Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor and Lecturer
Lloyd Cox
Contact via by email
South wing of Hearing hub Building, Level 2
Tuesday 10-12
Convenor and Lecturer
Ashley Lavelle
Contact via by email
South wing of Hearing hub Building, Level 2
TBA
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
POIR 611
|
Unit description |
Unit description
In this unit, we introduce Australian politics through the lens of debates about globalisation and in so doing, we examine key Australian political institutions, ideologies and contemporary issues. We explore the ways in which they have been effected by, and have also filtered the effects of, accelerated globalisation. We ask: What is globalisation and how, if at all, has it blurred the boundaries between domestic and foreign policy issues? What is the nature of Australia's key political institutions (the Constitution, the High Court, Federalism, and Parliament), and are they democratic? What are the strengths and weaknesses of the main political ideologies? What are the key contemporary issues in Australia's political life (reconciliation, immigration, the war on terror, political information management), and is globalisation a sufficient or even a necessary explanation for understanding them?
|
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 |
---|---|---|---|
In class quizzes X 8 (5% each) | 40% | No | Various, unannounced dates |
Main essay | 45% | Yes | Tuesday 8/05/2018 |
Tutorial participation | 15% | No | All year |
Due: Various, unannounced dates
Weighting: 40%
The quizzes will be conducted in lecture times, and will consist of five short answer questions. The dates of the quizzes will not be announced in advance, and hence internal students must attend all lectures. Unless there is a good reason for it - eg sickness, personal crisis - an absence from a quiz will mean a zero for that piece of assessment.
Due: Tuesday 8/05/2018
Weighting: 45%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
The main essay will be 2000 words +/- 10%, with essay topics to be distributed in week two of the unit. Late submissions without an extension will be subject to the Faculty's late submission policy (see below). Essays should be submitted via turnitin on the due date, by 5pm.
Due: All year
Weighting: 15%
These marks are for "participating" not merely attending. That is, in tutorials you should regularly contribue your opinions and ideas to group discussions. Students who miss more than 3 tutorials will not receive any of the 15 marks.
Australian Politics in Global Context
Welcome to POL 101, Australian Politics in Global Context. Australian politics has undergone rapid change over the past three decades. The relative stability of the post-war era has given way to a political and social landscape of accelerated transformation. Previously taken-for-granted values are challenged, once stable institutions are destabilised, and the very idea of an Australian political community (what it is, who it encompasses, and the future directions it should take) is the subject of fierce controversy. These political tremors have been expressed most acutely in the rise of and subsequent challenges to multiculturalism, and in the neo-liberal restructuring of key Australian institutions, with an attendant growth of inequality.
In this course, we introduce Australian politics through the lens of debates about globalization and its consequences for state capacities, sovereignty and decision-making. In so doing, we examine key political institutions, ideologies and contemporary issues. We explore the ways in which they been affected by, and have also filtered the effects of, accelerated globalization. Amongst other questions, we ask: what is globalization and how, if at all, has it blurred the boundaries between ‘domestic’ and ‘foreign’ policy issues; what is the nature of Australia’s key political institutions, and do they ensure a high degree of democratic participation and accountability in a global era; what are the strengths and weaknesses of the main political ideas that inform public debate in this country, and how are they expressed in political struggle between the main parties?
In trying to answer these quesitons, we will provide a number of weekly readings that will be available on ilearn. To get the best out of this unit it is essential that students read, think carefully about what they are reading, and come to tutorials prepared to discuss the readings.
To do well in this unit it is imperative that students attend all lectures and all tutorials. While recordings of the lecture will be made available on ilearn, it is my experience that internal students who do not come to lectures also neglect to listen to the lectures online. So please do attend, and also participate in tutorial discussions. You will enjoy the unit much more if you do.
Useful General Texts and Background Reading on Australian Politics
Aulich, C. & Wettenhall, R. (eds.) (2005) Howard’s Second and Third Term Governments. Sydney: UNSW Press.
Frankel, B. (2004) Zombies, Lilliputians and Sadists: The Power of the Living Dead and the Future of Australia. Fremantle: Curtin University Press.
Hirst, J. (2002) Australia’s Democracy: A Short History. Sydney: Allen & Unwin.
Irving, H. (2004) Five Things to Know About the Constitution. Melbourne: Cambridge University Press. Pp. 92-107.
