Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Ashley Lavelle
Contact via (02) 9850 9660
Australian Hearing Hub, Level 2
By appointment
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
12cp at 100 level or above or (3cp in HIST or MHIS or POL units)
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
Revolutions discusses the theory and practice of revolution, including topics such as 'Why revolution?'; 'Revolution and Violence'; 'Revolution and Love/Fidelity'; 'Revolution and Subjectivity/Agency'; 'The Greats - the English, French, and Russian Revolutions'; 'Revolution and Literature: Zola and the French'; 'The Women's Revolution'; 'The Sexual Revolution'; and 'The Neoliberal (Counter)Revolution'.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Late Submissions
Late Submission Penalty “Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.”
Name | Weighting | Hurdle | Due |
---|---|---|---|
Major Essay | 45% | No | Week 7 |
Minor Essay | 30% | No | Week 11 |
Reading Critique | 25% | No | Week 3 |
Due: Week 7
Weighting: 45%
This essay, approximately 2000 words in length, provides students with the opportunity to explore a topic of interest in depth, selected from one of the Essay questions provided in the Week 1 lecture notes. Students should develop a considered answer to a specific question based on reading a range of sources wider than simply the key readings. (Students must read and refer to a minimum of 12 substantive sources.) A high standard essay would draw upon a wide range of resources to support a well-organized argument in response to the set question (essay questions will be provided in the Week 1 lecture). Remember, there is no necessarily ‘correct’ answer to each question: rather, there are arguments that are more persuasively made and intelligently constructed. Consider whether the arguments you read are logical and provide convincing evidence. The same criteria should apply to your own work.
Due: Week 11
Weighting: 30%
This essay, approximately 1500 words in length, deals with one of the ‘important questions’ listed in the Week 1 lecture notes for the course. You should refer to a minimum of 6 sources in answering your chosen question. In writing your essay, you should follow largely the same format as that for the major essay, including for referencing.
Due: Week 3
Weighting: 25%
Students should choose one reading (book, chapter from an edited book collection, or journal article) from the list of Further Readings provided after each week’s lecture topic, or choose a suitable alternative reading. The aim is to critique and discuss the reading and the subject matter it raises. No references are required other than for the reading that is chosen. The critique should be approximately 1000 words long.
This unit is delivered online, and has no on-campus activities or requirements.
Week 1: Introduction to Revolutions
Week 2: Loomings: Key Concepts and Issues
Week 3: The Greats: The English, the French, and the Russian Revolutions
Week 4: Revolution and Imperialism: The Case of Ireland
Week 5: Deflected Permanent Revolution? The Case of China
Week 6: Literature and Revolution: Émile Zola and the French
Week 7: Reading Week (no lectures or tutorials)
Week 8: Ex-revolutionaries and Renegades
Week 9: The Women's Revolution
Week 10: The Sexual Revolution
Week 11: The Neo-liberal (Counter)Revolution
Week 12: Conclusion
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: