the four skills of reading, writing, listening and speaking. Speaking classes cover practical, everyday situations to develop interactive competence at a basic level in a range of situations likely to be encountered in daily life in contemporary China. In addition to regular classroom activities, listening and reading skills will be further developed through the use of audio/visual, Web-based and computer assisted learning materials.

Objectives

Building on the language skills acquired in Chinese 3, on successful completion of Chinese 4 students will have developed:

1. The ability to read and write around an additional 200 Chinese characters (900) total.
2. An understanding of the basic syntax system of Modern Standard Chinese and of the similarities and differences between it and English.
3. Knowledge of a grammatical framework with which to analyse and describe the vernacular Chinese under study facilitating progression to later study of formal written Chinese (in Chinese Media Studies and

Assessment

Written work: 20%
Exam and tests: 50%
Oral test and class performance: 30%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

Chinese 3 or equivalent/permission

Prohibitions

CHI1904, CHI2040, CHI2904, CHI3904, CHI4040, CHI5040

Leader(s): Lijun Bi

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will introduce students to advanced intermediate spoken and written standard Chinese. In addition to regular classroom activities, listening and speaking skills will be further developed through project work with a focus on Chinese culturE.

Objectives

This unit is available to students who have a Chinese language ability equivalent to Chinese

Leader(s): Lijun Bi

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will introduce students to advanced intermediate spoken and written standard Chinese. In addition to regular classroom activities, listening and speaking skills will be further developed through project work with a focus on Chinese culture.

Objectives

This unit is available to students who have passed Chinese 5, or who have equivalent language ability. Upon successful completion of this unit students will develop:

1. An understanding of some current issues in China and the ability to express personal views on such issues in Chinese.
2. The ability to discuss topics related to their own fields of interest in Chinese.
3. Knowledge of a grammatical framework and vocabulary that enables them to write in a relatively sophisticated manner.
4. The ability to write different kinds of prose and poetry in Chinese.
5. The ability to present their project work in Chinese in a small group.

Assessment

Tests and class assessments: 50%
Exam: 35%
Oral exam: 15%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

CHI1050 or equivalent/permission

Prohibitions

CHI1906, CHI2060, CHI2906, CHI3060, CHI3906, CHI4060, CHI5060

Leader(s): Warren Sun

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will introduce students to a range of primarily literary texts in contemporary Chinese. Students' ability to understand contemporary China and their skills in speaking, listening and writing will be further developed through various classroom activities of reading, translations and discussions and through essay-writing.

Objectives

The subject aims to provide students with:

1. General knowledge that will enhance their understanding of contemporary Chinese culture and society.

2. The ability to comprehend and express complex ideas in both spoken and written forms, consolidating skills already acquired at the Advanced Intermediate level.

3. Strategies of cross-cultural conceptualisation, incorporating translation skills, crucial to critical thinking on a range of cultural and social topics concerning contemporary China. Translation and reading exercises developed for this part of the course are based primarily on texts in standard Chinese from the People's Republic of China.

Assessment

Class participation (450 words equivalent): 10%; Seminar paper and associated oral presentation (1350 words equivalent): 20%
10%; Two written assignments (1350 words in total): 30%; Written examination (1350 words equivalent): 30%

Contact hours

4 hours (2 x 2 hour seminars) per week

Prerequisites

Chinese 6 level language proficiency as determined by placement test

Prohibitions

CHI1907, CHI2070, CHI2079, CHI3070, CHI3907, CHI4070, CHI4079, CHI4907, CHI5070

Leader(s): Warren Sun

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will introduce students to a range of primarily literary texts in contemporary Chinese. Students' ability to understand contemporary China and their skills in speaking, listening and writing will be further developed through various classroom activities of reading, translations and discussions and through essay-writing.

Objectives

The subject aims to provide students with:

1. General knowledge that will enhance their understanding of contemporary Chinese culture and society.

2. The ability to comprehend and express complex ideas in both spoken and written forms, consolidating skills already acquired at the Advanced Intermediate level.

3. Strategies of cross-cultural conceptualisation, incorporating translation skills, crucial to critical thinking on a range of cultural and social topics concerning contemporary China. Translation and reading exercises developed for this part of the course are based primarily on texts in standard Chinese from the People's Republic of China.

Assessment

Class participation (450 words equivalent): 10%; Seminar paper and associated oral presentation(1350 words equivalent): 20%
10%; Two written assignments (1350 words in total): 30%; Written examination (1350 words equivalent): 30%

Contact hours

4 hours (2 x 2 hour seminars) per week

Prerequisites

Chinese 7 or permission

Prohibitions

CHI1908, CHI2080, CHI2908, CHI3080, CHI3908, CHI4080, CHI4089, CHI4908, CHI5080

Leader(s): Hui Xu

Offered

Clayton First semester 2009 (Day)

Synopsis

Building on and consolidating work completed in previous Chinese studies, this unit will introduce students to a range of literary writings by master writers of modern China (1920s - 1940s). Through critical analysis students are expected to improve their understanding of the tremendous social, political, and cultural changes in modern China resulting from the 1911 Revolution.

Objectives

1. To further develop students' ability to comprehend and express complex ideas in both spoken and written forms.
2. To provide students with social and cultural knowledge which will enhance their understanding of modern China and its great transition, from cultural and linguistic, to social, economic and political changes since the beginning of the 20th century. Compared with previous Chinese studies, the course content is much more sophisticated and the students are encouraged to exercise greater critical thought toward the texts under investigation.
3. On completion of the unit, in addition to their improved modern Chinese language skills, students should have a better understanding of what constitutes Chinese ethos formulated by the Chinese people, as part of the world community, in their use of language, in their faith, beliefs, and philosophical inquiry, in the various forms of expression, as well as through their own reflections of the merits and faults of Chinese culture.

Assessment

Written work: 45%
Oral presentaion: 15%
Exam: 30%
Class participation/perfomance: 10%

Contact hours

3 hours (3 x 1 hour seminars) per week

Prerequisites

Chinese 8 language level proficiency as determined by placement test.

