ARTS & EDUCATION

DEAKIN UNIVERSITY CRICOS PROVIDER CODE: 00113B MAY 2009

I MELBOURNE I GEELONG I WARRNAMBOOL

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ENLIGHTEN October/November 2009

The School of International and Political Studies is located in the Faculty of Arts and Education. Campuses are at Burwood, Geelong and Warrnambool. Editorial Committee Ms Helen Andrew Professor Gary Smith Associate Professor Matthew Clarke Dr Sally Totman Dr Hans Lofgren Contact Us: School of International and Political Studies Faculty of Arts and Education Deakin University 221 Burwood Highway Victoria 3125 Australia Tel: (03) 9251 7072 Fax: (03) 9244 6323 Email: artsed-head-sips@deakin.edu.au http://www.deakin.edu.au/arts-ed/sips/

Welcome

Welcome to final edition of Enlighten for 2009. Our focus in this issue is on Teaching and Learning in the School of International and Political Studies.

This year has been a very exciting and busy year for SIPS in the arena of teaching and learning as we have embarked upon a process of curriculum renewal throughout our undergraduate teaching program with the goal of enhancing the learning experience and improving graduate outcomes.

As you will see, this issue highlights and celebrates our successes in teaching and learning including our award-winning teachers, our range of flexible learning opportunities through internships, in-country language programs, study abroad, and community engagement.

I am delighted to work with such talented and dedicated teachers whose passion, intellectual integrity, commitment, and collegiality are truly inspirational.

Dr Sally Totman, Associate Head of School (Teaching and Learning).

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Australia’s best teacher in the Humanities and the Arts Mr Abdel-Hakeem Kasem has taken out national honours for his teaching at the 2009 Australian Awards for University Teaching. Hakeem won the Humanities and the Arts Award and was the only winner in Australia in this category. The award will be presented by the Deputy Prime Minister and Minster for Education, Julia Gillard, at a ceremony in Parliament House on Tuesday 24 November.

These awards, from the Australian Learning and Teaching Council, recognise the nation’s top university teachers and the most outstanding programs and services aimed at improving the quality of student learning. They celebrate the exceptional effort made by university teachers and general staff to improve the student experience of Australian higher education; each award is valued at $25,000.

Hakeem received his award for pioneering Australian in-country language programs in the field of Arabic language and cultural studies. He also developed Deakin’s progressive online Arabic program which has led to new approaches to tertiary level language teaching nationally.

Deakin University’s Deputy Vice-Chancellor (Academic), Professor Philip Clarke, said receiving this award was a tremendous achievement and “reflected the high quality of teaching and learning occurring at Deakin University.”

The School is very proud of Hakeem and his achievement, which reflects a sustained commitment to teaching excellence over the years Professor Gary Smith, Head of School

Read more at: Deakin University lecturers scoop national teaching honours

Hakeem’s greatest strength as an educator is his genuine concern for the personal development of his students. …For many years Hakeem has worked tirelessly to develop strong linkages with government and business to the benefit of his students. Through Hakeem’s linkages I was fortunate to receive an opportunity to undertake an internship with the Australian Trade commission in Dubai. Five years later I was employed by that very office as the Department of Education, Science and Training Regional Manager for the Middle East and North Africa. This experience has since led to my current position as Pearson Education’s Regional Manager for academic assessment programs. Without the experiences and connections that I developed through Hakeem’s work, I doubt that I ever would have embarked on a career outside Australia. Jarrod Hingston, former Deakin student

The reputation of the Deakin Arabic program is unsurpassable in Australia. While other Institutions claim to have strong programs, none have graduates who are more sought after by employers in the Arabic speaking world. This must be attributed to the progressive and innovative approach that Hakeem has taken to teaching Arabic at Deakin and to his concern for the academic, personal and career development of his students. There are very few educators who have the ability to change lives, I am fortunate that Hakeem Kasem is one of them. Jarrod Hingston, former Deakin student

Editorial

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The heat was on at the Model United Nations Conference on Climate Change and Development On Saturday 15 August, 174 first-year students from the ‘Critical Issues in International Relations’ unit gathered at the Burwood campus to debate a United Nations (UN) resolution on Climate Change and Development. Run in partnership with the United Nations Association of Australia (UNAA), the Model UN Conference is a unique, constructive and interactive role play activity that enables students to engage in global issues and the work of the United Nations. The students formed teams to represent 46 country delegations from across the globe and prepared for weeks in anticipation of the day. Students from the Geelong, Off-Campus and Burwood cohorts participated with some getting up at 4am to get to the conference by the 9am start time. The day opened with a talk from Mr Tony Wood, Director of the Clean Energy Program, Clinton Foundation, followed by Mr Graham Hunter, Environmental Consultant who opened the Conference as the UN Secretary-General. Speakers from each delegation proceeded to address the General Assembly for 2 minutes each, putting forward their countries position on the resolution being debated over the morning session. Very quickly the United States delegation was under pressure from the floor as nations of the world looked to them to lead by example. In the afternoon amendments were debated and voted upon and finally the resolution was passed by a majority vote in the assembly. The day was an unqualified success with the efforts of all students not going unnoticed, particularly by the UNAA staff. Most students enjoyed the opportunity to get out of the class room and interact with their peers. When asked what they valued most about the experience one student responded “The opportunity to work with and meet new people both in preparing for the conference and during the conference itself”, while for another the most beneficial aspect of the Conference was the “chance to do something different to an assignment or class presentation which engaged me more in the subject matter.” The Model UN Conference provided an innovative experiential learning experience for our first year international relations students, working in teams of 3-4, in the final months of their transition year. The students developed their knowledge of the unit content as well as highly relevant and practical skills through an engaging and enjoyable simulation of a UN General Assembly session. By taking part in a Model UN students not only learnt about UN bodies and UN member states, but also about the importance of dialogue, diplomacy, negotiation, team work, and building consensus. The Model UN Conference will be run again for first-year students in Trimester 2, 2010. Mr Dean Coldicott Lecturer, International Relations

