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50251 Genocide Studies

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2018 is available in the Archives.

UTS: International Studies: International Studies
Credit points: 8 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject is designed to provide students with a basic understanding of the social, political, historical and religious causes of genocide and its impact on local, national and global policies and attitudes. The initial four weeks of the subject focus on important general theoretical issues relating to the definition and application of the term 'genocide' and its legal, political and moral implications. From Week 5, the subject explores three specific case studies: the Holocaust, the Armenian genocide and the Tutsi genocide in Rwanda.

The subject provides students with critical skills to undertake independent and collaborative analysis and research into specific genocides which have shaped contemporary society. Students develop critical thinking and written/oral communication skills, with attention paid to best ethical practice.

Subject learning objectives (SLOs)

1. Analyse genocide in its historical, political, cultural, social and economic dimensions at a local, national and international level.
2. Adopt approaches and methodological frameworks to engage in intercultural research.
3. Apply knowledge of genocide in their research.
4. Demonstrate critical problem-solving and research-led analytical skills through independently designed, engaged and ethical outputs.
5. Effectively communicate the results of their independent research both orally and in written form.
6. Adopt and follow academic good practice, including ethical practice and proper referencing procedures.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences (INT = International Studies CILOs):

  • Graduates possess a well-developed awareness of industry practice and proficiency in professional capabilities, including adaptability, self-reflection, collaborative working and project management skills (1.1)
  • Graduates are able to apply their theoretically informed understanding (1.2)
  • Graduates possess well-developed critical and creative inquiry skills that demonstrate critical reflexivity, intellectual curiosity, capacity to question and/or challenge dominant paradigms, problem solving, creative innovation and information literacy (2.1)
  • Graduates possess an understanding of one’s own role and responsibilities in relation to the history and ongoing colonisation of Aboriginal and Torres Strait Islanders and can demonstrate an ability to achieve positive change through personal and professional practices that include integration of knowledge of Indigenous issues into professional practice and responsible engagement in communicating with Indigenous people and communities (4.1)
  • Graduates possess the awareness and skills to behave ethically in personal and professional contexts and to engage actively with their immediate community and wider communities (5.1)
  • Graduates possess well-developed skills and proficiencies communicate and respond effectively and appropriately across different contexts (6.1)

Teaching and learning strategies

The subject will involve a weekly one-hour lecture covering important contextual and theoretical information, followed by a two-hour tutorial in which the students will engage in practice-based learning, including in-class group facilitation assessments. Tutorials are an important part of the learning experience in this subject. Students are expected to attend and participate in learning activities in all tutorials.

In line with the principles of flipped and blended learning, students will be required to complete assigned readings prior to attending the weekly tutorials in order to use class time to deepen their understanding of the core issues relating to the particular subject area designated for that week. Each student will undertake the role of group facilitator in one tutorial for a ‘world café’ style discussion on a relevant topic to promote collaborative learning within small groups.

In conducting their individual research in preparation for the essay, students will undertake inquiry-based learning to promote their understanding of the core concept of genocide and their engagement with the different peoples and societies affected by this global phenomenon.

Students will be encouraged to customise their learning experience through independent research and through an analytical and reflective response to primary and secondary sources.

Assessment

Assessment task 1: In-class analysis of source material

Objective(s):

1, 2, 3, 4 and 5

Weight: 20%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevance of answer to the assignment task, and evidence of knowledge of the issue at hand 25 1, 3, 4 5.1
Reflection upon Indigenous Australians’ situation taking into account the relevant assigned texts 25 1, 2, 4 4.1
Engagement with relevant texts, both theoretical and specific to the issue 25 2, 3 1.2
Effective communication and contribution to collaborative discussion 25 5 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Group facilitation

Objective(s):

1, 3, 4, 5 and 6

Weight: 30%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Evidence of independent research and knowledge of key issues relevant to the specific topic; engagement with material 40 1, 3, 4 5.1
Effective communication in terms of interaction, time management, encouragement of discussion 40 5 6.1
Review of academic sources used; good referencing practice; justification of their relevance 20 6 1.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Essay

Objective(s):

1, 2, 3, 4, 5 and 6

Weight: 50%
Length:

2,500 words

Criteria:
  • capacity to define critical issues
  • evidence of focused and relevant reading
  • capacity to facilitate discussion
  • conclusion based on argument and evidence
  • clear writing
  • accurate bibliographical presentation.
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Relevance of answer to the assignment question, and evidence of knowledge of the issue at hand 25 1, 3, 4 5.1
Depth of research-led argument and quality of analytical framework 35 2, 4 2.1
Engagement with relevant texts, both theoretical and specific to the issue 20 2, 3 1.2
Accuracy and clarity of written expression, including structure, spelling, grammar, punctuation 10 5 6.1
Proper acknowledgment of sources and correct bibliographic conventions 10 6 1.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Required texts

Weekly readings, which reinforce and expand on lectures, and provide useful information on in-tutorial group discussion topics, are listed in this outline. They are divided into essential and additional readings. The essential readings are intended to provide students with a solid grounding in the issues raised and discussed each week. Additional readings are recommended to assist students with the group facilitation assessment task and with the essay. To take full advantage of the subject, students should do the essential reading each week in advance of the tutorial and do additional research when preparing a group facilitation.