Outline

Overview

This unit links debates over social rights and democratic legitimacy to structural economic arguments. It introduces the competing arguments over social rights and the struggles that have created them, and promotes the use of evidence in these conceptual arguments. The approach of economic liberalism to rights is examined. Important global issues involving rights and economic argument - such as self-determination, land rights, food security, fair trade and economic governance - are examined.

Unit details and rules

Academic unit	Political Economy
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	SCLG6912
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Suneha Seetahul, suneha.seetahul@sydney.edu.au
Lecturer(s)	Suneha Seetahul, suneha.seetahul@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam	Exam n/a	30%	Formal exam period	1.5 hours
Outcomes assessed:
Assignment	Essay n/a	20%	Week 05 Due date: 27 Mar 2020 at 23:59	1500 words
Outcomes assessed:
Assignment	Essay n/a	40%	Week 11 Due date: 15 May 2020 at 23:59	3000 words
Outcomes assessed:
Participation	Seminar participation Student participation, debate, case-study presentation	10%	Weekly	n/a
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction: A brief history of economic development and development economics (part 1)	Seminar (2 hr)
Week 02	Introduction: A brief history of economic development and development economics (part 2)	Seminar (2 hr)
Week 03	The relationship between human rights and economic development	Seminar (2 hr)
Week 04	Poverty and Human Rights	Seminar (2 hr)
Week 05	Inequality and Human Rights	Seminar (2 hr)
Week 06	Human Rights Violations in Labour	Seminar (2 hr)
Week 07	Labour Rights and Decent Work	Seminar (2 hr)
Week 08	Gender inequality and Development	Seminar (2 hr)
Week 09	Health Rights and Development: From Food Security to Malnutrition	Seminar (2 hr)
Week 10	Migration and Development	Seminar (2 hr)
Week 11	Human Rights and Development Case Study Presentations	Seminar (2 hr)
Week 12	Human Rights and Development Case Study Presentations	Seminar (2 hr)
Week 13	Revision	Seminar (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Lecture 1 and 2: A brief history of economic development and development economics

Collier, P., & Gunning, J. (1999). The IMF's Role in Structural Adjustment. The Economic Journal, 109(459), F634-F651.
Hout W. (2016) Classical Approaches to Development: Modernisation and Dependency. In: Grugel J., Hammett D. (eds) The Palgrave Handbook of International Development. Palgrave Macmillan, London
Thorbecke E. (2019) The History and Evolution of the Development Doctrine, 1950–2017. In: Nissanke M., Ocampo J. (eds) The Palgrave Handbook of Development Economics. Palgrave Macmillan, Cham

Lecture 3: The relationship between human rights and economic development

Abouharb, M., & Cingranelli, D. (2007). Structural adjustment programs undermine human rights. In Human Rights and Structural Adjustment (pp. 3-28). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511551055.001
Sen, A. (1999). The ends and the means of development. In Development as Freedom (pp. 35–53). Oxford University Press.
Sen, A. (2013) The Ends and Means of Sustainability, Journal of Human Development and Capabilities, 14:1, 6-20, DOI: 10.1080/19452829.2012.747492

Lecture 4: Poverty and Human Rights

Banerjee, A, V., and Esther Duflo. 2007. "The Economic Lives of the Poor." Journal of Economic Perspectives, 21 (1): 141-168.
Brady, D., Burton, L., Hick, R., & Burchardt, T. (2016-05-19). Capability Deprivation. In The Oxford Handbook of the Social Science of Poverty. : Oxford University Press. Retrieved 2 Feb. 2020

Lecture 5: Inequality and Human Rights

Juergensmeyer, M., Sassen, S., Steger, M., Faessel, V., & Mohanty, M. (2018-12-27). Inequality from the Perspective of the Global South. In The Oxford Handbook of Global Studies. : Oxford University Press.
Ravallion, M. (2014). Income inequality in the developing world. Science, 344(6186), 851-855.
Stewart, F., & Samman, E. (2014-02-27). Inequality and Development: An Overview. In International Development: Ideas, Experience, and Prospects. : Oxford University Press

Lecture 6: Human Rights Violations in Labour

Bhukuth, A. and Ballet, J. (2006), "Is child labour a substitute for adult labour? A case study of brick kiln workers in Tamil Nadu, India", International Journal of Social Economics, Vol. 33 No. 8, pp. 594-600
Guérin, I. (2013). Bonded Labour, Agrarian Changes and Capitalism: Emerging Patterns in South India. Journal of Agrarian Change, 13(3), 405–423
Thévenon, O. and E. Edmonds (2019), "Child labour: Causes, consequences and policies to tackle it", OECD Social, Employment and Migration Working Papers, No. 235, OECD Publishing, Paris

Lecture 7: Labour Rights and Decent Work

Chen, M. (2008). Informality and Social Protection: Theories and Realities. IDS Bulletin, 39(2), 18–27.
Fields, G. S. (2003). Decent work and development policies. International Labour Review, 142(2), 239–262.

Lecture 8: Gender inequality and Development

Jayachandran, S. (2015). The Roots of Gender Inequality in Developing Countries. Annual Review of Economics, 7.
Kabeer, N. (2012). Women’s economic empowerment and inclusive growth: labour markets and enterprise development. International Development Research Centre, 44(10), 1-70.

Lecture 9: Health Rights and Development: From Food Security to Malnutrition

Popkin, B. M., Adair, L. S., & Ng, S. W. (2012). Global nutrition transition and the pandemic of obesity in developing countries. Nutrition Reviews, 70(1), 3–21
Sen, A. (2008). Why and how is health a human right? The Lancet, 372(9655), 2010

Lecture 10: Migration and Development

Mallett, R. (n.d.). Decent work, migration and the 2030 Agenda for Sustainable Development. Retrieved 23 August 2019
Mieres, F. (2018). "Migration, recruitment and forced labour in a globalising world". In Handbook of Migration and Globalisation. Cheltenham, UK: Edward Elgar Publishing

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. discuss critically and constructively major themes of human rights in development
LO2. apply competing theories and relevant evidence to arguments over human rights in development
LO3. write a critical, well researched and detailed paper in at least one major theme of human rights in development
LO4. respond rapidly to impromptu, thematic questions concerning human rights in development.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

New Outline

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

ECOP6130: Human Rights and International Development

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links