Mr Dean Coldicott

Curriculum Perspective – International Relations

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As the year 2009 draws to a close, I would like to thank all supervisors and thesis examiners for their dedication and contribution to this program and its students in 2009. Over the years, the program has grown from strength to strength, thanks to all your efforts as well as those of School Administration Officers and previous Honours coordinators. This year, fourteen honours students in the fields of International Relations, Politics, and Philosophy have submitted their theses, with diverse topic areas ranging from ASEAN regional cooperation, transcendental idealism, and China’s military space program to neoliberal reform in Argentina, discursive democracy, and creating a sustained peace from humanitarian interventions. In 2010, an even more exciting Honours year can be expected. Seventeen students continuing from 2009 are expected to complete their study next year. This is in addition to fourteen new applications which have been received so far. Equally important, the program has received positive feedback from our students. The feedback from Belinda Townsend (Honours student 2009) and James Murphy (Honours graduate 2005) included in this issue is a testimony to the important role the School Honours program has played in their intellectual pursuit and career fulfilment. The ongoing support and commitment of each and every staff member in the School has been and will continue to be essential to the continued success of the program, and I look forward to working closely with you all in the New Year. Dr Chengxin Pan, School Honours Coordinator In 2005, I elected to do an Honours year with a view to taking the challenges of being part of a program with exceptional academic quality, where nothing short of an ongoing commitment to excellence would suffice. Writing an Honours thesis turned out to be a tremendous challenge indeed, but it was also one of the biggest incentives to complete the Honours program. It presented me with an opportunity to explore in great detail an issue that I genuinely felt passionate about, and enabled me to stake an intellectual claim to an area that I felt was both pertinent, and in need of greater academic exploration. In my case, this thesis explored the role of the Ethnic Chinese community within Indonesia in facilitating broader bilateral relations between Indonesia and China. Successfully completing the Honours program enabled me to work extensively on developing strong written communication skills, as well as skills in research and critical thinking. This has in turn led to several personal achievements for me. Some of these include tutoring and lecturing in the School of International and Political Studies at Deakin, participating in the 2008 Australia Indonesia Institute Young Scholars Forum in Jakarta, and more recently, being one of 50 people selected from across the country to be an Associate with Teach for Australia for its inaugural year. I would highly recommend an Honours year to any student wanting to take on a meaningful personal challenge, whilst simultaneously taking the understanding of their chosen discipline to a whole new level. James Murphy, Honours Graduate 2005 For further information about Honours, please visit:

http://www.deakin.edu.au/arts-ed/courses/honours/index.php

My honours year at Deakin was an excellent complement to my two undergraduate degrees. I enjoyed interacting in small groups together with philosophy, international relations and politics students. Our small class sizes provided a stimulating and challenging forum for discussions. The intensity of the course required consistent motivation throughout the year. The diligence and strong assistance provided by the supervisors helped maintain my confidence and direction throughout the course and I would like to thank them for this. For all students contemplating an honours year I believe that the most important factors are not talent, or genius, but persistence and determination. I highly recommend an honours year as an extremely rewarding challenge. Belinda Townsend, Honours Student 2009

Dr Chengxin Pan

Curriculum Perspective – Honours

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Third Year Philosophy – Seminars and Blogs Commencing semester 1, 2008, the Philosophy discipline has offered a bi-weekly two hour seminar in each semester for all students enrolled in 3rd level philosophy units. The seminar is a generic seminar in philosophy and looks at contemporary issues in the field. Each week a student or a staff member introduces a discussion of a particular topic using either a text or some audio/visual material as a stimulus. Off-campus students participate in a collaborative study of material online using DSO. Dr Matthew Sharpe and Assoc Prof Russell Grigg conducted the seminars on the Waurn Ponds Campus while Professor Doug Kirsner and Assoc Prof Stan van Hooft conducted the seminar of the Burwood campus with Stan also looking after off-campus students. Informal feedback from students is highly positive. The task is not onerous but students achieve a strong sense of themselves as philosophers engaging with deep and important questions. The work of the seminars and blogs is designed so that on-campus students do not need to do any extra work outside of the seminars and off-campus students only need to spend a modest amount of time contributing their ideas. The Phillips KPA review of teaching in the Faculty of Arts and Education recommended that there be either “capstone units” or some other form of heightened educational experience for third year students. The seminar has had effect of bringing all 3rd level philosophy students together, not just those enrolled in the same unit. These changes have produced the following major benefits:

• they enhance the experience of a philosophical cohort by providing them with a formal context in which to integrate what they have learnt and the perspectives they have gained from studying philosophy at Deakin.

• the seminar gives staff in philosophy the opportunity to assess both the effectiveness of their curriculum across the major and the extent to which its key objectives have been achieved.

• there is an increased awareness of the value of enrolling in the honours program in philosophy.

• assessment at third year level is clearly distinguished from assessment at second year level in double-coded units.

Here is a recent entry to the blog, posted on June 11, 2009:

“I like to make a last contribution to this blog. In the process of collaborating in this space I learned that what is important in philosophy is not the answers but the questions. I learned a number of things in the process of attempting to answer the questions that Stan posted, although we found no definitive answers. What I think happens is that sometimes we take things for granted, no questions asked. Most of the times we are too busy to ask ourselves questions and when someone asks we are found with no answer or we make one on the spot. I have a fascination with the question of freedom. Are we really freely making decisions or everything is pre-determined and we are just "clogs in the universe" driven by myriads of events beyond anybody's control. In attempting Stan's answers I was thrown into considering this question and I pondered, sometimes for too long and if my conclusions did not make it to the blog, at least influenced the way I see the world from now on.”

