Capital, Conquest, Colonialism, and Cold War: A history of International Development PG (12073.1)
Please note these are the 2024 details for this unit
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Capital, Conquest, Colonialism, and Cold War: A history of International Development PG
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Intensive |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.25 | 6 | Faculty Of Arts And Design |
| Discipline | Study level | HECS Bands |
| School Of Arts And Communications | Post Graduate Level | Band 2 2021 (Commenced Before 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905) |
This unit introduces students to the origins of International Development by situating its emergence and evolution in historical context. Students will come to understand how contemporary ideas about development that emerged out of the ashes of the Second World War in 1945 are intrinsically bound up with two stories: an older story of capitalism, colonialism and conquest, as well as a newer, still-unfolding one - that of the Cold War and, later, of neoliberalism. The unit also contains an optional, self-funded two-week travel intensive to Geneva, where students will observe sessions of the United Nations Organisation's various agencies in action, and attend masterclasses featuring academic experts and development practioners from UN agencies and leading NGOs.
1. Demonstrate a nuanced knowledge of the history of development theories and practices across its evolutionary arc;
2. Evaluate the origins, roles, and issues surrounding international development agencies;
3. Appraise the contributions, successes, and failures of international development agencies since the post-war period;
4. Understand how key concepts of development discourse have changed over time, and how those concepts relate to their historical, social and political context; and
5. Develop professional networking skills in international contexts.
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
Learning outcomes
Upon successful completion of this unit, students will be able to:1. Demonstrate a nuanced knowledge of the history of development theories and practices across its evolutionary arc;
2. Evaluate the origins, roles, and issues surrounding international development agencies;
3. Appraise the contributions, successes, and failures of international development agencies since the post-war period;
4. Understand how key concepts of development discourse have changed over time, and how those concepts relate to their historical, social and political context; and
5. Develop professional networking skills in international contexts.
Graduate attributes
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.
Availability for enrolment in 2025 is subject to change and may not be confirmed until closer to the teaching start date.
| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Study Block 3 | 06 May 2024 | Intensive | Dr Ernest Koh |
| 2025 | Bruce, Canberra | Study Block 3 | 12 May 2025 | Intensive | Dr Ernest Koh |
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit
timetable.
Required texts
None
Participation requirements
Students are expected to complete all modules by the due date. Students in the Geneva Group are expected to attend all activities and talks, and participate as directed. Students in the Home Group are expected to maintain close contact with their supervisor throughout the unit.
Required IT skills
None - we expect students to have typical IT skills such as understanding how to navigate a Canvas site, download assessment tasks, and use Microsoft Word or an equivalent text-processing software
Work placement, internships or practicums
None