Maddox, G. (2005) Australian Democracy in Theory and Practice, 5th edn. Melbourne: Longman.
Parkin, A., Summers, J. & Woodward, D. (eds.) (2006) Government, Politics, Power and Policy in Australia 8th edn. Frenchs Forest, NSW: Pearson Education Australia.
Singleton, G. (ed.) (2000) The Howard Government: Australian Commonwealth Administration 1996-1998. Sydney: UNSW Press.
Singleton, G., Aitkin, D., Jinks, B. & Warhurst, J. (2006) Australian Political Institutions, 8th edn. Melbourne: Longman.
Smith, R. (2001) Australian Political Culture. Melbourne Longman.
Vromen, A. & Gelber, K. (2005) Powerscape: Contemporary Australian Political Practice. Sydney: Allen & Unwin.
Young, S. (2004) The Persuaders: Inside the Hidden Machine of Political Advertising. Melbourne: Pluto Press Australia.
USEFUL JOURNALS AND MAGAZINES
Arena
Australian Journal of Political Science
Australian Journal of Politics and History
Australian Journal of Political Economy
Australian Journal of Public Administration
Australian Journal of Social Issues
[Australian]Journal of Sociology
AQ: Journal of Contemporary Analysis
Griffith Review
Journal of Political Ideologies
The Monthly: Australian Politics, Society and Culture
Thesis Eleven
USEFUL WEBSITES
Macquarie University’s Politics subject site:
http://www.lib.mq.edu/resources/subject/politics
The Commonwealth parliamentary Library:
http://www.aph.gov.au/library/index.htm
The National Library of Australia:
http://www.nla.gov.au/oz/gov /
Elections data base website at the University of Western Australia:
NSW government website:
http://www.nsw.gov.au/government.asp
Australian Bureau of Statistics:
ABC Online:
Australian Policy Online:
http://www.apo.org.au/index.shtml
Australian Review of Public Affairs:
Online Opinion
http://www.onlineopinion.com.au
New Matilda Magazine
www.newmatilda.com/home/default/.asp
The Whitlam Institute
The Australia Institute
The Centre for Independent Studies
The Green Left Weekly
Lecture and Tutorial Outline
Week |
Lecture Dates |
Lecture Topics |
Tutorial Topics |
1 |
Feb 26 A Feb 28 B |
Introduction: Australian Politics and Globalization Democracy and Inequality in Australia |
No Tutorial |
2 |
March 5, A March 7, B |
The Australian Constitution The Constitution and the "Dismissal" |
Was the Dismissal Constitutional? Whose class interests were served? |
3 |
March 12, A March 14. B |
Australian Federalism Reforming Federalism: How and Why? |
Federalism versus Centralism? |
4 |
March 19, A March 21, B
|
The Legislature Whose Laws? Social Class and Political Lobbying |
Can laws and decisions be bought? |
5 |
March 26, A March 28, B |
The modern Executive The modern Executive, Secrecy and Refugees
|
Cabinet confidentiality. Whose Secrets? |
6 |
April 2, no lecture April 4, B |
Easter Monday, no lecture The High Court |
No Tutorials due to Easter |
7 |
April 9, A April 1, B |
The High Court and Aboriginal Land Rights recap of first half of unit |
Mabo, Wik and the High Court. |
8 |
April 30, A May 2, B |
Social Democracy and the ALP: Flickering Light on the Hill Finally Extinguished? |
Social Democracy and the ALP: Flickering Light on the Hill Finally Extinguished?
|
9 |
May 7, A May, 9, B |
The Coalition: Liberalism or Class Rule? |
The Coalition: Liberalism or Class Rule?
|
10 |
May 14, A May 16, B |
Relevancy Deprivation Syndrome? Minor Parties and Independents |
Relevancy Deprivation Syndrome? Minor Parties and Independents
|
11 |
May 21, A May 23, B |
Radicals and Resistance: Left Right Out? Religion and Politics in Australia |
Radicals and Resistance: Left Right Out? Religion and Politics in Australia |
12 |
May 28 May 30 |
Neo-liberalism, Business Power, and Economic Crisis Down Under: Sun, Sand, Surf, and Stockjobbers |
Neo-liberalism, Business Power, and Economic Crisis Down Under: Sun, Sand, Surf, and Stockjobbers |
13 |
June 4 June 6 |
Living in the End Times: The Age of 'Natural Disasters' and Environmental Catastrophe Conclusion |
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: