DEVT 2101 - Community, Gender and Critical Development
North Terrace Campus - Semester 1 - 2014
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General Course Information
Course Details
Course Code DEVT 2101 Course Community, Gender and Critical Development Coordinating Unit Anthropology and Development Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Prerequisites 12 units of Level I Humanities/Social Sciences courses Incompatible DEVT 2001 or DEVT 3001 & ANTH 2021 or ANTH 3021 Assessment Report, essay, tutorial presentation/participation. Course Staff
Course Coordinator: Dr Alison Dundon
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
- An understanding of the broad nature and theories of development at the community, participatory and/or grassroots level and the diversity of community and participatory development contexts, policies and practices
- An understanding of the main critiques of development from a gender-based perspective.
- Knowledge of and insight into key issues and concerns raised about the nature of development from a critical perspective.
- The ability to understand and apply these key theoretical approaches to contemporary development contexts, situations and specific case studies.
- The ability to critically evaluate central themes, propositions and concepts in development studies.
- The skills to work collaboratively in teams as well as individually in a learning and research environment
- An interest in and commitment to continuous learning and social scientific research into development policies and programs.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3, 4 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4, 6 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4, 5, 6 Skills of a high order in interpersonal understanding, teamwork and communication. 6 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 7 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 7 -
Learning Resources
Required Resources
There is a Book of Readings available for this course from the Image and Copy Centre, Level 1, Hughes Building. The Book of Readings consists of a copy of the Course Profile, and the essential readings for each tutorial week as listed in the course structure.Recommended Resources
For those who wish to read beyond the essential readings for each week or for use in developing and researching assessments, supplementary readings have also been suggested for each week and will be available on MyUni (articles) or in Reserve at the Library (books). Please see Helen Attar, Research Librarian for Anthropology and Development Studies for further enquiries about sources online and in the library. Contact details: Tel: 8303 5345; Email: helen.attar@adelaide.edu.auOnline Learning
Lectures will be recorded each week and made available on MyUni. Course lecture PowerPoints and additional notes or references will also be made available on MyUni after the relevant lecture. The PowerPoints only refer to the main points or issues raised in the lectures and are not a substitute for attending and/or listening to recorded lectures. Essay questions will also made available on MyUni as will any adjustments made to lecture and tutorial times or locations (or cancellations), and other announcements. -
Learning & Teaching Activities
Learning & Teaching Modes
Course work is made up of three components: lectures, workshops and assignments. Attendance at and participation in lectures and workshops is essential for completion of the course as is the submission of all assessment requirements. All are essential for learning and development in this course.
Lectures:
There is a one hour lecture each week in this course, which is essential to your successful completion of the course. These lectures introduce and examine the central themes of the week’s topic and the information that you receive is vital for your participation in tutorials as well as the successful completion of assessment requirements.
Workshops:
Students are required to attend a two hour workshop each week. Attendance at and participation in these workshops on a weekly basis is a primary requirement of this course. There are ‘essential’ readings set for each workshop beginning from Week Two, which are available in a book of readings available from Image & Copy Centre (Level 1, Hughes Bld). These readings are designed to complement the material presented in the lectures and are essential for participation in the workshops. All students are expected to have read each week’s ‘essential readings’ for the workshop. For those who wish to read further, supplementary readings have also been suggested for each week.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Students are expected to spend twelve hours per week on each course. In DEVT 2101, the 12 hours of required work are as follows:
Contact Hours:
Lectures: One hour per week
Workshop: Two hours per week
Research, reading and preparation for tutorials and assessment:
Workshop preparation (reading): between two and four hours per week
Preparation for assignments and supplementary readings:
Five to seven hours per week (average)Learning Activities Summary
The course is structured in two parts:
PART A: CENTRAL CONCEPTS: GENDER, COMMUNITY, AND PARTICIPATION
In the first four weeks I introduce central concepts, issues and theories in the anthropology of development as well as wider development discourses. In this part of the course we also begin to question the basis and relevance of some of these concepts in the practice of development. In Part A of the course, we critically examine the principles and practices associated with gender, community and participation.