Associate Professor Stan van Hooft, Discipline Convener, Philosophy

From top: Associate Professor Stan Van Hooft

Associate Professor Russell Grigg

Dr Matthew Sharpe

Professor Douglas Kirsner

Curriculum Perspective – Philosophy

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Improving online teaching in Philosophy Online teaching is an integral part of most students’ Deakin experience. While SETU question 9 (‘The online teaching and resources in this unit enhanced my learning experience’) is perhaps flawed as an absolute indicator, it may have some validity used comparatively. Comparison of results between Philosophy units and averages for SIPS and Arts/Education Faculty units reveals that we fall consistently below average on this measure (3.54 versus 3.69 and 3.67 for the period Semester 1, 2008—Trimester 2, 2009). In fact a number of Philosophy units scarcely exceeded a score of 3.00 on this measure. This is despite solid results for SETU question 1 (‘this unit was well taught’). Improving our students’ online learning experience matters to us in Philosophy. With the assistance of a grant from the Associate Dean (Teaching and Learning) budget, we aim to improve our performance using the Trimester 3 ASP205 World Religions DSO site as a trial. Over 200 off-campus students are enrolled in this, our most popular unit, which we offer twice every year. Strategies that prove successful here will be rolled out across other Philosophy offerings in 2010. Working in conjunction with the Knowledge Media Division and the Institute of Teaching and Learning we have made innovations along with applying strategies that have been successful in other disciplines. Our Trimester 3 DSO site moves far beyond the standard format in its use of: • A unique Philosophy banner to brand our discipline’s DSO sites • Clear, simple site architecture, particularly at the uppermost level of the site and in

the discussion forums • Custom icons (pictures, graphics) to add visual impact • New assessment types including online quizzes and group discussion-based tasks • A two topic trial online study guide with integrated eReadings and extra resources • New resource types including short audio talks and interviews that we have

produced ourselves, a selection of videos from the internet, and even some cartoons for ‘light relief’

• Embedded links to eReadings and further resources in html pages, thus avoiding multiple files icons on DSO pages and reducing visual clutter

• An extensive collection of linked eReadings covering both set readings and recommended further reading.

In just the first week that the trial site was open to students we received positive anonymous feedback posts, including the following: • ‘Site looks great - really well thought and laid out.’ • ‘The site looks great. The information is easy to find as well. So far I love it!’ • ‘The site is wonderful. As an off campus student I can't express how grateful I am to

finally come across a perfectly thought out discussion forum. The effort is appreciated and makes studying online much more effective which benefits both teaching staff and students.’

• ‘This is the BEST use of a DSO site that I have seen to date and after three years of a dual degree, I have seen a few!! Well done!!!’

We will wait with interest upon survey results from this cohort of students at the end of the trimester. Dr Nicole Saunders, Associate Lecturer, Philosophy

Dr Nicole Saunders

Curriculum Perspective – Philosophy

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ENLIGHTEN October/November 2009

When I began learning foreign languages in England back in the early 1970s I never gave a second thought to the rationale behind such endeavors. We learnt languages because we had no choice, for they were an essential component of the curriculum. At Deakin we truly appreciate the importance of languages and culture as a basic requirement of becoming a global citizen. Although It is unrealistic at the moment to dream of increasing contact hours to enable us to improve the language learning experience and, more important, to ramp up the cultural content of our courses, we can remain optimistic that the undergraduate language courses and the Diploma /Certificate of Language offered at Deakin will continue to grow, thanks to the commitment of the languages team and those around them who share their vision. I have a dream, that one day all of our language students will not only be conducting high-level talks or negotiating business contracts using the best linguistic and cultural tools we helped them acquire, but will also be secretly conjugating verbs in the subjunctive mood or testing each other on synonyms and antonyms. The dream can only be fulfilled, of course, if and when foreign languages (re)-gain their rightful place at the heart of any school curriculum, which will have a positive effect throughout the university system. There is room for optimism, as the following quote from Julia Gillard shows, but the dream is still distant: “We want young Australians coming out of school with the tools that they need to work in that modern environment, and increasingly that environment will require them to be able to converse with people in our own region in their own language.” (Julia Gillard Deputy Prime Minister & Minister for Education, March 2008). I leave the reader with the following piece of wisdom from Nelson Mandela (2007): “If you speak to a man in a language he understands, you speak to his head. If you speak to a man in his own language, you speak to his heart.” Dr Adrian Gully, Lecturer in Arabic

Dr Adrian Gully

Curriculum Perspective – Languages

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ENLIGHTEN October/November 2009

Future-oriented Chinese Language Learning

Language is a vehicle for improving ethnic tolerance, increasing a student’s personal confidence and contributing to the social and commercial well-being of the society in general. Learning a new language also expands the mind. Chinese language learning equips students with skills they need for the challenge ahead since China became the largest trading partner of Australia in late 2007 (Australian DFA&T, 2009). Proficiency in Chinese opens up a rich horizon of opportunities for career and culture to the students.

However, Chinese language is distinctive from English in tones, grammar and written forms. So learning Chinese is difficult: there are no short cuts. Chinese language learning requires an active learning process with lots of practice laced with fun activities and feedback from mistakes. In order to learn Chinese well and achieve a successful career in the future, the students need to be motivated to participate actively in many kinds of classroom activities including both oral and written ones such as games, role-plays, speeches, group-discussion and oral reports as well as vocabulary tests and the writing of resumes, applications, letters, magazine articles, newspaper articles, reports and essays.

In order to make the language learning process active, first and foremost the assessments should be designed to measure the full range of skills of the students’ language proficiency.

Second, language learning does not happen in great leaps forward. Small steps are the key. Thus the pathway of learning never looks too steep and each learning step is small enough to master quickly. In this way the students are able to validate their learning in many practice and performance settings and the destination (at the end of the journey) is truly valuable to the students.

Third, language learning with its tendency to slide into rote learning can be alienating. The students have to be kept motivated and focused. To do this, I embed the teaching of Chinese as a language into a wider encounter with Chinese culture. In this way, the students not only remain focused on practical outcomes (e.g. being able to get a job in China), but also become enthralled by the wonders of a different culture. For instance, my description of Chinese characters in terms of what they reveal about Chinese social structure and culture makes the students fascinated to decompose a complex set of character that make up a word into interesting narratives. Like this, all kinds of cultural insights emerge from the characters that would otherwise remain as complex squiggles on paper to be mastered by a pen, rather than a subtle culture to be encountered.

Dr Lin Zheng, Lecturer in Chinese

Dr Lin Zheng Student wins Endeavour Language Teacher Fellowship Award Thanks to Dr Zheng’s recommendation, Eliza Yoke was selected to receive the the Endeavour Language Teacher Fellowship Award. She will be in China for 3 weeks studying Chinese Language and learning about the culture in Nanjing University and Fujian Normal Universities. This will be Eliza’s first trip to China. Congratulations Eliza! Eliza Yoke studied Chinese with her Bachelor of Education (Primary) degree.