Prohibitions

CHI1909, CHI2090, CHI2909, CHI3090, CHI3909, CHI4090, CHI 4099, CHI4909, CHI5090

Leader(s): Hui Xu

Offered

Clayton Second semester 2009 (Day)

Synopsis

Building on and consolidating
Building on and consolidating work completed in previous Chinese studies, this unit will introduce students to a range of literary writings by master writers of modern China (1920s TO 1940s). Through critical analysis students are expected to improve their understanding of the tremendous social, political, and cultural change of modern China as a result of the 1911 Revolution.

Objectives

1. To further develop students linguistic ability to comprehend and express complex ideas in both spoke and written forms.
2. To provide students with social and cultural knowledge which will enhance their understanding of modern China and its great transition, from cultural and linguistic, to social, economic and political changes since the beginning of the 20th century. Compared with previous Chinese studies, the course content is much more sophisticated and the students are encouraged to exercise greater critical thought toward the texts under investigation.
3. On completion of the unit, in addition to their improved modern Chinese language skills, students should have a better understanding of what constitutes Chinese ethos formulated by the Chinese people, as part of the world community, in their use of language, in their faith, beliefs, and philosophical inquiry, in the various forms of expression, as well as through their own reflections of the merits and faults of Chinese culture.

Assessment

Written work: 45%
Oral presentation: 15%
Exam: 30%
Class participation/performance: 10%

Contact hours

3 hours (3 x 1 hour seminars) per week

Prerequisites

Chinese 9 or equivalent/permission

Prohibitions

CHI1910, CHI2100, CHI2910, CHI3100, CHI3910, CHI4100, CHI4109, CHI4910, CHI5100

Leader(s): Hui Xu

Offered

Clayton First semester 2009 (Day)

Synopsis

Through an investigation into the key intellectual issues of a multi-disciplinary nature in post-Mao China, this unit will introduce students to a range of literary writings by a young generation of contemporary Chinese writers. Through various research projects students will explore a range of different representations of Chinese culture and society.

Objectives

Upon successful completion of this unit students will be expected to have acquired

1. a general knowledge of the social, political and cultural development that has characterised post-Mao China, Chinese society, its people and its culture (through examination of the historical contexts of a number of literary texts published in China after the 1980s).
2. an in-depth knowledge of changes that post-Mao reform has brought to intellectual trends in general and to literature in particular (through critical analysis of a range of literary works by a younger and unorthodox generation of Chinese writers who challenge traditional Chinese literary norms through their exploration of fundamental issues of humanism).
3. the ability to write and speak effectively in standard modern Chinese on a range of intellectual and literary issues, and basic analytical and critical skills required for academic research in Chinese Studies.

Assessment

Written work: 75%
Oral presentaion: 15%
Class participation/perfomance: 10%

Contact hours

3 hours (3 x 1 hour seminars) per week

Prerequisites

Chinese 10 language level proficiency or by permission.

Prohibitions

CHI1911, CHI2110, CHI2911, CHI3110, CHI3911, CHI4110, CHI4119, CHI4911, CHI5110

Leader(s): Hui Xu

Offered

Clayton Second semester 2009 (Day)

Synopsis

Through an investigation into the key intellectual issues of a multi-disciplinary nature in post-Mao China, this unit will introduce students to a range of literary writings by a young generation of contemporary Chinese writers. Through various research projects students will explore a range of different representations of Chinese culture and society.

Objectives

Upon successful completion of this unit students will be expected to have acquired

1. a general knowledge of the social, political and cultural development that has characterised post-Mao China, Chinese society, its people and its culture (through examination of the historical contexts of a number of literary texts published in China after the 1980s)
2. an in-depth knowledge of changes that post-Mao reform has brought to intellectual trends in general and to literature in particular (through critical analysis of a range of literary works by a younger and unorthodox generation of Chinese writers who challenge traditional Chinese literary norms through their exploration of fundamental issues of humanism).
3. the ability to write and speak effectively in standard modern Chinese on a range of intellectual and literary issues, and basic analytical and critical skills required for academic research in Chinese Studies.

Assessment

Written work: 75%
Oral presentation: 15%
Class participation/performance: 10%

Contact hours

3 hours (3 x 1 hour seminars) per week

Prerequisites

Chinese 11 or by permission

Prohibitions

CHI1912, CHI2120, CHI2912, CHI3120, CHI3912, CHI4120, CHI4129, CHI4912, CHI5120

Leader(s): Candy Wang

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit provides students with Chinese language training in a business and commerce context. By exposing students to a specialised business text style, students who wish to further improve their Chinese language proficiency can have an opportunity to grasp the language features of business texts and practice writing and translating related texts, thus developing their current bilingual language proficiency as well as broadening their career opportunities.

Objectives

Students are expected to achieve the following goals upon successful completion of the unit:

1. to acquire familiarity with the basic linguistic features of Chinese business text through discourse analysis;
2. to acquire basic Chinese business writing skills;
3. to foster basic translation skills in translating business texts;
4. to further improve their knowledge of the Chinese language in the specific business context.

Assessment

Written work & Class test: 90%
Class participation and performance: 10%

Contact hours

One 2-hour lecture and one 2-hour seminar per week

Prerequisites

Chinese 8 or equivalent/permission

Prohibitions

CHI1945, CHI2450, CHI2945, CHI3450, CHI3945, CHI4450, CHI4459, CHI5450

Leader(s): Candy Wang

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

This unit provides students with further Chinese language training in a business and commerce context. Having been exposed to texts in a specialised business style, students will further improve their Chinese language proficiency, and will be introduced to an increased range of language features common to Chinese business texts. Students will continue to practise writing and translating related texts and will be required to display a greater level of sophistication and understanding in both their translation and original writing than in Chinese for Business Communication part 1. This will further promote students' bilingual language proficiency and broaden their career opportunities.

