Outline

Overview

Hate crime has emerged as a global problem in the last few decades. Yet the concept itself is controversial. This unit aims to trace the development of the socio-legal concept of hate crime, causal explanations for hate crime and the different ways in which it is regulated. The unit will examine some the major forms of hate crime, including racist, ethno-religious and homophobic violence, with a focus on contemporary debates, such as: is violence against women a form of hate crime; should paedophiles be a protected category; should hate crimes attract higher punishment than other crimes? The unit will critically assess the international geography of hate crime law, making comparisons between Australia, the UK and the US. The unit will seek to provoke debate about how we should define and combat the problem of hate crime. Refer to the Sydney Law School timetable - https://canvas.sydney.edu.au/courses/4533/pages/postgraduate-lecture-timetable

Unit details and rules

Academic unit	Law
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Gail Mason, gail.mason@sydney.edu.au

Assessment

The census date for this unit availability is 7 November 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Short Release Assignment (30%) A 3000 word written task	30%	Week 01 Due date: 24 Oct 2025 at 17:00 Closing date: 31 Oct 2025	3000 words / 8 days	AI allowed
Outcomes assessed:
Written work	Critical Research Essay (70%) A 5000 word research essay	70%	Week 06 Due date: 24 Nov 2025 at 17:00 Closing date: 15 Dec 2025	5000 words / 6 weeks	AI allowed
Outcomes assessed:

Assessment summary

Short Release Assignment (30%)

A Short Release Assignment, 3000 words (exclude references), will be available in Canvas at the end of the first block of classes (Tuesday 14 October 2025 at 5pm). The assignment will be comprised of one or more compulsory question/s.

The aim of the assignment is to ensure that students engage with key literature in the field. It will assist students to consolidate their understanding of the literature, make connections across literature and topics in the unit and bring a critical eye to these topics. It requires students to read unit materials and participate in the entire unit rather than limit themselves to topic/s addressed in other assignments.

Release date: Tuesday 14 October 2025 at 5pm (Sydney, Australia time).

Due date: Friday 24 October 2025 by 5.00 pm (Sydney, Australia time).

Critical Research Essay (70%)

Students will be required to answer a question/s provided by the lecturer. The question/s will be provided at the beginning of classes (Monday 13 October 2025 at 9 am). The critical research essay, 5000 words (exclude references), will require students to undertake independent research and provide critical reflection on the topic.

Students will be assessed on the quality of 1) the independent research 2) the critical reflection 3) written skills of analysis, argumentation and communication.

The assignment encourages students to undertake inter-disciplinary research in a specialised area/s. This enables students to develop a depth of knowledge in the selected area/s. The assignment also assesses the skills of critical analysis, the development of an argument, and communication skills.

Release date: Monday 13 October 2025 at 9.00 am (Sydney, Australia time).

Due date: Monday 24 November 2025 by 5.00 pm (Sydney, Australia time).

Word limit penalty: A piece of assessment which exceeds the prescribed word limit will attract a penalty of 10% of the total marks available for the piece of assessment for every 100 words, or part thereof. The total word count for essay and other written assessments will exclude all footnotes and any bibliography (if required), and exclude acknowledgements of assistance from editors, automated writing tools or generative AI (where use is permitted).

Referencing: The Sydney Law School expects you to use the Australian Guide to Legal Citation (4th edition, 2018) for your footnoting style, although you should confirm this with your lecturer. A link to the library website where this is set out comprehensively is available at Referencing and Citation Styles: AGLC4.

Special consideration: Successful grants of Special Consideration may involve alternative tasks, as appropriate.

Assessment requirements to pass a unit of study: A student must make a genuine attempt at all assessment tasks set out in this Unit of Study in order to obtain a Pass mark and grade (or above); otherwise an Absent Fail grade will be recorded as the student’s result for this Unit of Study.

Assessment criteria

Assessment Grading Guidelines

These guidelines are designed to provide students with an understanding of the standards applied when grading assessments. Students should note that the type of assessment will affect the relevance of each factor. For example, the amount and type of research required will vary between a research essay, which will require independent research beyond the prescribed materials, and a problem question which may only require appropriate analysis of the prescribed materials. These standards may be applied in conjunction with specific marking criteria.

Absent Fail

A student must make a satisfactory attempt of all assessment tasks set out for this Unit of Study in order to obtain a Pass mark and grade (or above); otherwise an Absent Fail grade will be recorded as the student’s result for this Unit of Study.

Fail (Below 50%)

Work may fail for any or all of the following reasons:

Does not answer the question.
Contains significant or numerous errors.
Few or no identifiable arguments.
Content that is inappropriate or irrelevant.
Lack of research or analysis.
Difficult or impossible to understand through poor grammar, expression or structure.
Overall, does not demonstrate the minimum level of competence in the assessment.

Pass (50-64%)

Work receiving a pass grade will generally exhibit the following characteristics:

Identifies the key issues, but does not follow through with a reasoned argument.
Contains some significant errors.
Displays satisfactory engagement with the key issues.
Offers descriptive summary of material relevant to the question.
Superficial use of material, and may display a tendency to paraphrase.
Demonstrates little evidence of in-depth research or analysis.
Adequate expression.
Overall, demonstrates the minimum level of competence in the assessment and satisfies the requirements to proceed to higher-level studies in the degree or subject area.