Curriculum Perspective – Languages

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Deakin has a proud history of in country Indonesian language programs. Trimester 3 programs are currently offered at two locations, The State University of Padang, in West Sumatra and the State Islamic University of Malang, in East Java. Our annual summer program alternates between the two locations. Students gain a unique experience in each location that enhances their understanding of the rich diversity of Indonesia. Students rapidly accelerate their language learning through first-hand experience and highly contextualised language use, across a broad range of issues and domains. Language classes are conducted each morning, from Monday to Friday. Students also undertake basic research through observation, accessing media and discussion with peers and select people to explore issues of choice. It is this high level of engagement that extends contextualised and relevant learning. Intercultural understanding is dramatically enhanced through extended social interaction with people of their own age group and an extra-curricular program of cultural activities and excursions. Local attractions incorporated into the cultural program typically include such activities as traditional music, dance, cooking and arts and visiting a village, a cool mountain retreat, a market, a large shopping plaza, a mosque and a church. Students are also encouraged to pursue their personal or vocational interests, with the assistance of quickly befriended local university students. These have included sport, music performance, school visits and radio presenting. The buzz students get from these types of opportunities is amazing. Student feedback is extremely positive with comments like “it changed my life” – a big claim for a six week program! In country intensive language programs are offered at third year and third year advanced levels with all units being fully accredited to the Indonesian major. As a structured program where students are provided a high level of support, the Indonesian in country programs are a great way to improve language proficiency and gain insight into Indonesian culture and society. Links with the State University of Padang were established by Ismet Fanany, who originates from the Padang. Links with the State Islamic University of Malang were established by Alistair Welsh, who worked in East Java in 2005-06, in the Islamic education sector. Mr Alistair Welsh, Lecturer in Indonesian

Mr Alistair Welsh

In-Country Language Program - Indonesia

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Snapshots of Students’ reflection on their experience in China on Deakin’s Chinese in-country program “There are so many advantages of studying a second language, especially if you are able to spend time in that country to do so. Being in an environment where a majority of the people speak the language is the greatest benefit of all. You are forced to communicate in that language. In China I found that I became much more confident in speaking because I was always in situations where I needed to talk Chinese. Although I had a little difficulty understanding every single word they said in response to me, I was able to pick up key words and make sense of what they were saying. As the weeks progressed, my ability to understand the people developed. It was such a big leap.” Hayley Lange

“My time in China was filled with a great number of events and a lot of leaning. Everyday brought with it new challenges and new experiences. Having the experience of independence also allowed a different level of learning. We had to be amongst the culture everyday in order to survive. Through my time I was so privileged to be able to learn what I had set out to achieve. I was able to have a short conversation with a local. I could read characters more easily and with a better fluency. I had met wonderful people from Deakin University who were great as friends and also as classmates. And I had significantly increased my knowledge of the cultural practices and why the language is so important. Though learning Chinese is extremely difficult, I learned that I too must adopt a cultural practice of the Chinese people and continue to study hard.” Nicole Salamy Interested in an in-country experience? Follow the link to: http://www.deakin.edu.au/arts-ed/sips/future-students/in-country.php

Associate Professor Guo-qiang Liu, Discipline Convener, Languages

Centre Aspires to Excellence in Asian Language Education Deakin’s “Building effective partnerships to increase teacher supply and enhance the quality of Asian languages education” project was recently selected as one of seven projects to receive funding under round one of the Government’s Strategic Collaboration and Partnership Fund, a key element of their National Asian Languages and Studies in Schools Program (NALSSP). As part of this program, SIPS is offering scholarships for primary and secondary school teachers to undertake a Diploma of Language (Indonesian). This Diploma is especially designed for in-service teachers. While the diploma normally takes three years to complete, this program requires only two summers and the academic year in between. Read more at: http://www.deakin.edu.au/arts-ed/news/scholarship.php

In-Country Language Program - China

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“To be honest my first impressions of China, were that of craziness. This is completely due to the taxi drivers there, amongst all the near missing of colliding into the other cars, as well as the time where the driver actually clipped another car, and they both kept on driving, slightly disgruntled but not overly caring. What is this strange place? I thought to myself, and instantly I thought I would not be able to cope with this new culture, and how I had to talk to everyone in Chinese. I decided to console myself with the fact that it was only the first day, and that I have to attempt to embrace China, and all of its idiosyncrasies. Initially this goal was not an easy aspiration to achieve, but as the days rolled by, bringing new and crazy customs and linguistic challenges, my initial impressions of China slowly faded away, and were replaced by a new appreciation of a country, that is so unlike my own, but is, in its in own distinctive way, a beautiful and fascinating place to reside in.” Shane Welsh “It was only after living and breathing China, that I really understood how beneficial it was for my language skills. Every single time I left the comfort of my room with English speaking people, I faced China and by doing so, I had to adapt myself as best I could to communicate with the little Chinese I had. Looking back on the start of the trip and then reflecting to what I achieved, it amazes me.” Jaclyn Johnson “Upon reflection, I thought long and hard about what I gained and lost from the six weeks of studying in China. The obvious gain was the improvement to my Mandarin skills which was the main objective, yet I did lose some bad habits and gain new understandings of life, generally speaking. Furthermore, the routine in our lives was something that a University student is not always used to. The “school-like” routine of getting up early everyday and going to class really helped me get into focus and study hard. I would go to class and afterwards would dedicate a certain amount of time studying new characters, revising exercises and preparing for the upcoming lesson. Living in China and enduring their way of life helped me to appreciate their culture and learn from it. In contrast, I managed to rid myself of some bad habits whilst studying in China. Simple things such as sleeping in, staying out late and other disruptions were something that I was able to ignore in Nanjing. Although it sounds immature and simple, it was another achievement that has helped me mature as a University student.” Jaclyn Johnson