PART B: CENTRAL ISSUES AND CASE STUDIES
In Part B, we look at case studies drawn from many parts of the world in order to not only illustrate the practice and experience of development at the community level but also because it allows us to critically examine some of these central and definitive concepts and practices.
PART A: GENDER, COMMUNITY, AND PARTICIPATION
Week One:
Critical Development - Why Development and Development for Whom?
Week Two:
Gender and Development
Week Three:
The ‘Community’ in Development
Week Four:
Participation and Development
Week Five:
Preparing for and writing the Assignment
PART B: CENTRAL CONCEPTS AND CASE STUDIES
Week Six:
Poverty and Gender – the ‘Feminisation of Poverty’?
Week Seven:
Gender, Work and Empowerment
Week Eight:
Governance and Development- Services and Citizenship
Week Nine:
Natural Resource Development - Sustainable & Participatory?
Week Ten:
Sustainable Community Development: Case Study Volunteer Tourism
Week Eleven:
Well-being, Health and Development - Case Study HIV/AIDS
Week Twelve:
Where to from here? Conclusions and Actions for the future -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
There are four (4) components of assessment for this course: these include an essay, a team workshop presentation, a report, and workshop participation. The weightings of each component are set out below:
20% - Team Presentation
45% - Report
25% - Essay
10% - Workshop Participation
Assessment Component Word Length Due Date Percentage Team Presentation 30-40 minutes (in total) Chosen tutorial week 20% Report 2500-3000 words TBA 45% Essay 1000 words TBA 25% Workshop Participation Ongoing 10% Assessment Related Requirements
The assignments set for DEVT 2101 Community, Gender and Critical Development are an essay; a team workshop presentation; a report; and workshop participation. Students are also required to attend a two hour workshop each week. Attendance at and participation in these on a weekly basis is a primary requirement of this course. Each student is required to attend a minimum number of workshops in order to qualify to pass the course. Additionally, ALL ASSESSMENTS COMPONENTS MUST BE SUBMITTED: completing only two or three components of assessment will not be enough for you to pass this course.
Assessment Detail
Report:
A report of between 2500-3000 words will be submitted by each individual student . The report will be based on a critical analysis of the central concepts and case studies of development examined in Part B. Requirements and suggestions for the report will be discussed in the lectures and workshops and be made available on MyUni.
Workshop Team Presentation:
The presentation is based on case studies presented in workshops throughout the course. Weeks 6-11 inclusive present a series of case studies and issues that allow us to explore the issues raised in the early lectures and workshop readings in some detail and in a more practical way. Each of these workshops will be led by a team of 3-5 students, depending on the numbers in each, who are expected to have thoroughly researched the case study. Using supplementary readings and material in addition to the essential readings for the week, the team will lead the workshop in questions, concerns and issues raised by the readings.
Essay:
Each student must submit an essay of 1000 words. Essay questions drawn from Part A of the course and Instructions and Requirements will be available on MyUni and discussed in lectures and workshops.Submission
Essays are to be submitted online via the MyUni site. For guidance on how to submit your assignment electronically via MyUni, please go to and click on the ‘Submit an Assignment’ tutorial.
Assignments submitted MORE THAN TWO WEEKS AFTER THE DUE DATE without an approved extended submission date will not be accepted or assessed. Please see the Course Coordinator or Tutor as early as possible if you think that you may not be able to complete your essay by the due date. Extensions for essays will be assessed in terms of demonstrable physical or emotional hardship and should be accompanied by adequate documentation (medical or counsellor’s certificate for example). In the interest of justice for all students in the course, PENALTIES OF 5% PER WORKING DAY will be deducted from essays handed in without an approved extension. Word lengths of assignments should be adhered to but unless the assignment is more than 20% over or under the stated word limit, there will be no penalty recorded on the marking schema. In general, keeping the assignment within 10% (under or over) of the word limit is ideal.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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