Credit (65-74%)

Work receiving a credit grade will generally exhibit the following characteristics:

Covers main issues fairly well in answering the question.
Contains no significant errors
Demonstrates an attempted critical approach to the issues.
Demonstrates reasonably sound research and analysis in addressing the key issues.
Has a clear structure and reasonably clear expression.

Distinction (75-84%)

Work receiving a distinction grade will generally exhibit the following characteristics:

Completely answers the question.
Achieves a critical and evaluative approach to the issues.
Content and structure is well organised in support of the argument.
Demonstrates extensive research and analysis to support a well-documented argument.
Generally well expressed and free from errors.
Has a clear structure and is well articulated.

High Distinction (85% +)

Work receiving a high distinction grade will generally exhibit the following characteristics:

Completely answers the question.
Contains striking originality of approach or analysis.
Demonstrates exhaustive or innovative research (where independent research required).
Exceptionally well written, structured and expressed.
Is otherwise exceptional in some way.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The late submission of a piece of assessment, without an approved extension, will attract a penalty of 10% of the total marks available for the piece of assessment per 24 hours or part thereof, after the due time on the due date. For example, a submission after the due time specified in the assessment summary but before the same time the following day will attract a 10% penalty.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

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

Weekly schedule

WK	Topic	Learning activity
Week -01	1. Introduction: What is Hate Crime; 2. Constructing the Concept of Hate Crime	Seminar (3 hr)
	3. Where does Hate Crime Come From? Early Theories of Prejudice & Hate; 4. Where does Hate Crime Come From? Contemporary Theories of Prejudice & Hate II	Seminar (3 hr)
	5. Imagining the Other: A Picture of Racist & Ethno-Religious Hostility; 6. Regulating the Self: A Picture of Hostility against the LGBTIQ+ Communities	Seminar (3 hr)
	7. What's in a Name? Gendered Violence as Hate Crime; 8. Vulnerability & Difference: Rethinking Criteria	Seminar (3 hr)
Week 02	9. Ordinary People or the Alt Right: Who is Responsible for Hatred and Hate Crime?; 10. Hate Crime Law: International Comparisons 1	Seminar (3 hr)
	11. Hate Crime Law: International Comparisons II; 12. Hate Speech & Hate Crime Law in Australia I	Seminar (3 hr)
	13 Hate Speech & Hate Crime Law in Australia II; 14 Responding to Hate Crime I: Policing	Seminar (3 hr)
	15 Responding to Hate Crime II: Guest Speaker; 16 Debate & Unit Overview	Seminar (3 hr)
	Assessment Discussion 1; Assessment Discussion 2; Assessment Discussion 3; Assessment Discussion 4	Seminar (2 hr)

Attendance and class requirements

Attendance: All students are required to attend 70% of classes to satisfy the pass requirements for this unit. Failure to meet this requirement will result in an Absent Fail grade being recorded as the student’s result for this unit (see The University of Sydney Law School Resolutions: Coursework Awards cl 11).

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

All required readings can be accessed from the Reading List on the unit site on Canvas.

Readings must be read before class. The importance of reading before the classes cannot be stressed too strongly. Where students are prepared and willing to participate, the four days of discussion and explanation will give them a firm and critical grasp of the field. Discussion questions are set for each session. Students should come to class prepared to discuss these questions.

Given the intensive nature of the unit, and the importance of active engagement with each other, a range of teaching techniques will be employed: mini-lecture, small group work, discussion questions, problem solving, open discussion, class debate etc. All teaching will proceed on the assumption that the required reading has been done.

Warning: The required reading for this unit contains written and visual material that may be distressing, offensive or insulting. While all care is taken to ensure that such content is presented in a sensitive manner, exposure to this material is essential to understand and critique hate crime. If you have any concerns about this material, please do not hesitate to speak with the lecturer.

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. Context and Concepts: Critically analyse the historical, social, political and legal contexts contributing to the development of the concept of hate crime.
LO2. Nature of the Issue: Identify the characteristics and prevalence of hate crime in Australia.
LO3. Legal Responses: Knowledge of, and ability to critically evaluate, the concept of hate crime, its interaction with the criminal justice system, and the various legal frameworks through which it may be regulated, policed and punished.
LO4. Independent analysis: Apply scholarly skills of independent analysis through the examination of the above knowledge to a contemporary issue in hate crime.
LO5. Written Communication: Develop sound, logically structured criminological arguments and be able to communicate these to diverse audiences.

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.

No changes since unit was last offered

Additional information

Educational Integrity in Referencing: All submitted work must be fully and accurately substantiated with evidence and citations. It must be complaint with the University Academic Honesty in Coursework Policy 2015. In this unit, students are allowed to reference their work by using either: 1) a recognised academic ‘Harvard’ style of referencing (author family name and date in brackets in the text of the paper, using a page number for direct quotes only, and a Reference List at the end of the paper) – for an example see the American Psychological Association Style Guide; or 2) the Australian Guide to Legal Citation (4th edition, 2018) – a link to the library website where this is set out comprehensively is available at https://libguides.library.usyd.edu.au/c.php?g=508212&p=3476376

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Absent Fail

Pass (50-64%)

Credit (65-74%)

Distinction (75-84%)

High Distinction (85% +)

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Additional information

Additional information

Disclaimer

On this page

Useful links

LAWS6862: Hate Crime

Intensive October - November, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Absent Fail

Pass (50-64%)

Credit (65-74%)

Distinction (75-84%)

High Distinction (85% +)

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Additional information

Additional information

Disclaimer

On this page

Useful links