In-Country Language Program - China

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AIP203 Politics in India India plays an increasingly important role in Australia’s international relations, trade and economics, and culture. Many Australians travel to India and many Indians arrive in Australia as migrants, tourists or students. The two countries have federalism, as well as parliamentary and legal systems derived from Britain, in common. Yet knowledge of how the world's largest democracy works is not widespread in Australia. From 2010, the School offers a unit which provides an introduction to politics in India since independence. It examines the struggle for freedom and national unity, India's experience with democratic political institutions, and its efforts to establish itself as a power in south Asia and the world. Themes covered include constitutional arrangements and the challenge of federalism, interest groups and political parties, the Congress system and its decline, the emergence of coalition politics, elections and political behaviour, the politics of development, and national security and foreign policy. http://www.deakin.edu.au/currentstudents/handbooks/handbooks2010/search.php?year=2010&entunit=aip203&enttitle=&entkeyword=Keyword&entlevel=Select&entsemester=Select&entloc=Select&entmode=Select&sortby=unit_cd&submit=Search AIP204 Politics and the Media The School of International and Political Studies is launching a new unit next year entitled Politics and the Media (AIP204). The Unit is designed to examine the role of the media in the contemporary Australian domestic politics. It explores the place of the media in a liberal democracy like Australia focusing on key issues like the role of the state as regulator, the power of the press in setting the political agenda, public opinion polling, politics and the ownership of media organisations, the public relations state and political spin, issues management and pressure groups, talk back radio, and finally the democratic potential for new media and civic journalism. The unit will be taught for the first time in trimester 2 next year (2010). http://www.deakin.edu.au/currentstudents/handbooks/handbooks2010/search.php?year=2010&entunit=aip204&enttitle=&entkeyword=Keyword&entlevel=Select&entsemester=Select&entloc=Select&entmode=Select&sortby=unit_cd&submit=Search AIR701 China and the World China plays an increasingly important role in global politics and is Australia's biggest trading partner. Its international relations generally and foreign policy in particular have attracted growing interest from scholars and students alike. Specifically, this unit will examine the sources and nature of Chinese power, Chinese views of its national identity, global role and responsibility, Chinese nationalism and strategic culture, China's major foreign relationships and regional responses to China's rise, as well as the impact of these interactions on the U.S., regional balance of power, global political, economic and normative order, energy and resources, environment, and Chinese domestic political economy. http://www.deakin.edu.au/currentstudents/handbooks/handbooks2010/search.php?year=2010&entunit=air7&enttitle=&entkeyword=Keyword&entlevel=Select&entsemester=Select&entloc=Select&entmode=Select&sortby=unit_cd&submit=Search

Languages – New Units! Advanced Chinese for Business Purposes Advanced Arabic Language Skills and Introduction to Translation Skills Students studying Italian through the UniSA collaboration will also have the opportunity to attend the Italian in country program from 2010.

Dissertation Units now available in the Master of Politics and Policy and the Master of Psychoanalytic Studies We are delighted to advise that from Trimester 1 2010 students will have the option of completing a 4 credit point dissertation of 14-16,000 words within the Master of Politics and Policy and the Master of Psychoanalytic Studies. A dissertation of this size provides a substantial research experience and also a pathway to PhD studies. The normal requirement for admission is a distinction average in previous coursework, and will normally be undertaken in the final year of study.

STOP PRESS – New Units

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The interactions between popular culture and public policy in general, and foreign policy in particular, have always been an important area of scholarly enquiry and popular interest. However with the end of the bipolar world system and the emergence of a single world superpower in the form of the United States of America, which is waging a War Against Terror, this nexus has become critical. This is especially true because of the almost Manichean tendency of the United States to see other countries in terms of "good" or "evil". Indeed President Bush himself has coined the term "The Axis of Evil" for states, which in a kinder age were simply referred to by his predecessors as being "Rogue States".

This book draws together elements from several academic disciplines - politics, international relations, psychology, film and cultural studies and examines US foreign policy toward the so-called "rogue states" and the products of the Hollywood film industry in relation to these states, which promises to make a significant contribution to our understanding of the 'soft power' that is popular culture.

For more, visit: http://us.macmillan.com/howhollywoodprojectsforeignpolicy#praise

This major work of reference is an indispensable resource for anyone conducting research or teaching in the philosophy of religion and related fields, such as theology, religious studies, the history of philosophy, and the history of ideas. An international team of over 100 leading scholars has been brought together to provide authoritative exposition of how history's most important philosophical thinkers – fron antiquity to the present day – have sought to analyse the concepts and tenets central to Western religious belief, especially Christianity.

Divided, chronologically, into five volumes, The History of Western Philosophy of Religion is designed to be accessible to a wide range of readers, from the scholar looking for original insight and the latest research findings to the student wishing for a masterly encapsulation of a particular philosopher's views. It will become the standard reference in the field.

For more, visit: http://www.acumenpublishing.co.uk/display.asp?K=e2009013016055139&sf1=editor&st1=Graham%20Oppy%20and%20Nick%20Trakakis&sort=sort_title&m=1&dc=1

Totman, S. (2009).). How Hollywood Projects Foreign Policy. Palgrave Macmillan (Foreward by G. Scudder)

PUBLICATIONS

Dr Sally Totman

Oppy, G. & Trakakis, N. (2009). History of Western Philosophy of Religion. London: Acumen. New York: Oxford University Press.

Dr Nick Trakakis

Publications Publications

Sally’s Stardom in

Polish media!

http://polskatimes.pl/opinie/forumautorow/183353,zarzadzanie-kryzysowe-w-unii,id,t.html#material_2

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Book Chapters

• Miller, M. A. (2009) ‘The Nanggroe Aceh Darussalam Law: A Serious Response to Acehnese Separatism?’ (Reprint of article in Journal of Asian Ethnicity, 5(3), 2004, pp.333-351 in Liow, J. and Hosen, N., eds., Volume1. Southeast Asian Islam: Histories, Cultures, and Identities of (4-Volume Set) Islam in Southeast Asia. Critical Concepts in Islamic Studies (London and New York: Routledge 2009). ISBN: 978-0-415-47680-5.

Weblink: http://www.routledgemiddleeaststudies.com/books/Islam-in-Southeast-Asia-isbn9780415476805

• Miller, M.A. and R. Michael Feener “Emergency and Islamic law in Aceh” in Ramraj, V. V. and Thiruvengadam, A. K., eds., Emergency Powers in Asia. Exploring the Limits of Legality (Cambridge, U.K.: Cambridge University Press, 2009), pp.213-236. ISBN: 9780521768900. Weblink: http://www.cambridge.org/uk/catalogue/catalogue.asp?isbn=9780521768900

• van Hooft, S., (2009) ‘Dialogue and Ethics’ in John Strain, Ronald Barnett and Peter Jarvis. (eds), Universities,Ethics and Professions: Debate and Scrutiny, London: Routledge, 2009, (pp. 81-93)

www.sidint.org/development

Publications

Mr Hakeem Kasem has published the following book translations (link not yet available): Kasem, A. (2009) English Arabic Junior Maths Dictionary, Pearson Education Australia. Kasem, A. (2009) English Arabic Senior Maths Dictionary, Pearson Education Australia. Kasem, A. (2009) English Arabic Science Dictionary, Pearson Education Australia.