Objectives

Students are expected to achieve the following goals upon successful completion of the unit:

1. to familiarise with an expanded range of features of business text through discourse analysis;
2. to extend basic Chinese business writing skills acquired in Chinese for Business Communication Part 1;
3. to extend translation skills in translating business text;
4. to further improve their knowledge of the Chinese language in the specific business context.

Assessment

Written work & Class test: 90%
Class participation and performance: 10%

Contact hours

One 2-hour seminar and one 2-hour lecture per week

Prerequisites

Chinese for Business Communication, Part 1 or permission

Prohibitions

CHI1946, CHI2460, CHI2946, CHI3460, CHI3946, CHI4460, CHI4469, CHI5460

Leader(s): Chunming Shan

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will introduce students to a number of basic conceptual and practical issues in Chinese translation studies. It is aimed at improving students' intercultural and inter-lingual communication skills through various translation projects and critical readings of a range of different representations of Chinese translation works. The integration of classroom teaching and translation projects will encourage students to apply the basic translation skills they learn from the class to translation practices. Small group discussion encourages students to discuss some common conceptual and practical issues of translation among themselves.

Objectives

This unit is designed for those students who have completed Chinese 8 or equivalent. Upon successfully completing the unit, students are expected:

1. to have a basic understanding of theoretical and practical issues in modern Chinese translation activities;
2. to improve their communication skills between the two languages and;
3. to acquire some important techniques of translation between Chinese and English;
4. to be capable of enrolling in higher level of translation studies (graduate diploma or Masters of Translation Studies.

Assessment

Written work & Class test: 90%
Class participation and performance: 10%

Contact hours

3 hours on weekly basis

Prerequisites

Chinese 8 or equivalent

Prohibitions

CHI2650/3650/4659

Leader(s): Chunming Shan

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit introduces students to a number of additional basic conceptual and practical issues in Chinese translation studies. It is aimed at improving students' intercultural and inter-lingual communication skills through various translation projects and critical readings of a range of different representations of Chinese translation works. Through the study of Chinese and Western translation history, students will be able to enhance their translation skills. In addition, translation analysis is also introduced.

Objectives

Upon successfully completing the unit, students are expected:

1. to have furthered their understanding of theoretical and practical issues in modern Chinese translation activities and studies
2. to improve their communication skills between the two languages and cultures
3. to acquire some important techniques of translation between Chinese and English
4. to be able to enrol in higher level of translation studies (Graduate Diploma or Masters of Translation Studies.

Assessment

Written work & Class test: 90%
Class participation and performance: 10%

Contact hours

3 hours on weekly basis

Prerequisites

Chinese 8 or equivalent

Prohibitions

CHI1966, CHI2660, CHI2966, CHI3660, CHI3966

Leader(s): Scott Grant

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. It provides an introduction to spoken and written modern standard Chinese to students with no prior knowledge of Mandarin. An overview of the important sentence structures of modern standard Chinese is begun with equal emphasis on the four skills of reading, writing, listening, and speaking.

Objectives

Upon successful completion of this unit, students will be able to:

1. Read around 250 characters and identify important composite radicals
2. Write around 250 Chinese characters in simple composition
3. Use oral/aural skills necessary for communication in a number of everyday practical situations
4. Use the pinyin romanisation system.

Assessment

Written work/tests: 60%
Exam: 25%
Oral exam: 15%

Off-campus attendance requirements

60 hours over three weeks

Prohibitions

CHI1010, CHI2010, CHI2901, CHI4010, CHI5010

Leader(s): Scott Grant

Offered

Not offered in 2009

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. It unit continues the overview of the important sentence structures of modern standard Chinese begun in Chinese 1. Equal emphasis is placed on the four skills of reading, writing, listening, and speaking.

Objectives

Upon successful completion of this unit, students will be able to:

1. Read around an additional 250 Chinese characters (500 in total) and identify important associated radicals
2. Write around an additional 250 Chinese characters in simple composition (around 500 in total)
3. Use oral/aural skills necessary for communication in a range of everyday practical situations (approximates to International Second Language Proficiency Level 1-: minimum creative proficiency).

Assessment

Written work & tests: 60%
Exam: 25%
Oral exam: 15%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 1 language level proficiency or by permission

Prohibitions

CHI1020, CHI2020, CHI2902, CHI4020, CHI5020

Leader(s): Robert Irving

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. It continues the overview of the important sentence structures of modern standard Chinese begun in Chinese 1 and 2. Equal emphasis is placed on the four skills of reading, writing, listening and speaking. Speaking classes cover practical, everyday situations, to develop interactive competence at a basic level in a range of situations likely to be encountered in daily life in contemporary China.

Objectives

Upon successful completion of this unit students will have acquired:

1. The ability to read and write an additional 200 Chinese characters (700 in total).
2. A preliminary understanding of the basic syntax of Modern Standard Chinese and of the similarities and differences between it and English.
3. Knowledge of a grammatical framework with which to analyse and describe the vernacular Chinese under study.
4. Oral/aural skills necessary to communicate quantitatively and qualitatively in a range of everyday, practical situations.
5. Cultural (socio-political) knowledge to enhance understanding of the texts under study and the cultural sensitivity to communicate using appropriate levels of formality with Chinese from mainland China, Taiwan and various parts of the Chinese Diaspora.

Assessment

Written work: 20%
Exam and tests: 50%
Oral test and class performance: 30%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 2 language level proficiency or by permission

Prohibitions

CHI1030, CHI2030, CHI2903, CHI3903, CHI4030, CHI5030

Leader(s): Lijian Hong

Offered

Not offered in 2009

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. It gives students an overview of the important sentence structures of modern standard Chinese. Equal emphasis is placed on the four skills of reading, writing, listening and speaking. Speaking classes cover practical, everyday situations to develop interactive competence at a basic level in a range of situations likely to be encountered in daily life in contemporary China.

