Unit outline_

INGS4003: Global Studies Seminar

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

The unit will equip students with the required analytical and pragmatical skills to study the multiple forces that have shaped our world. It will focus on specific debates and methodological examples, both from established and more recent scholarship on international and global affairs, that will serve as a foundation for research purposes. Students will be guided to frame and develop projects that challenge more conventional local and national points of view and deploy transnational and global frameworks capable of explaining the more complex and pressing problems of our globalised world.

Unit details and rules

Academic unit History
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator James Curran, james.b.curran@sydney.edu.au
The census date for this unit availability is 31 March 2025
Type Description Weight Due Length
Assignment Final Essay
Final research paper
60% Formal exam period
Due date: 03 Jun 2025 at 23:59

Closing date: 09 Jun 2025
4500 words
Outcomes assessed: LO1 LO2 LO3 LO5 LO4
Assignment Essay draft
Essay draft
30% Mid-semester break
Due date: 25 Apr 2025 at 23:59
1500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Participation Participation
Marks are awarded for your contributions to the seminar discussion.
10% Ongoing Ongoing
Outcomes assessed: LO1 LO2 LO3 LO5 LO4

Assessment summary

Essay draft (1500wd) and final essay (4500wd)

Active and scholarly participation in seminars, demonstrating preparation and engagement with the readings

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

Work that is outstanding for the student’s present level of enrolment and shows potential for
distinguished performance at higher levels.

Distinction

75 - 84

Work that shows proficiency in the discipline of study.

Credit

65 - 74

Promising work suggesting potential for further development.

Pass

50 - 64

Work of an acceptable standard

Fail

0 - 49

Work not of an acceptable standard.

 

For more information see guide to grades.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator. 

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions. 

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit. 

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply. 

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site

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.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Weekly 2HR Seminar Weekly Seminar (26 hr) LO1 LO2 LO3 LO4 LO5

Attendance and class requirements

  • Attendance: As per FASS resolutions, “Students are expected to attend a minimum of 90 per cent of timetabled activities for a unit of study”. Also, “The case of any formally enrolled student who is absent from 50% or more of classes, regardless of the reasons for the absence, will be automatically referred to the end-of-semester departmental examiners’ meeting for a determination as to whether the student should pass or fail the unit”. If you miss class, for a reason beyond your control (e.g. illness, misadventure, etc.), it is important that you email your unit coordinator/seminar leader explaining the reason of your absence, providing supporting documentation when relevant.

 

  • 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

 

SEMINAR SCHEDULE AND READINGS

 

 Week 1 (24 February-)

 

Introduction: Incoherence in International Affairs

 

 

Week 2 (3 March-)

 

Trump 2.0

How do we account for the rise to the White House of President Donald Trump in November 2016 and his return last year? What are the kinds of socio-economic, cultural and other factors that help to explain his appeal to the American ‘heartland’?  President Trump came to office with a virtual declaration of war on what so many believed were self-evident American truths, most particularly their concept of exceptionalism and universal mission. How and why is Trump a departure from post-war presidents on this question, and what did his approach to the American story reveal about the United States’ state of mood and mind in 2016 and beyond?

 

Essential Reading:

Francis Fukuyama, ‘American Political Decay or Renewal: The Meaning of the 2016 Election’, Foreign Affairs (July/August 2016), pp 58-68.

James Curran, ‘“Americanism, not Globalism”: President Trump and the American Mission’, Lowy Institute Analysis Paper, July 2018.

Kagan

 

 

Week 3 (10 March-)

 

New Cold War?

 

 

Week 4 (17 March-)

Cold War’s End

How did Francis Fukuyama and Samuel Huntington respectively interpret the significance of the Soviet Empire’s demise for the world’s future? Why should we give thought to these rather theoretical works about world history and the future of international relations? How do they each interpret the nature of history, the problem of history, the fault-lines of the post Soviet world? What are their implications for the contemporary discussion of foreign affairs today? Reflecting on the course of events since the time these essays were written, in the late 1980s and early 1990s, which of the two interpretations has proved the more compelling? What is your response to Huntington’s claim, made subsequently in the book that emerged from this article, that Australia is a ‘torn country’?

 

Essential Reading:

Francis Fukuyama, ‘The End of History?’, The National Interest, Summer 1989, pp 3-18.

Samuel P Huntington. ‘The Clash of Civilisations’, Foreign Affairs, Summer 1993, pp 3-27.