Dr Michelle Miller

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Journal Articles

• Pietsch, J. and Marotta, V. 2009. 'Globalisation and Attitudes towards Immigration in Australia: an Empirical Study of Bauman and 'Strangerhood'. Journal of Sociology. 45(2).

• Heather Wallace’s article “Mixing Metaphors: differences in the language and

understanding of development policy applied to the Pacific Islands” appears in the Journal Development (Society for International Development. The issue is on Xenophobia, Culture and Identity. (Vol. 52.4, December 2009).

From introduction to the issue: “Racism and xenophobia are a global and persistent phenomenon, but the harsh and often violent manifestations of intolerance often sit uncomfortably within mainstream development. Development practitioners and policymakers alike often fail to confront its impact, avoiding the implications of hostility on the streets or deeply entrenched prejudice within government institutions. They also miss that xenophobia pervades the language and the attitudes behind development policy. Articles in the issue of Development boldly take up how the mindset of development practitioners need to change with a look at: the rise of Islamophobia, the hate attacks on Roma people in Europe and violence against refugees in South Africa; the marginalizing of Palestinians in Israel; the distrust of African migrants in Sweden; the exclusion of indigenous people in Latin America; the neglect of Bushmen in Botswana; the racist policies directed at Aboriginal Australians in Australia; and the inherent racism in the Pacific. The journal issue highlights both the difficulty people who endure racism face and the courage of those who are trying to end unjust state policies, media misrepresentations and the violent behaviour against ‘others’.” More at: http://www.palgrave-journals.com/development/index.html

• Jorgensen, B., Graymore, M. & O’Toole, K. 2009 Household water use behavior: An integrated model, Journal of Environmental Management, 91, pp. 227-236

• O’Toole, K. Wallis, A. and Mitchell 2009 Place based knowledge networks: the

case of water management in south west Victoria, Australia, Water Alternatives, Vol 2 (1) pp. 101-114

• Kenny, S. 2009. ‘Towards Unsettling Community Development’, paper

presented at Community Development Journal: An International Forum (CDJ). London.

Professor Sue Kenny was amongst a group of 40 leading community development researchers invited as a keynote speaker in a 3-day symposium in London. Her paper, Towards Unsettling Community Development, drew upon several ARC research projects she has undertaken with Deakin University and other colleagues, which have been concerned with active citizenship and third sector organizations in seven countries. The Symposium was organized by the Community Development Journal: An International Forum (CDJ) to reflect on key trends and theoretical insights in community development. The CDJ, published by Oxford University Press, is the leading international journal reporting on community development research.

Professor Sue Kenny

Dr Heather Wallace

Dr Juliet Pietsch

Publications

Associate Professor Kevin O’Toole

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Conferences, Seminars and Papers

• O’Toole, K. & MacNab, K. 2009, Neighbourhood Renewal, Sustainability and Local Partnership, International Rural Network Conference Udaipur, India August 23-28.

• O’Toole, K. & Dennis, J. 2009, NGOs, enterprise and rural development,

International Rural Network Conference Udaipur, India August 23-28.

• O’Toole, K. 2009 , Innovation, Sustainability and Identity, Keynote Address, International Rural Network Conference Udaipur, India August 23-28

• 5. Seminar Presentations.

• O’Toole, K. 2009, Is it possible to have bottom up change in a limited governance environment? Concordia University, Montreal Canada, October 5.

• O’Toole, K 2009, The Future for Rural Research, From Rural Recession to

Revitalization ,Canadian Rural Revitalization Foundation Workshop, Quebec City Canada, October 16.

On Wednesday 7 October, Dr Scott Burchill presented: Leaving Afghanistan? Moral, political & strategic consequences. “7 October 2009 marks the 8th anniversary of the start of the Afghanistan war. As public opinion in the West turns against the war, policymakers in the West, including Australia, are confronting intensifying pressure for withdrawal. On the other hand, former army officials, conservative academics and journalists are calling for an escalation of troop numbers. This seminar examines the moral, political and strategic consequences of the withdrawal of foreign troops from Afghanistan. “

Read more at: http://www.deakin.edu.au/arts ed/icg/events/seminars/seminars2009.php#17

APSA 2009: Australian Political Studies Association Annual Conference 2009

The 2009 Australian Political Studies Association Annual Conference was hosted by Macquarie University. The Conference was held from Sunday 27th September to Wednesday 30th September. A number of SIPS academics presented at this conference:

• Dean Coldicott “Global Governance in the Collective Interest” • David Hundt “Reappraising the Developmental State” • Sally Totman and Matt Hardy, “In the Green Zone, 40 years with Colonel

Qadaffi • Aaron Martin and Juliet Pietsch. 2009. “Future Shock or Future Stability: How

Different generations contribute to or disrupt the stability of the Australian party system?”

Abstracts will shortly be available for viewing at : http://www.pol.mq.edu.au/apsa/refereed_papers.html

Conferences, Seminars and Other Activities

From top: Dr Scott Burchill

Mr Dean Coldicott

Dr David Hundt

Dr Sally Totman

Dr Juliet Pietsch

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Publications

• Associate Professor Stan van Hooft travelled to Jakarta and Singapore during October in order to conduct seminars at various universities. On October 6 and 7, he spoke on "Cosmopolitanism" in Jakarta at The Driyarkara School of Philosophy and the State Islamic University respectively. And on October 22 he spoke on "Hope" at the National University of Singapore and on the 23rd on "Cosmopolitanism" at the Singapore Management University. At all these institutions discussion from staff and students was intense and probing. Stan presented copies of some of his recent books at all of the institutions he visited.