Objectives

Building on the language skills acquired in Chinese 3, on successful completion of Chinese 4 students will have developed:

1. The ability to read and write around an additional 200 Chinese characters (900) total
2. An understanding of the basic syntax system of Modern Standard Chinese and of the similarities and differences between it and English
3. Knowledge of a grammatical framework with which to analyse and describe the vernacular Chinese under study facilitating progression to later study of formal written Chinese (in Chinese Media Studies and Advanced Chinese)
4. Comprehension skills necessary o read simple modern vernacular texts. 5. Basic Chinese word processing skills. 6. Oral/aural skills necessary to communicate quantitatively and qualitatively in a range of everyday, practical situations (approximates to International Second Language Proficiency Level 1+: transactional proficiency (able to satisfy all survival needs and limited social needs).

Assessment

Written work: 20%
Exam and tests: 50%
Oral test and class performance: 30%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 3 language level proficiency or by permission

Prohibitions

CHI1040, CHI2040, CHI2904, CHI3904, CHI4040, CHI5040

Leader(s): Lijun Bi

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. It introduces students to advanced intermediate spoken and written standard Chinese. In addition to regular classroom activities, listening and speaking skills will be further developed through project work with a focus on Chinese culture.

Objectives

Upon successful completion of this unit, students will develop:

1. An understanding of some current issues in China and the ability to express personal views on such issues in Chinese
2. The ability to discuss topics related to their own fields of interest in Chinese
3. Knowledge of a grammatical framework and vocabulary that enables them to write in a relatively sophisticated manner
4. The ability to write different kinds of prose and poetry in Chinese
5. The ability to present their project work in Chinese in a small group.

Assessment

Tests and class assessments: 50%
Exam: 35%
Oral exam: 15%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 4 language level proficiency or by permission

Prohibitions

CHI1050, CHI2050, CHI2905, CHI3050, CHI3905, CHI4050, CHI5050

Leader(s): Lijun Bi

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. It introduces students to advanced intermediate spoken and written standard Chinese. In addition to regular classroom activities, listening and speaking skills will be further developed through project work with a focus on Chinese culture.

Objectives

This unit is available to students who have passed Chinese 5, or who have equivalent language ability. Upon successful completion of this unit students will develop:

1. An understanding of some current issues in China and the ability to express personal views on such issues in Chinese
2. The ability to discuss topics related to their own fields of interest in Chinese
3. Knowledge of a grammatical framework and vocabulary that enables them to write in a relatively sophisticated manner
4. The ability to write different kinds of prose and poetry in Chinese
5. The ability to present their project work in Chinese in a small group.

Assessment

Tests and class assessments: 50%
Exam: 35%
Oral exam: 15%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 5 language level proficiency or by permission

Prohibitions

CHI1060, CHI2060, CHI2906, CHI3060, CHI3906, CHI4060, CHI5060

Leader(s): Lijian Hong

Offered

Not offered in 2009

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. It introduces students to a range of primarily literary texts in contemporary Chinese. Students' ability to understand contemporary China and their skills in speaking, listening and writing will be further developed through various classroom activities of reading, translations and discussions and through essay-writing.

Objectives

The unit aims to provide students with:

1. General knowledge that will enhance their understanding of contemporary Chinese culture and society
2. The ability to comprehend and express complex ideas in both spoken and written forms, consolidating skills already acquired at the Advanced Intermediate level
3. Strategies of cross-cultural conceptualisation, incorporating translation skills, crucial to critical thinking on a range of cultural and social topics concerning contemporary China. Translation and reading exercises developed for this part of the course are based primarily on texts in standard Chinese from the People's Republic of China.

Assessment

Seminar participation, presentation and paper: 40%
Written work: 30%
Exam: 30%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 6 language level proficiency or by permission

Prohibitions

CHI1070, CHI2070, CHI2907, CHI3070, CHI3907, CHI4070, CHI4079, CHI4907, CHI5070, CHI5907

Leader(s): Lijian Hong

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. It introduces students to a range of primarily literary texts in contemporary Chinese. Students' ability to understand contemporary China and their skills in speaking, listening and writing will be further developed through various classroom activities of reading, translations and discussions and through essay-writing.

Objectives

The unit aims to provide students with:

1. General knowledge that will enhance their understanding of contemporary Chinese culture and society
2. The ability to comprehend and express complex ideas in both spoken and written forms, consolidating skills already acquired at the Advanced Intermediate level
3. Strategies of cross-cultural conceptualisation, incorporating translation skills, crucial to critical thinking on a range of cultural and social topics concerning contemporary China. Translation and reading exercises developed for this part of the course are based primarily on texts in standard Chinese from the People's Republic of China

Assessment

Seminar participation, presentation and paper: 40%
Written work: 30%
Exam: 30%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 7 language level proficiency or by permission

Prohibitions

CHI1080, CHI2080, CHI2908, CHI3080, CHI3908, CHI4080, CHI4089, CHI4908, CHI5080

Leader(s): Lijian Hong

Offered

Not offered in 2009

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. Building on and consolidating work completed in previous Chinese studies, this unit will introduce students to a range of literary writings by master writers of modern China (1920s - 1940s). Through critical analysis students are expected to improve their understanding of the tremendous social, political, and cultural changes in modern China resulting from the 1911 Revolution.

Objectives

1. To further develop students' ability to comprehend and express complex ideas in both spoken and written forms
2. To provide students with social and cultural knowledge which will enhance their understanding of modern China and its great transition, from cultural and linguistic, to social, economic and political changes since the beginning of the 20th century. Compared with previous Chinese studies, the course content is much more sophisticated and the students are encouraged to exercise greater critical thought toward the texts under investigation
3. On completion of the unit, in addition to their improved modern Chinese language skills, students should have a better understanding of what constitutes Chinese ethos formulated by the Chinese people, as part of the world community, in their use of language, in their faith, beliefs, and philosophical inquiry, in the various forms of expression, as well as through their own reflections of the merits and faults of Chinese culture.