 

Week 5 (24 March-)

 

Munich Forever

Since the Second World War the so called ‘Munich’ myth has cast a long shadow over the West’s thinking on international affairs. Post-war leaders, especially those in the United States (but also in Britain and Australia) have tended to accept the conventional wisdom that Hitler could have been stopped and world war averted if only the democratic nations had stood up to Hitler during the Munich conference over Czechoslovakia in September 1938. American leaders during the Cold War, confronted by a new set of international tensions, applied the ‘lessons’ of Munich in dealing with the Soviet Union and developed a global policy aimed at containing the spread of international communism. From these assumptions sprang not only a world-wide alliance system which encircled and isolated the communist camp but also American policy towards the Chinese revolution and the civil war in Indochina. The historian Neville Meaney once wrote that these ‘instant myths created out of the emotion of the moment exercise a tyranny over the mind. They put experience into a straitjacket and apply lessons indiscriminately’. With this statement in mind, let us look this week at how Paul Kennedy and others treat the influence of the Munich myth on world politics, including on Australia’s relationship with Indonesia in the second half of the twentieth century.

 

Essential Reading:

Paul Kennedy, ‘A Time to Appease’, The National Interest, No 108 (July/August 2010), pp 7-17.

David Chuter, ‘Munich, or the Blood of others’, in Cyril Buffet and Beatrice Heuser (eds) Haunted by History: Myths in International Relations (Providence: Bergham Books, 1998)

Frederik Logevall and Kenneth Osgood, ‘The Ghost of Munich: America’s appeasement complex’, World Affairs, Vol. 173, No. 2 (July/August 2010)

John Hirst, ‘In Defence of Appeasement: Indonesia and Australian Foreign Policy’, Quadrant (April 1996), pp 10-16.

 

 

Week 6 (31 March-)    

 

Strategic Failure

 

When in the wake of the 9/11 attacks on New York and Washington DC, the administration of George W. Bush sought to gain international support and approval to attack Iraq, the case he and his advisers presented to American allies and the world revolved around Saddam Hussein’s supposed cache of weapons of mass destruction. Whilst the ‘Munich’ myth was again invoked, the grand strategy of ‘democracy promotion’ became the central principle of Bush’s national security policy. Policymakers in Washington believed that the transformation of Iraq into a Jeffersonian beacon of democracy at the heart of the Middle East would provide the ultimate bulwark against a rising Iran. Indeed they believed that the cases of post war Germany and Japan – two cases in which the United States helped to create fully functioning pro-western democracies – were to be repeated in Mesopotamia. Of course, the war did not go as planned: not only did it unleash a violent and prolonged anti-US insurgency in the country, it unleashed rival sectarian, religious and ethnic hatreds amongst Sunni, Shia and Kurd. The war also spawned the rise of Islamic State.  How are we to come to terms with strategic failure of this kind?

 

Essential Reading:

 

Following two essays from Merrill and Paterson, Major Problems in American Foreign Relations:

John Lewis Gaddis, ‘Bush’s Bold Grand Strategy and mixed performance’

George C Herring, ‘Bush’s Ideological Excess and Scandalous Incompetence’.

 

Peter Feaver and William Inboden, ‘Looking forward through the past: the role of history in Bush White House National Security Policymaking’, in Brands and Suri, The Power of the Past, pp 253-81.

Jeffrey Record, ‘The Use and Abuse of History: Munich, Vietnam and Iraq’, Survival, Vol. 49, No. 1 (Spring 2007), pp 163-80.

The Secret Downing St Memo, 23 July 2002.

George W Bush, Second Inaugural Address, 20 January 2005.

John Howard, Address to the National Press Club, 13 March 2003.

 

 

 

Week 7 (7 April -)

 

 

The Essay

The Essay: During this seminar we will be discussing the major essay: how you are progressing in locating sources, thinking about the question, determining a structure. You are strongly encouraged to bring along a 1-2 page plan of your essay, setting out the major issues on which you intend to focus and the likely primary and secondary sources. The plan does not have to be comprehensive(and it is not assessable)  but it may help to clarify your thinking about the historical problem you are tackling and what sorts of material you should be looking at. Discussion in this tutorial will be given over to your plans and any problems you might be experiencing

 

 

 

 

Week 8 (14 April-)    Reading Week

 

Mid Semester Break 21-25 April

 

Week 9 (28 April-) 

 

Essay part 2

 

 

Week 10 (5 May-)                                                    

China’s rise

There is now a firmly established consensus that we are at least in the foothills of a new Cold War where the United States and China are locked in an existential, ideological struggle for respective survival. The Cold War analogy has been contested by scholars, but what is intriguing too is that Washington in the last few years has relinquished its once deeply held view that the more China liberalised economically the more likely it would be that democratic reforms would also follow. What does this debate tell us about American exceptionalist beliefs? Is it indeed a case of ‘China fever’, or one based around a fundamental ignorance of Chinese history and culture? What history should leaders in the US and the region study in dealing with China?

