50163 Intercultural Interventions

Handbook description

Societies develop and are exposed to many forms of social intervention. This subject examines a range of interventions and identifies the underlying assumptions, strategic goals and sociocultural outcomes of such actions. It focuses on how and why interventions are contested, and encourages students to investigate and critique them. The course is divided into three components: intercultural corporate interventions, e.g. in the form of transnational media networks; intercultural interventions by states, e.g. as peace-making or humanitarian intervention; and intercultural interventions by non-government organisations, e.g. in the field of the environment or human rights. The subject concentrates on situations of cultural diversity, and cross-cultural relations, at international, national and local levels. Global dimensions include the activities of the UN and its agencies, the World Bank and other international agencies. In the national context, the subject explores indigenous relations and intercultural issues in multiculturalism. Particular attention is paid to non-government organisations and their political relationships, and the role of social movements. Crucial dimensions of race and gender set the focus of the theoretical frameworks examined.

Subject objectives/outcomes

At the completion of this subject, students are expected to be able to:

1. investigate forms of intercultural intervention, gaining a familiarity with emerging theorisations as well as more traditional approaches;
2. conduct presentations that engage with theories of intervention through issue-centred debates, developing innovative perspectives and proposals;
3. formulate and develop research questions, conducting constructive policy-focused research into intercultural intervention;
4. participate and reflect on their own conceptual understanding of intercultural intervention.

Contribution to graduate profile

This subject will:

• enhance student capacity to evaluate theoretical claims and address strategic questions through in-depth research and analysis;
• contribute to the development of theoretical knowledge in social inquiry, offering a world context for understanding social environments;
• contribute to the development of critical thinking, analytical skill and research capacity in relation to key contemporary perspectives and issues;
• contribute to the development of ethical behaviour and practice, fostering understanding across widely varying political contexts;
• contribute to an appreciation of the importance of theory in understanding social and political life;
• contribute to the development of critical understanding of international processes;
• open up new perspectives on political life, widening horizons, facilitating greater commitment to lifelong learning.

Teaching and learning strategies

Intercultural consists of a weekly lecture and tutorial over 13 weeks. Core texts are reproduced a subject reader that offers a broad introduction to the field of world politics; additional resources are available on-line and in the UTS library.

The lectures engage students with key theoretical perspectives and policy concerns. In the tutorials students evaluate theoretical claims through the in-depth analysis of case studies. Tutorials involve students in a variety of activities, including individual presentations, non-traditional group presentations, discussion groups and formal debates. On-line debates support and extend these tutorial activities.

Content

The subject is been organised around analysis and critique of four central agents of intercultural intervention: corporations, states, non-government organisations and media organisations. The subject offers analysis and critique of these agencies and the range of programs and processes they have initiated and supported. Issues range across and through national contexts, focusing on dilemmas of intercultural intervention across a wide range of issue areas and cases. The subject thus enhances understanding of working in an international environment, and enhances intercultural communication skills, and aids in the development of socially sensitive research and policy practices.

Intercultural Interventions forms part of the 'Professional' strand in the Social Inquiry degree. It is an applied subject, centred on students' interests and hands-on research. The weekly sessions centre on student projects, beginning with debates about an existing field of intercultural intervention, moving to a constructive critique of a specific intervention, and finally a group presentation focussed around a real life intervention. Students are expected to be 'active learners', working in groups and individually to develop debate and critique, using the wide range of materials and cases that are available.

Activities

In the first week of the subject students draw up a learning goals statement for the subject, and discuss what topics may be addressed in the last two weeks of the subject. Students are also are broken into small groups of 4 to 6 students, to allocate tasks for the semester.

During the first half of semester each student writes a statement debating a particular field of intercultural intervention. This is put on UTS Online and other students from their small group write a short critique or discussion of the statement. The student then uses this material as the basis for a presentation to the class. These debates are grouped week by week, with background reading provided through a subject reader.

Each student then can use the mid-Semester break to write-up a short account and critique of a form of intercultural intervention, drawing on their online and in-class presentation, to be submitted in Week 9.

In the second half of semester presentations are group-led. Working in groups, students jointly develop a constructive critique of intercultural intervention, as a group presentation leading the tutorial discussion. The presentation should involve all of the group members, as each student's involvement will be assessed. The presentation/report may perhaps build an in-depth report of one case of intercultural intervention, written for, in conjunction with, or drawing on the experience of an existing organisation. The group presentation and ensuing discussion should last about one hour and a quarter, and may involve various activities for other tutorial participants (for instance, in the form of a role play, putting questions to an 'expert panel', participation in a simulated situation or re-enactment, etc). Each group then writes-up their presentation as a Group Report, to be submitted in Week 14.

Finally, also in Week 14 there is an opportunity to reflect on the subject as a whole, and on the extent to which student goals were met, and whether others emerged. This draws on a revised learning goals statement and broader reflection, to be submitted that week.

Assessment

Student learning is assessed though seminar presentations, on-line debates and written assignments.

1. Individual online statement 10%
2. Individual presentation 10%
3. Individual report, due week 9 30%
4. Group report and presentation 40%
5. Reflection, due week 14 10 %

Assessment items 1 and 2: Individual online statements

Assessment item 3: Individual report

Assessment item 4: Group report and presentations

Assessment item 5: Reflection

Minimum requirements

Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

Attendance is particularly important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas. Students who attend fewer than ten classes are advised that their final work will not be assessed and that they are likely to fail the subject.

Indicative references

The 2005 and 2006 readers are lodged in special reserve in the City Library.

An extended bibliography of relevant sources grouped by topic is available on UTS Online.

JOURNALS
Alternatives, Asia-Pacific Journal Migration, Australian and New Zealand Journal of Sociology, Australian Journal of International Affairs, Australian Journal of Political Science, Communal/Plural, Development, Development and change, Development Studies , Ethnic & Racial Studies, European Journal of Intercultural Studies, Gender & society, Global Environmental Politics, Inter-Asia cultural studies, International feminist journal of politics, International Journal of Intercultural Relations, International Journal of Sociology & Social Policy, International journal of women's studies, International Social Science Journal, International Sociology, Journal of American Culture, Journal of Australian Studies, Journal of Communication, Journal of gender studies, Journal of Intercultural studies , Journal of Interdisciplinary Gender Studies, Journal of Social Issues, Millennium, Mobilisation, Nationalism and Ethnic Politics, Nations and Nationalism, New Formations, New Left Review, New Political Economy, Race and Class, Review of International Political Economy, Sexuality & culture, Social Development Issues, Social Research, Socialist Register, The Gay & lesbian review, Theory Culture & Society, Third World Quarterly, Women's studies, Women's studies international forum.