Assessment

Written work: 45%
Oral presentation: 15%
Exam: 30%
Class participation/performance: 10%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 8 language level proficiency or by permission

Prohibitions

CHI1090, CHI2090, CHI2909, CHI3090, CHI3909, CHI4090, CHI 4099, CHI4909, CHI5090, CHI5909

Leader(s): Lijian Hong

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China as part of the Chinese Incountry Program. Building on and consolidating work completed in previous Chinese studies, this unit will introduce students to a range of literary writings by master writers of modern China (1920s to 1940s). Through critical analysis students are expected to improve their understanding of the tremendous social, political, and cultural change of modern China as a result of the 1911 Revolution.

Objectives

1. To further develop students' linguistic ability to comprehend and express complex ideas in both spoken and written forms
2. To provide students with social and cultural knowledge which will enhance their understanding of modern China and its great transition, from cultural and linguistic, to social, economic and political changes since the beginning of the 20th century. Compared with previous Chinese studies, the course content is much more sophisticated and the students are encouraged to exercise greater critical thought toward the texts under investigation
3. On completion of the unit, in addition to their improved modern Chinese language skills, students should have a better understanding of what constitutes Chinese ethos formulated by the Chinese people, as part of the world community, in their use of language, in their faith, beliefs, and philosophical inquiry, in the various forms of expression, as well as through their own reflections of the merits and faults of Chinese culture.

Assessment

Written work: 45%
Oral presentation: 15%
Exam: 30%
Class participation/performance: 10%

Off-campus attendance requirements

60 hours of three weeks

Prerequisites

Chinese 9 language level proficiency or by permission

Prohibitions

CHI1100, CHI2100, CHI2910, CHI3100, CHI3910, CHI4100, CHI4109, CHI4910, CHI5100

Leader(s): Hui Xu

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China through the Chinese Incountry Program. Through an investigation into the key intellectual issues of a multi-disciplinary nature in post-Mao China, it will introduce students to a range of literary writings by a young generation of contemporary Chinese writers. Through various research projects students will explore a range of different representations of Chinese culture and society.

Objectives

Upon successful completion of this unit students will be expected to have acquired:

1. A general knowledge of the social, political and cultural development that has characterised post-Mao China, Chinese society, its people and its culture (through examination of the historical contexts of a number of literary texts published in China after the 1980s).
2. An in-depth knowledge of changes that post-Mao reform has brought to intellectual trends in general and to literature in particular (through critical analysis of a range of literary works by a younger and unorthodox generation of Chinese writers who challenge traditional Chinese literary norms through their exploration of fundamental issues of humanism).
3. The ability to write and speak effectively in standard modern Chinese on a range of intellectual and literary issues, and basic analytical and critical skills required for academic research in Chinese Studies.

Assessment

Written work: 75%
Oral presentation: 15%
Class participation/performance: 10%

Off-campus attendance requirements

60 hours over 3 weeks

Prerequisites

Chinese 10 language level proficiency or by permission

Prohibitions

CHI1110, CHI2110, CHI2911, CHI3110, CHI3911, CHI4110, CHI4119, CHI4911, CHI5110, CHI5911

Leader(s): Hui Xu

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China through the Chinese Incountry Program. Through an investigation into the key intellectual issues of a multi-disciplinary nature in post-Mao China, it will introduce students to a range of literary writings by a young generation of contemporary Chinese writers. Through various research projects students will explore a range of different representations of Chinese culture and society.

Objectives

Upon successful completion of this unit students will be expected to have acquired

1. A general knowledge of the social, political and cultural development that has characterised post-Mao China, Chinese society, its people and its culture (through examination of the historical contexts of a number of literary texts published in China after the 1980s)
2. An in-depth knowledge of changes that post-Mao reform has brought to intellectual trends in general and to literature in particular (through critical analysis of a range of literary works by a younger and unorthodox generation of Chinese writers who challenge traditional Chinese literary norms through their exploration of fundamental issues of humanism).
3. The ability to write and speak effectively in standard modern Chinese on a range of intellectual and literary issues, and basic analytical and critical skills required for academic research in Chinese Studies.

Assessment

Written work: 75%
Oral presentation: 15%
Class participation/performance: 10%

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese 11 language level proficiency or by permission

Prohibitions

CHI1120, CHI2120, CHI2912, CHI3120, CHI3912, CHI4120, CHI4129, CHI4912, CHI5120

Leader(s): Candy Wang

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Assessment

Written work & Class Test: 90%
Class participation and performance: 10%

Contact hours

One 2 hour lecture and one 2 hour seminar per week

Prohibitions

CHI1450, CHI2450, CHI2945, CHI3450, CHI3945, CHI4450, CHI 4459, CHI5450

Leader(s): Candy Wang

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Contact hours

One 2-hour seminar and one 2-hour lecture per week

Prohibitions

CHI1460, CHI2460, CHI2946, CHI3460, CHI3946, CHI4460, CHI4469, CHI4946, CHI5460, CHI5946

Leader(s): Chunming Shan

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Prohibitions

CHI1650, CHI2650, CHI2965, CHI3650, CHI3965

Leader(s): Chunming Shan

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is offered in China through the Chinese Incountry program. It introduces students to a number of additional basic conceptual and practical issues in Chinese translation studies. It is aimed at improving students' intercultural and inter-lingual communication skills through various translation projects and critical readings of a range of different representations of Chinese translation works. Through the study of Chinese and Western translation history, students will be able to enhance their translation skills. In addition, translation analysis is also introduced.

Objectives

Upon successfully completing the unit, students are expected:

1. to have furthered their understanding of theoretical and practical issues in modern Chinese translation activities and studies
2. to have improved their communication skills between the two languages and cultures
3. to have acquired some important techniques of translation between Chinese and English, and
4. to be able to enrol in higher level of translation studies (Graduate Diploma or Masters of Translation Studies).