 

 

Essential Reading:

Odd Arne Westad, ‘The Sources of Chinese Conduct: Are Washington and Beijing Fighting a New Cold War?’, Foreign Affairs (September/October 2019), pp 86-95.

Fareed Zakaria, ‘The New China Scare: Why America shouldn’t panic about its latest Challenger’, Foreign Affairs (January/February 2020), pp. 52-69.

Kurt Campbell and Ely Ratner, The China Reckoning: How Beijing defied American expectations’, Foreign Affairs (March/April 2018), pp. 60-70.

Alistair Ian Johnston,  ‘The Failures of the “Failure of Engagement’ with China’, Washington Quarterly (Summer 2019), pp 99-114.

James Curran, ‘China Syndrome’, The National Interest (January 2019)

 

 

 

 

Week 11 (12 May-)

 

Australia’s China Fears

 

Australia’s political and diplomatic relationship with China is currently ‘stabilised’. The country remains, however, in the grip of a constant and intense debate about how to deal with Beijing. Newspapers routinely sensationalise a ‘China threat’, books warn of a ‘silent invasion’, security officials foam at the mouth over Chinese spy rings, politicians raise the spectre of ‘appeasement’ while vast numbers of Chinese students studying in Australia are allegedly foreign agents. A former Prime Minister claims that the country’s China policy has been overtaken by ‘nutters’ in the security agencies, and business leaders, though relieved by ‘stabilisation’, worry for how long that might be the case.  How to make sense of all this? Amidst this climate of growing anxiety about what China’s rise means for Australia, it is getting much harder to offer a balanced, grounded view of how Australia might manage this relationship into the future. And whether, in fact, it might become unmanageable. It has not taken long for old fears and phobias to surface. Amidst all the clamorous talk of a ‘new Cold War’ and ‘containment’, of China ‘challenges’ or China ‘choices’, of ‘strategic competition’ and ‘binary prisms’, surely the time is propitious for a sanguine and sophisticated debate about what this all means for Australia’s future and its foreign policy. Does Australia, as Geoff Raby argues, need a new ‘grand strategy’ for a new world order? Is the past relevant anymore or should we believe the commentators who say ‘China changed, therefore Australia’s policy had to change’?

 

Essential Reading:

Hugh White, Power Shift: Australia’s Future between Washington and Beijing, Quarterly Essay 39 (2010), pp, 1-5, 48-54, 60-71.

Clive Hamilton, Silent Invasion: China’s Influence in Australia (Melbourne: Hardie Grant Books, 2018), pp. 1-8.

Geoff Raby, China and Australia’s Grand Strategy (Melbourne: MUP, 2020), pp

Chengxin Pan, ‘Getting excited about China’ in David Walker and Agnieszka Sobocinska, Australia’s Asia: From Yellow Peril to Asian Century (Perth: UWAP, 2012), pp.245-67.

Woodard, Garry, ‘Australia’s China Policy of strategic ambiguity: navigating between big fish’, Australian Journal of International Affairs (vol 72, no 2 (2017). Pp 163-178.

Allan Gyngell, ‘History hasn’t ended: How to handle China’, Australian Foreign Affairs 7 (October 2019), pp 5-28.

 

Week 12

 

AUKUS

 

 

Week 13 (23 May-)

 

The need for nationalism?

Why did Australians in the late nineteenth century think of themselves as essentially a ‘British’ people? How did they come to identify with this intense form of Britishness, and what does this tell us about Australia’s response to the emergence of mass nationalism at this time? How did the idea of ‘Britishness’ compare with the radical nationalist bush myth? Did the love of the land replace the pride in being part of the British race? How has republicanism fared in Australia? Why has it failed to gain a hold on the imagination of the people? How have historians dealt with the legacy of Britishness in Australian history and historiography? How did Australian politicians give voice to the British idea?

 

Essential Reading:

-Meaney, Neville, ‘Britishness and Australian Identity: The Problem of Australian Nationalism in Australian History and Historiography’, Australian Historical Studies 116 (April 2001)

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.

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

  • LO1. Develop a solid understanding of the concept of globalisation and international studies.
  • LO2. Identify the social, political, cultural, and economic factors that have shaped the global and international community in which we live today.
  • LO3. Explain the relationship and interaction between local (regional/national) and global (world-wide) forces and networks.
  • LO4. Analyse and critically interpret primary and secondary sources to better understand the trans-disciplinary nature of global phenomena.
  • LO5. Organise bibliographic materials, develop a research method, and consolidate oral and written communication skills.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

This unit has been redesigned to reflect the expertise of the new seminar leader.

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.

 

You may only use artificial intelligence and assistance tools for learning purposes but not to complete assessment tasks in this unit. To learn more about using generative AI at USYD, visit: https://canvas.sydney.edu.au/courses/51655.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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