50141 Australian History and Politics

UTS: Communication: Cultural Studies
Credit points: 8 cp
Result Type: Grade, no marks

Handbook description

This subject explores the relationship between politics and history in Australia. It includes analyses of the ways in which the Australian state shapes social conflict and political action and of the ways in which social conflict and political action impacts upon the state. It explores the methods and uses of historical resources – official documents, oral accounts, cultural artefacts, newspapers, etc. – and political analysis and examines the ways in which these are employed in public debates in Australia, often with explosive effect. Australia is discussed from a comparative perspective, as a settler-colonial state and polity, with particular cultural and political traditions, located within both regional and global political contexts.

Subject objectives/outcomes

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

develop an understanding of some of the many ways of thinking about history, historiography, politics and political analysis
develop skills in primary and secondary source analysis and the critical evaluation of all sources
gain some understanding of the major debates amongst historians, political scientists, policy analysts, politicians, social change activists and others about issues like indigenous rights, sovereignty, citizenship and democracy, land and territory, immigration and migration, security and risk, the environment, etc
gain valuable experience in arguing for and criticising competing conceptions of the Australian past and present.

Contribution to graduate profile

This subject will contribute to the development of:

theoretical knowledge in social inquiry
research and analytical skills
critical analytical skills in time and space, particularly in local and national contexts
sensitivity to the multiple dimensions of social difference
critical understandings of political processes
ethical behaviour and practice, particularly regarding research into historical and political events and
a greater commitment to social justice.

Teaching and learning strategies

This subject will based on a weekly three hour seminar that would include a variety of learning activities, including a one hour lecture and two hour tutorial discussion. A range of learning activities will be implemented in consultation with students in class – debates, student-led discussion, small group activities, etc. Teaching and learning strategies are based on the following principles: a student-focused approach; learning as a collective process; students are encouraged to become autonomous learners and critical thinkers; confidence in the use of technology is encouraged as a tool for interacting and communicating not as an end in itself.

Content

This subject examines some key issues in Australian history, historiography, politics and political analysis from invasion to the present. Lecture and tutorial topics are set out. The lecture program is set out below. This is followed by more detailed syllabus information concerning the content of each week's lecture, readings, and questions for tutorial discussion.

Assessment

Assessment item 1: One seminar facilitation and one seminar report and participation

Objective(s):	a, b, c, d
Weighting:	3 x 10%
Length:	Word Limit is 350 words
Task:	Tutorials are devoted to discussion of the lecture and readings. You are required to attend the lectures and do the weekly readings. In Week 1 your tutor will divide the tutorial group into several small discussion groups of equal size. Each student in a discussion group chooses a topic to facilitate for Weeks 2-6. All students must read the readings for each week; the Facilitator reads additional items and prepares a one-page explanation of the key empirical and conceptual issues in the readings and which makes clear how and why these issues are significant. The statement should also contain a set of focus points or questions to provoke discussion and comment about issues arising from the set reading. The Facilitator brings this statement to the tutorial, using it as the basis for discussion. At the tutorial the Facilitator leads a debate in their discussion group about the tutorial readings, guided by the tutorial questions, and drawing on their statement for 20 minutes. During this time your tutorial leader will in-turn join each group for 5 minutes to ensure that discussion is proceeding well and that everyone in the group is participating. After 20 minutes of discussion, the Facilitator for each group prepares a brief report of the discussion (disagreements, further questions, conclusions, etc) and presents this to the tutorial as a whole. After presentations from each of the Facilitators for that week, the tutorial moves a general discussion, comparing each group's work, and discussing the broader issues. Following the tutorial each Facilitator must hand their tutorial leader a hard copy of their Statement and also post a copy of this onto the UTS Online site for the unit as a record of class discussion and debate. The weekly Facilitation process can change in Week 9. The tutorial may decide to adopt non-traditional forms of presentation and facilitation, using visual aids, such as posters, videos, or performances to illustrate the week's themes. Presentations may be collaborative efforts, involving a whole discussion group, or pairs of presenters for instance. Again, as with the first half of the semester, presentations should develop an explanation of the significance of the week's themes. The whole tutorial group, assisted by the tutorial leader, should decide in Week 6 how this second half of the facilitations will be run. Criteria for assessment of seminar facilitation and online posting: evidence of having read the set readings carefully and thoughtfully identification of the issues raised by political theory and the ability to use this theory to explain current and historical issues in politics salient focus points/questions for discussion in-class presentation with hard-copy of report of discussion to be handed in to tutor and copy to be posted online.
Assessment criteria:	Evidence of thoughtful and thorough reading of set texts and other sources that contribute to understanding of the issues, debates and ideas raised by each topic Presenting salient focus points/questions for discussion and response Quality of written exposition.

Assessment item 2: Research essay: plan and annotated bibliography

Objective(s):	To allow early planning for your research essay, and to allow your tutors to assess your plans so as to give you advice to assist you find the most useful sources as early as possible.
Weighting:	20%
Length:	Word Limit is 500 words
Task:	Identify source materials, primary and secondary, which will help you to research your essay. Write a short annotation (a couple of sentences) on each source demonstrating you have looked at the material, made a preliminary evaluation and can suggest how you will be able to use it. You should have a list which includes at least 10 and up to 25 source references. Create a plan for your essay in point form, which demonstrates how you are going to go about answering your question. Topic Students may select a topic for their research project in one of three ways: They may choose a topic arising from a seminar discussion which they focus into a research question in consultation with their tutor. This topic must not be the one they choose for their group presentation. Research essay questions will be posted on UTS Online in Week 6. Students may develop a research essay question arising from their own interest in consultation with their tutor. This topic must not be closely related to the topic of their facilitation. Structure A short essay plan, no more than 2 pages, may be in point form or flow diagram form, with some content but not in detail. An annotated bibliography, giving full references, author, date and a short paragraph with each which indicates your assessment and potential use of it.
Assessment criteria:	thoughtful approach to plan recognition of structure of argument range and quality of active research for resources quality of evaluation of those resources.

Assessment item 3: Research essay

Objective(s):	To develop students' skills in research and analysis and writing in essay genre.
Weighting:	50%
Length:	Word Limit is 3,000 words
Task:	Develop a research essay which investigates the historical and present day dimensions of the issue and how they connect. Methodology should include primary source material, but this might be historical archives, oral accounts, and archival images or it could be media coverage, historical or contemporary. Structure A 3000 word, fully referenced, researched and critically-written essay.
Assessment criteria:	breadth and depth of research rigour in critical analysis of resources sustained argument and sound, effective use of evidence insightful interpretation skills in writing in appropriate non-fiction genre.

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.

Recommended text(s)

ADDITIONAL READINGS.

Important background Texts on the Australian political system and political culture:

Maddox, G. (2002) Australian Democracy in Theory and Practice, Sydney: Longman.

Jaensch, D. (2004) Parliament, Parties and People: Australian Politics Today, Sydney: Longman

Saunders, C. (2003) It's Your Constitution: Governing Australia Today, Sydney: Federation Press.

Stokes, G. (1994) Australian Political Ideas, Kensington: UNSW Press.

Stokes, G. (2004) The Politics of Australian Society: Political Issues for the New Century, French's Forest: Pearson.

Irving, H. (2004) Five Things to Know About the Australian Constitution, Melbourne: CUP

Fenna, A. (2004) Australian Public Policy, Sydney: Pearson

Weeks 1-5

Atkinson, A (2001) The Europeans in Australia Vol 1, Melbourne: Oxford University Press – particularly chapter 1.

Atkinson, A (2001) The Europeans in Australia Vol 2, Melbourne: Oxford University Press – particularly chapters 9 & 10

Irving, H. (1999) To Constitute a Nation: A Cultural History of Australia's Constitution, Melbourne: Cambridge University Press.

Rowley, C.D. (1969) The Destruction of Aboriginal Society: Aboriginal Policy and Practice Vol 1, Canberra: Australian National University Press

Rowley, C.D. (1971) Outcasts in White Australia: Aboriginal Policy and Practice Vol II, Canberra: Australian National University Press

Rowley, C.D. (1971) The Remote Aborigines: Aboriginal Policy and Practice Vol III, Canberra: Australian National University Press

N. Peterson and W. Sanders (eds.) (1998) Citizenship and Indigenous Australians: Changing Conceptions and Possibilities, Melbourne: Cambridge University Press

Reynolds, H. (1996) Aboriginal Sovereignty: Three Nations One Australia, Sydney: Allen and Unwin

B. Attwood (1996) In the Age of Mabo: History, Aborigines and Australia, Sydney: Allen and Unwin

J. Altman and M. Hinkson (2007) Coercive Reconciliation: Stabilise, Normalise, Exit Aboriginal Australia, North Carlton: Arena Publications

Bartlett, R.H. (1993) The Mabo Decision: Commentary and the text of the decision in Mabo and others v State of Queensland.

Denoon, D. (2000) A History of Australia, New Zealand and The Pacific, Cambridge Mass: Blackwell.

Denoon, D. (2005) A Trial Separation: Australia and the Decolonisation of PNG, Canberra: Pandanus Books.

Weeks 6-7

Attwood, B. and Markus, A. (1997) The 1967 Referendum, Or When Aborigines Didn't Get The Vote, Canberra: Australian Institute of Aboriginal and Torres Strait Islander Studies.

HREOC (1997) Bringing Them Home: National Inquiry Into the Separation of Aboriginal and Torres Strait Islander Children From Their Families, Sydney: HREOC

Haebich, A. (2000) Broken Circles: Fragmenting Indigenous Families, Perth: Fremantle Arts Centre Press.