Assessment

Written work & Class Test: 90%
Class participation and performance: 10%

Contact hours

60 hours over 3 weeks

Off-campus attendance requirements

60 hours over three weeks

Prerequisites

Chinese Translation 1, Chinese 8 language level proficiency or by permission

Prohibitions

CHI1660, CHI2660, CHI2966, CHI3650, CHI3966

Leader(s): Lijun Bi

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit will allow first, second, third year or postgraduate students to complete the equivalent of one semester of Chinese language study in three weeks of intensive in-country study. The unit will be offered as part of the Monash Chinese in-country program, between November and January at the campus of Shanghai International Studies University, or Civil Aviation Management Institute of China, both institutions are in the Peoples Republic of China. Unit content will be equivalent to that of the corresponding unit at Monash, Clayton. The workload of this unit will be equivalent to that required for a 6-point on-campus unit at Monash.

Objectives

Objectives of the Chinese Incountry Program units shall be similar to the equivalent Clayton-based Chinese Studies Program units.

Assessment

Assessment criteria will differ in accordance with actual Chinese units studied in country. They will be similar to those of equivalent Chinese language units taught at Clayton Campus. Written and oral work will be assessed by Chinese language teaching staff of both Monash University and the Chinese host institutions.

Contact hours

60 hours over 3 weeks

Prerequisites

A placement test and/or interview may be required

Prohibitions

Equivalent Monash Chinese language unit

Leader(s): Lijun Bi

Offered

Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit will allow first, second, third year or postgraduate students to complete the equivalent of two semesters of Chinese language study in six weeks of intensive in-country study. The unit will be offered as part of the Monash Chinese in-country program, between November and January at the campus of Shanghai International Studies University, or Civil Aviation Management Institute of China in the Peoples Republic of China. Unit content will be equivalent to that of the corresponding unit at Monash, Clayton. The workload of this unit will be equivalent to that required for a 6-point on-campus unit at Monash.

Objectives

Objectives of the Chinese Incountry Program units shall be similar to the equivalent Clayton-based Chinese Studies Program units.

Assessment

Assessment criteria will differ in accordance with actual Chinese units studied in country. They will be similar to those of equivalent Chinese language units taught at Clayton Campus. Written and oral work will be assessed by Chinese language teaching staff of both Monash University and the Chinese host institutions.

Contact hours

120 hours over six weeks

Prerequisites

A placement test and/or interview may be required

Prohibitions

Equivalent Monash Chinese language unit

Leader(s): Scott Grant

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit provides an introduction to spoken and written modern standard Chinese to students with no prior knowledge of Mandarin. An overview of the important sentence structures of modern standard Chinese is begun with equal emphasis on the four skills of reading, writing, listening and speaking.

Objectives

Upon successful completion of this unit, students will be able to:

1. Read around 250 Chinese characters and identify important associated radicals.

2. Write around 250 Chinese characters in simple composition.

3. Use oral/aural skills necessary for communication in a small number of everyday practical situations.

4. Use the pinyin romanisation system.

Assessment

Written work and tests: 60%
Exam: 25%
Oral exam: 15%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prohibitions

Students enrolled in Arts courses are prohibited from taking this unit. CHI1010, CHI1901, CHI2901, CHI4010, CHI5010.

Leader(s): Scott Grant

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit continues the overview of the important sentence structures of modern standard Chinese begun in Chinese 1. Equal emphasis is placed on the four skills of reading, writing, listening and speaking.

Objectives

Upon successful completion of this unit, students will be able to:

1. Read around an additional 250 Chinese characters (500 in total) and identify important associated radicals.

2. Write around an additional 250 Chinese characters in simple composition (around 500 in total).

3. Use oral/aural skills necessary for communication in a range of everyday practical situations (approximates to International Second Language Proficiency level 1-: minimum creative proficiency).

Assessment

Written work & tests: 60%
Exam: 25%
Oral exam: 15%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

A pass in CHI4010 or equivalent

Prohibitions

Students enrolled in Arts courses are prohibited from taking this unit.CHI1020, CHI1902, CHI2902, CHI4020, CHI5020

Leader(s): Robert Irving

Offered

Clayton First semester 2009 (Day)

Synopsis

Chinese 3 continues the overview of the important sentence structures of modern standard Chinese begun in Chinese 1 and 2. Equal emphasis is placed on the four skills of reading, writing, listening and speaking. Speaking classes cover practical, everyday situations, to develop interactive competence at a basic level in a range of situations likely to be encountered in daily life in contemporary China. In addition to regular classroom activities, listening and reading skills will be further developed through the use of audio/visual, Web-based and computer-assisted language learning materials.

Objectives

Upon successful completion of this unit students will have acquired:

1. The ability to read and write an additional 200 Chinese characters (700 in total).

2. A preliminary understanding of the basic syntax of Modern Standard Chinese and of the similarities and differences between it and English.

3. Knowledge of a grammatical framework with which to analyse and describe the vernacular Chinese under study.

4. Oral/aural skills necessary to communicate quantitatively and qualitatively in a range of everyday, practical situations.

5. Cultural (socio-political) knowledge to enhance understanding of the texts under study and the cultural sensitivity to communicate using appropriate levels of formality with Chinese from mainland China, Taiwan and various parts of the Chinese Diaspora.

Assessment

Written work: 20%
Exam and tests: 50%
Oral test and class performance: 30%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

Chinese 2 or equivalent/permission

Prohibitions

CHI1030, CHI1903, CHI2903, CHI3903, CHI4030, CHI5030

Leader(s): Robert Irving

Offered

Clayton Second semester 2009 (Day)

Synopsis

Chinese 4 completes an overview of the important sentence structures of modern standard Chinese. Equal emphasis is placed on the four skills of reading, writing, listening and speaking. Speaking classes cover practical, everyday situations to develop interactive competence at a basic level in a range of situations likely to be encountered in daily life in contemporary China. In addition to regular classroom activities, listening and reading skills will be further developed through the use of audio/visual, Web-based and computer assisted learning materials.