• Professor Damien Kingsbury has accepted a request to become an advisory board member of the Asian Center for Peace and Security Studies. Asian Center for Peace and Security Studies is based in Seoul and is part of the Asia Institute for Human Resources and Sciences authorized by the South Korean Ministry for Education, Science and Technology. The Institute’s mission is to conduct high quality research on questions related to international peace and security. For more information on Asian Center for Peace and Security Studies http://www.asiancenterforpeaceandsecuritystudies.org/index.htm

• Dr Scott Burchill has accepted the invitation to be a member of the review panel for the 2010 VCE International Studies review at the Victorian Curriculum and Assessment Authority (VCAA).

Other Activities

From top, Stan van Hooft: • presenting copies of his

books to Dr Jusuf Rahman of the State Islamic University in Jakarta

• with staff and students of the State Islamic University in Jakarta

• with staff of The Driyarkara School of Philosophy

• presenting copies of his books to Dr Simon Tjahjadi of The Driyarkara School of Philosophy

• presenting a copy of his book on Virtue Ethics to Professor Chin Liew Ten of the National University of Singapore.

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Other Activities

Extracts from Media Releases http://www.deakin.edu.au/news/ Democracy on the menu at breakfast – a thought-provoking start at a breakfast discussing the decision-making processes of local government On Wednesday 28 October, Breakfast at Lakehouse: Deliberative Democracy in Local Government – Community Engagement Practices was part of the University’s Deakin Week activities. Dr Phil Connors hosted the event and explained: “Basically, deliberative democracy is about engaging people in the decision making processes of local government.” “We will be discussing some of the processes local government can use to foster community engagement and active citizenship. It will be a good opportunity for people to get an introduction to deliberative democracy and hear about examples of it in action.” Dr Andrew Vandenberg also spoke at the breakfast and set the scene by discussing different understandings of democracy and how they have come about. One-stop support for grieving people Establishing a one-stop shop where grieving people can seek help and support is one of the key recommendations from a study into bereavement services. Dr Phil Connors and research partner Jerusha Toonen from Deakin University were commissioned by Barwon Bereavement Services and the Wesley Centre for Life Enrichment to carry out the study, which looked at support services available to people in the Geelong community dealing with the death of an adult. “Our study found that while the services available in Geelong are considered to be quality services, there aren’t enough of them to meet current and future demand,” Dr Connors said. “Although we focused on the Geelong region, I think our findings could also be relevant to other communities where bereavement services are over-stretched.” Dr Connors said that for every person that dies there are approximately 10 people seriously affected by grief, with one in 10 people requiring specific support during the grieving process. “Everyone grieves differently. How we deal with loss and bereavement is influenced by countless social, personal, contextual and environmental factors. “There needs to be a variety of services available to meet the different bereavement needs that will be present in any community. “These range from the provision of accessible and accurate information to family and community support networks to more formalised peer group support programs to professional counselling and therapy.” As well as identifying gaps in available services, the study also looked at how to best use what is already in place. “Our research found that services are most efficiently used when the bereavement needs of the individual are clearly identified. “We believe that establishing an appropriately resourced one-stop shop for bereavement services will make it easier for grieving people, either directly or through referral, to find the help and support available in their community. “It could also help communities to make the best of the bereavement services they have while they are waiting for gaps in those services to be filled,” Dr Connors said. The study focused on adult bereavement services, Dr Connors explained, because these services were not as well-developed in the Geelong region as services to support people dealing with the death of a child.

Dr Andrew Vandenberg

Dr Phil Connors

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Interested in any of the items below? Check out more at Deakin Speakin’ http://kutsak.its.deakin.edu.au/deakinspeakin/ Professor Damien Kingsbury speaks…. 1 Aceh’s Qanun Jinayat and the democratic process – 21 October 2009 Just two weeks before it recently left office, the outgoing legislature of Aceh, the DPRA, passed the Qanun Jinayat (Islamic Criminal Bylaw). International reporting on this move portrayed the legislation as allowing – or even requiring – the ‘stoning to death’ of adulterers and the torture of women. The international image of Indonesia generally and Aceh in particular suffered greatly, and unfairly. It is widely assumed that the out-going DPRA passed this law in an unfortunate and misguided attempt to cause problems for the in-coming DPRA. But the real issue concerns the extent to which democratic principles are finding a home in Aceh, and in Indonesia. Dog-whistle Politics and the Indonesia Solution – 21 October 2009 As we learned from Foreign Minister Stephen Smith last night (20 October), there is now an agreement between the Prime Minister, Kevin Rudd, and Indonesia’s President Susilo Bambang Yudhoyono for Indonesia to accept asylum seekers bound for Australia. Move over John Howard’s ‘Pacific Solution’, and make way for Kevin Rudd’s ‘Indonesia Solution’. Mr Rudd will take considerable satisfaction from his visit, formally to mark President Yudhoyono’s swearing in for a second term, producing what he will no doubt regard as a diplomatic coup. Security sector reform in Indonesia – 3 November 2009 There is no issue more critical to the success of democratic projects anywhere than the civilian control and accountability of those institutions of state that exercise the capacity for compulsion; the military, police and intelligence services. The two requirements of these institutions of the ‘security sector’ are that they are effective in providing security from external threats and internal law breaking, and that they do not themselves constitute a threat to the state or its citizens. Where the security sector does not comply with these conditions, it can and often does create a hurdle to sustainable development, normative political progress and the sense of security these outcomes are nominally intended to provide. A confused government’s way forward – 12 November 2009 The Australian government’s approaches on asylum seekers, Indonesia, Sri Lanka, Afghanistan and Iraq are debacles that reflect an inability to break with Howard-era approaches to foreign policy. Trying to turn the Howard-era foreign policy sow’s ear into a Rudd government silk purse is doomed to policy failure. Australia’s foreign policy debates – 12 November 2009 When the Rudd Labor Government was elected two years ago, there were high hopes that it would leave behind the more negative foreign policies of its predecessor Howard Coalition Government. What we have, though, is a foreign policy shambles, overwhelmingly as a result of the Rudd Government allowing itself to be trapped by the Howard Government’s legacy.