Carter, D. (2006) Dispossession and Diversity: Issues in Australian Studies, Sydney: Pearson

W. Hudson and J. Kane (eds.) (2000) Rethinking Australian Citizenship, Melbourne: Cambridge University Press.

McGregor, R. (2002) Imagined Destinies: Aboriginal Australians and the Doomed Race Theory, Melbourne MUP.

Jupp, J. (2002) From White Australia to Woomera: the Story of Australian Immigration, Sydney: Allen & Unwin

L. Jayasura; D. Walker and J, Gothard (eds.) (2003) Legacies of White Australia: Race, Culture, Nation, Nedlands: UWA Press.

Week 8

Edwards, P. and Pemberton, G. (1992) Crises & Commitments: The Politics and Diplomacy of Australia's Involvement in Southeast Asian Conflicts 1948-1965 Sydney: Allen & Unwin in association with the Australian War Memorial.

Gyngell, A. (2007) Making Australian Foreign Policy, Melbourne: Cambridge University Press

Firth, S (2005) Australia in International Politics: An Introduction to Australian Foreign Policy, Sydney: Allen and Unwin.

D. Lee and C. Waters. (eds) (1997) Evatt to Evans: The Labor Tradition in Australian Foreign Policy, Sydney: Allen and Unwin

Smith, G. (1996) Australia in the World: An Introduction to Australian Foreign Policy, Melbourne: Oxford University Press.

D. Mc Dougall, and P. Shearman (eds.) (2006) Australian Security After 9/11: New and Old Agendas, Burlington: Ashgate.

Week 10

Jamrozik, A (2002) Social Policy in the Post welfare State: Australians on the Threshold of the C21st, Sydney: Pearson

Gilley, T. (2004) How Do we Help Jane and Hui: The Impact of Poverty on the Life Chances of Children, Sydney: Brotherhood of St Lawrence

Australia (2004) Our Children, Our Future: Australia's National Program of Action, Canberra: AGPS.

Edgar, D. D Keene and P. Macdonald (eds.) (1989) Child Poverty, Melbourne: Australian Institute of Family Studies.

Week 11

R. Kuhn and T. O'Loughlin (1996) Class and Class Conflict in Australia, Sydney: Longman

Brett, J. (2005) Australian Liberals and the Moral Middle Class, Melbourne: Cambridge University Press.

Murray, G. (2006) Capitalist Networks and Social Power in Australia and NZ, Mass: Ashgate.

Week 12

Robbin, L. (2007) How A Continent Created A Nation, Sydney UNSW Press.

Lohrey, A. (2002) Groundswell: The Rise of the Greens, Melbourne: Australian Quarterly Essay 8.

Week 13

Rose, N and Miller, P. (1992) 'Political power beyond the state' British Journal of Sociology (43) 2: 173-205.

Week 14

R. Gibson (1996) Exchanges: Cross-Cultural Encounters in Australia and the Pacific, Sydney: Historic Houses Trust.

Indicative references

SOME USEFUL RESOURCES

Journals:
Australian Journal of Politics and History
Aboriginal History
Australian Cultural History
Australian Historical Studies
Australian Feminist Studies
Journal of Australian Studies
Journal of Pacific History
Labour History
Meanjin
Cultural Studies Review
The Monthly
Griffith Review
Eureka Street
Arena Magazine

Websites:
H-ANZAU
Electronic Journal of Australian and New Zealand History:The Public History site: http://www.publichistory.uts.edu.au/

Mainly politics and policy resources but could be very useful:

http://www.aph.gov.au This is the Commonwealth Parliament site and has a wealth of material on how our system of government works, papers from the parliamentary library on a very wide range of issues, including policy briefings. Very useful source and also, through its links, can show you Federal Government Department sites and state links as well. (this is the Federal Parliament website which has lots of information on bills, in the library etc and links to other government departments and state governments. It is very useful as an entry point to government documents. Most departments have lots of policy stuff on line

http://evatt.labor.net.au/ publications/ papers This is a Labour/Left based organisation and has many papers up on its website which covers many of the issues raised in this course and offers some book chapters, lectures and other useful documents.

http://www.aifs.gov.au/ institute/ This is a government funded research centre with lots of useful information and some papers on line, particularly about children and families.

http://www.onlineopinion.com.au/ has a weekly set of opinion (ated) articles and comments which are often quite revolting by readers. It's free and has a wide range of views represented often by people who write for papers as well, including me.

http://www.hawkecentre.unisa.edu.au/ institute/ HawkePolicyWebsite/

The Hawke Policy Website presents research undertaken at the University of South Australia that has implications for social and public policy. The Hawke Research Institute undertakes research and fosters debate on democratic participation, globalisation, equity and sustainable societies.

http://www.lawaccess.nsw.gov.au/ lawaccess.asp is a useful link for all things legal

Contact