Objectives

Building on the language skills acquired in Chinese 3, on successful completion of Chinese 4 students will have developed:

1. The ability to read and write around an additional 200 Chinese characters (900) total.
2. An understanding of the basic syntax system of Modern Standard Chinese and of the similarities and differences between it and English.
3. Knowledge of a grammatical framework with which to analyse and describe the vernacular Chinese under study facilitating progression to later study of formal written Chinese (in Chinese Media Studies and

Assessment

Written work: 20%
Exam and tests: 50%
Oral test and class performance: 30%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

Chinese 3 or equivalent/permission

Prohibitions

CHI1040, CHI1904, CHI2904, CHI3904, CHI4040, CHI5040

Leader(s): Lijun Bi

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will introduce students to advanced intermediate spoken and written standard Chinese. In addition to regular classroom activities, listening and speaking skills will be further developed through project work with a focus on Chinese culturE.

Objectives

Upon successful completion of this subject, students will develop:

1. An understanding of some current issues in China and the ability to express personal views on such issues in Chinese.

2. The ability to discuss topics related to their own fields of interest in Chinese.

3. Knowledge of a grammatical framework and vocabulary that enables them to write in a relatively sophisticated manner.

4. The ability to write different kinds of prose and poetry in Chinese.

5. The ability to present their project work in Chinese in a small group.

Assessment

Tests and class assessments: 50%
Exam: 35%
Oral exam: 15%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

CHI1040 or equivalent/permission

Prohibitions

CHI1050, CHI1905, CHI2905, CHI3050, CHI3905, CHI4050, CHI5050

Leader(s): Lijun Bi

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will introduce students to advanced intermediate spoken and written standard Chinese. In addition to regular classroom activities, listening and speaking skills will be further developed through project work with a focus on Chinese culture.

Objectives

This unit is available to students who have passed Chinese 5, or who have equivalent language ability. Upon successful completion of this unit students will develop:

1. An understanding of some current issues in China and the ability to express personal views on such issues in Chinese.
2. The ability to discuss topics related to their own fields of interest in Chinese.
3. Knowledge of a grammatical framework and vocabulary that enables them to write in a relatively sophisticated manner.
4. The ability to write different kinds of prose and poetry in Chinese.
5. The ability to present their project work in Chinese in a small group.

Assessment

Tests and class assessments: 50%
Exam: 35%
Oral exam: 15%

Contact hours

4 hours (2 x 1 hour lectures and 2 x 1 hour tutorials) per week

Prerequisites

CHI1050 or equivalent/permission

Prohibitions

CHI1060, CHI1906, CHI2906, CHI3060, CHI3906, CHI4060, CHI5060

Leader(s): Warren Sun

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will introduce students to a range of primarily literary texts in contemporary Chinese. Students' ability to understand contemporary China and their skills in speaking, listening and writing will be further developed through various classroom activities of reading, translations and discussions and through essay-writing.

Objectives

The subject aims to provide students with:

1. General knowledge that will enhance their understanding of contemporary Chinese culture and society.

2. The ability to comprehend and express complex ideas in both spoken and written forms, consolidating skills already acquired at the Advanced Intermediate level.

3. Strategies of cross-cultural conceptualisation, incorporating translation skills, crucial to critical thinking on a range of cultural and social topics concerning contemporary China. Translation and reading exercises developed for this part of the course are based primarily on texts in standard Chinese from the People's Republic of China.

Assessment

Class participation (450 words equivalent): 10%; Seminar paper and associated oral presentation (1350 words equivalent): 20%
10%;Two written assignments (1350 words in total): 30%; Written examination (1350 words equivalent): 30%;

Contact hours

4 hours (2 x 2 hour seminars) per week

Prerequisites

Chinese 6 or permission

Prohibitions

CHI1070, CHI1907, CHI2907, CHI3070, CHI3907, CHI4070, CHI4079, CHI 4907, CHI5070

Leader(s): Warren Sun

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will introduce students to a range of primarily literary texts in contemporary Chinese. Students' ability to understand contemporary China and their skills in speaking, listening and writing will be further developed through various classroom activities of reading, translations and discussions and through essay-writing.

Objectives

The subject aims to provide students with:

1. General knowledge that will enhance their understanding of contemporary Chinese culture and society.

2. The ability to comprehend and express complex ideas in both spoken and written forms, consolidating skills already acquired at the Advanced Intermediate level.

3. Strategies of cross-cultural conceptualisation, incorporating translation skills, crucial to critical thinking on a range of cultural and social topics concerning contemporary China. Translation and reading exercises developed for this part of the course are based primarily on texts in standard Chinese from the People's Republic of China.

Assessment

Class participation (450 words equivalent): 10%; Seminar paper and associated oral presentation(1350 words equivalent): 20%
10%; Two written assignments (1350 words in total): 30%; Written examination (1350 words equivalent): 30%

Contact hours

4 hours (2 x 2 hour seminars) per week

Prerequisites

Chinese 7 or permission

Prohibitions

CHI1080, CHI1908, CHI2908, CHI3080, CHI3908, CHI4080, CHI4089, CHI4908, CHI5080

Leader(s): Hui Xu

Offered

Clayton First semester 2009 (Day)

Synopsis

Building on and consolidating work completed in previous Chinese studies, this unit will introduce students to a range of literary writings by master writers of modern China (1920s - 1940s). Through critical analysis students are expected to improve their understanding of the tremendous social, political, and cultural changes in modern China resulting from the 1911 Revolution.

Objectives

1. To further develop students' ability to comprehend and express complex ideas in both spoken and written forms.
2. To provide students with social and cultural knowledge which will enhance their understanding of modern China and its great transition, from cultural and linguistic, to social, economic and political changes since the beginning of the 20th century. Compared with previous Chinese studies, the course content is much more sophisticated and the students are encouraged to exercise greater critical thought toward the texts under investigation.
3. On completion of the unit, in addition to their improved modern Chinese language skills, students should have a better understanding of what constitutes Chinese ethos formulated by the Chinese people, as part of the world community, in their use of language, in their faith, beliefs, and philosophical inquiry, in the various forms of expression, as well as through their own reflections of the merits and faults of Chinese culture.