SIPS Tips

Professor Damien Kingsbury

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Libs risk becoming extinct species, The Australian, October 5 2009 ‘Deakin University academics Juliet Pietsch and Aaron Martin found that younger voters were more likely to support a minor party and baby boomers more likely to back the ALP.’ Read the full article at: http://www.theaustralian.news.com.au/story/0,,26165276-5013404,00.html Young Coalition voters an endangered species, Sydney Morning Herald, 29 September 2009 ‘It is questionable whether enough of the younger voters will become conservative as they age to compensate for the lower level of initial Coalition support. The study, by Juliet Pietsch and Aaron Martin, will be presented to a Politics of Ageing conference in Canberra tomorrow. Dr Pietsch, a lecturer in politics at Deakin University, said: ''The Coalition is in a lot of trouble. They're pushing against the tide of change.'' Younger age groups in the future were less likely to vote for the Coalition and more likely to vote for a minor party, and baby boomers were more likely to vote for Labor compared with the older generation.’ Read the full article at: http://www.smh.com.au/national/young-coalition-voters-an-endangered-species-20090927-g7qo.html UNLEASHED 30 September 2009 ‘Periods of political renewal - as Australia is experiencing under Kevin Rudd - occur all too infrequently. And when voters show the door to those who dominate politics for long periods - as John Howard did from 1996 - the death knell of their respective party is inevitably sounded across the country. The latest death signals for the conservatives came this week with the release of what appears to be an interesting study of federal voting demographics. The central theme of the study, by Deakin University lecturers Juliet Pietsch and Aaron Martin, is that long-term voting patterns suit Labor and the minor parties while a failure by the conservatives to reach out to young people will see them become extinct.’ Follow the link to read more: http://www.abc.net.au/unleashed/stories/s2700766.htm Left’s Family Values, The Australian, 23 September 2009 ‘At the Deakin University Seminar "New political visions for Australia" the key things discussed were the need to: redefine progress in a carbon-constrained world; assert equality and social justice in dealing with the impact of climate change; develop a new language of the common good; and the destructive affects of markets on social cohesion. Cultural diversity has long been a buzz word for the Left but at the Deakin seminar, more attention was paid to the need for social cohesion and the common good. Globalisation and the individualising market forces have led to a long-term decline in social cohesion, it was argued. This in turn undermines the integration necessary to allow citizens to share resources with strangers through the tax and welfare systems.’ Read the full article at : http://www.theaustralian.com.au/politics/opinion/lefts-family-values/story-e6frgd0x-1225778347734

SIPS Tips

Dr Juliet Pietsch

Dr Matthew Sharpe

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Research & Partnerships

SUCCESSFUL TENDER : Centre for Defence and Strategic Studies (CDSS) The Faculty of Arts and Education has been successful in winning, in a competitive national tender process, a new contract with the Commonwealth to provide the Masters course at the CDSS for a further two years from 2010, with the possibility of extensions until 2016. The CDSS is Australia’s senior defence college with a year- long course for 20-25 Australian officers of Colonel rank or equivalent, many of whom move on to rank of Brigadier General and into the senior leadership group in Defence. The course is also attended by an equivalent number of overseas participants from the Asian Pacific region and beyond. On behalf of the University, the School will continue to offer the MA(Strategic Studies) to 30-35 course members per year and oversee a range of research project supervisors from Deakin, and from Australian and overseas universities. The School is in the process of appointing a Senior Lecturer as Academic Adviser, a full time position at CDSS and a member of the International Relations discipline. The Academic Adviser is responsible under the contract for advice to non-Masters students as well as coordinating the Masters program for Deakin.

The Faculty looks forward to continuing to develop its longstanding and productive partnership in senior officer education with the Department of Defence.

Warrnambool-Corangamite Land Suitability Decision Framework: Southwest case study and partnerships Associate Professor Kevin O’Toole Is part of multi-disciplinary team of researchers from Deakin University’s Warrnambool Campus who have received $230,000 to conduct research for the Warrnambool-Corangamite Land Suitability Decision Framework: Southwest case study and partnerships project. The project is funded by the Warrnambool City Council for the Department of Sustainability and Environment. Dr O’Toole will join Dr Daniel Ierodiaconou, Dr Anne Wallis, and ProfessorFrank Stagnitti from the School of Life and Environmental Sciences and Dr Helen Scarborough from the School of Accounting, Economics and Finance. The aim of the project is to establish an integrated land suitability and decision making framework for Warrnambool and Corangamite Shires that can be applied to improve the basis for regional and local planning. This framework incorporates social, economic and environmental data and quantitative statistical modelling methods integrated within a Geographical Information System (GIS). Headspace Warrnambool: Evaluation Research Project Associate Professor Kevin O’Toole has received $25,000 to lead a research project entitled Headspace Warrnambool: Evaluation Research Project with Dr Anna Macgarvey from the School of History, Heritage and Society. The project aims to supply an evaluation framework for Headspace Warrnambool. Headspace is Australia’s national youth mental health initiative which aims to promote and support early intervention for young people with mental and substance use disorders. Headspace provides training and professional support to general practitioners, school counsellors, and other health professionals and specialists working with young people. There is a focus on improving community awareness of youth mental health encourages help-seeking and knowledge about youth mental health.

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Congratulations to Mr Justin Lee, a current 4th year student of Deakin's Bachelor of Arts - Chinese / Bachelor of Commerce. Justin has received an offer of a new position of Economic Analyst Graduate from the Department of Treasury and Finance of the State Government of Victoria.

Justin believes that his knowledge of Chinese language and culture, and in particular his travelling experiences in China, have helped him to win the position. Not only did he participate in Deakin's in-country program at Nanjing Normal University in China, but also travelled widely in China.

Justin starts in his new job on 1 February 2010.

Students

Bachelor of Arts (International Studies) The Bachelor of Arts (International Studies) is a focused course for students seeking an international orientation in their Arts program, with a commitment to either a period of study at an overseas university or an internship at an overseas organisation. The course is designed to enable students to develop systematic understandings of the international forces shaping government, business and community life in contemporary Australia and the world; a range of skills in analysis and interpretation of these forces; cross-cultural competencies through an internationally oriented curriculum and through participation in an international study experience.

For more information, visit: http://www.deakin.edu.au/arts-ed/sips/undergradst.php#a326

Hear from students who have undertaken the international experience component of this exciting course, and their advice to future students.

Video at: http://www.deakin.edu.au/arts-ed/internships/bais/index.php

All photos and testimonials in this edition contributed by staff and students of the School of International and Political Studies