Assessment

Written work: 45%+ Oral presentaion: 15%
Exam: 30%
Class participation/perfomance: 10%

Contact hours

3 hours (3 x 1 hour seminars) per week

Prerequisites

Chinese 8 language level proficiency as determined by placement test.

Prohibitions

CHI1090, CHI1909, CHI2909, CHI3090, CHI3909, CHI4090, CHI4099, CHI4909, CHI5090

Leader(s): Hui Xu

Offered

Clayton Second semester 2009 (Day)

Synopsis

Building on and consolidating work completed in previous Chinese studies, this unit will introduce students to a range of literary writings by master writers of modern China (1920s to 1940s). Through critical analysis students are expected to improve their understanding of the tremendous social, political, and cultural change of modern China as a result of the 1911 Revolution.

Objectives

1. To further develop students linguistic ability to comprehend and express complex ideas in both spoke and written forms.
2. To provide students with social and cultural knowledge which will enhance their understanding of modern China and its great transition, from cultural and linguistic, to social, economic and political changes since the beginning of the 20th century. Compared with previous Chinese studies, the course content is much more sophisticated and the students are encouraged to exercise greater critical thought toward the texts under investigation.
3. On completion of the unit, in addition to their improved modern Chinese language skills, students should have a better understanding of what constitutes Chinese ethos formulated by the Chinese people, as part of the world community, in their use of language, in their faith, beliefs, and philosophical inquiry, in the various forms of expression, as well as through their own reflections of the merits and faults of Chinese culture.

Assessment

Written work: 45%
Oral presentaion: 15%
Exam: 30%
Class participation/perfomance: 10%

Contact hours

3 hours (3 x 1 hour seminars) per week

Prerequisites

Chinese 9 or equivalent/permission

Prohibitions

CHI1100, CHI1910, CHI2910, CHI3100, CHI3910, CHI4100, CHI4109, CHI4910, CHI5100

Leader(s): Hui Xu

Offered

Clayton First semester 2009 (Day)

Synopsis

Through an investigation into the key intellectual issues of a multi-disciplinary nature in post-Mao China, this unit will introduce students to a range of literary writings by a young generation of contemporary Chinese writers. Through various research projects students will explore a range of different representations of Chinese culture and society.

Objectives

Upon successful completion of this unit students will be expected to have acquired

1. a general knowledge of the social, political and cultural development that has characterised post-Mao China, Chinese society, its people and its culture (through examination of the historical contexts of a number of literary texts published in China after the 1980s).
2. an in-depth knowledge of changes that post-Mao reform has brought to intellectual trends in general and to literature in particular (through critical analysis of a range of literary works by a younger and unorthodox generation of Chinese writers who challenge traditional Chinese literary norms through their exploration of fundamental issues of humanism).
3. the ability to write and speak effectively in standard modern Chinese on a range of intellectual and literary issues, and basic analytical and critical skills required for academic research in Chinese Studies.

Assessment

Written work: 75%
Oral presentaion: 15%
Class participation/perfomance: 10%

Contact hours

3 hours (3 x 1 hour seminars) per week

Prerequisites

Chinese 10 language level proficiency or by permission.

Prohibitions

CHI1110, CHI1911, CHI2119, CHI3110, CHI3911, CHI4110, CHI4119, CHI4911, CHI5110

Leader(s): Hui Xu

Offered

Clayton Second semester 2009 (Day)

Synopsis

Through an investigation into the key intellectual issues of a multi-disciplinary nature in post-Mao China, this unit will introduce students to a range of literary writings by a young generation of contemporary Chinese writers. Through various research projects students will explore a range of different representations of Chinese culture and society.

Objectives

Upon successful completion of this unit students will be expected to have acquired

1. a general knowledge of the social, political and cultural development that has characterised post-Mao China, Chinese society, its people and its culture (through examination of the historical contexts of a number of literary texts published in China after the 1980s)
2. an in-depth knowledge of changes that post-Mao reform has brought to intellectual trends in general and to literature in particular (through critical analysis of a range of literary works by a younger and unorthodox generation of Chinese writers who challenge traditional Chinese literary norms through their exploration of fundamental issues of humanism).
3. the ability to write and speak effectively in standard modern Chinese on a range of intellectual and literary issues, and basic analytical and critical skills required for academic research in Chinese Studies.

Assessment

Written work: 75%
Oral presentation: 15%
Class participation/performance: 10%

Contact hours

3 hours (3 x 1 hour seminars) per week

Prerequisites

Chinese 11 or by permission

Prohibitions

CHI1120, CHI1912, CHI2912, CHI3120, CHI3912, CHI4120, CHI4129, CHI4912, CHI5120

Leader(s): Scott Grant

Offered

Clayton First semester 2009 (Day)

Synopsis

Through the study of graded Chinese news articles and news broadcasts, this unit will introduce students to the language and issues of contemporary Chinese current affairs. Topics covered include politics, economics, human rights, the environment, international relations and current social issues. Students will also develop research and language skills tailored to the Chinese language Internet.

Objectives

Upon successful completion of this unit, students will develop a basic understanding of the structures of the Chinese media (written and spoken); be able to read, comprehend, and translate a basic range of Chinese news articles; develop listening skills appropriate to understanding Chinese broadcast news; develop a basic understanding of the political, economic, and social background to major issues in contemporary China; and be able to acess and read major Chinese resources on the Internet

Assessment

Examination (Equivalent to 2000 words): 45%; Three translation/ Internet based assignments (Equivalent to 700 words): 15%; Two class tests(Equivalent to 1400 words): 30%; Class performance/participation: 10%

Contact hours

2 hour seminar + 1 hour computer lab

Prerequisites

Chinese 4 or equivalent + interview

Prohibitions

CHI3335

Leader(s): Scott Grant