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The Universal Declaration of Human Rights embodies an ideal based on a 'recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family'. That ideal emerges from the profoundly important mission of imagining and realising a global human dignity. It is an ideal which is couched in a language and an imagination of global goals and aspirations and a universal human family. But that language does not exist in a political vacuum. There are many ideological battlegrounds and contentious issues related to the issue of the universality of human rights. The course explores the hypothesis that human rights are not neutral but are inherently political in their origin, development and application. The course will examine this hypothesis by evaluating a range of case studies relating, but not restricted, to gender, children, Indigenous peoples, postcolonial struggles, and war. Broadly, the course examines human rights case studies with the aim of critically evaluating what constitutes an appropriate imagination for the aspirations of a universal human family.

Students undertaking this course are expected to develop a depth and breadth of understanding of important human rights principles as embodied in the Universal Declaration of Human Rights and other foundational human rights sources, such as the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights. Additionally, students will engage with the language of the human rights principles and documents such that they discover and explore critiques of dominant human rights discourses. Specifically, the anticipated knowledge, skills and attitude to be developed by students are:
1	An ability to differentiate between information and knowledge.
2	Showing familiarity with relevant terminology in human rights discourses.
3	An ability to define and research problems within discursive ethical, social, cultural and political boundaries.
4	An ability to identify and analyse case studies on pertinent aspects of human rights discourses.
5	The ability to undertake research in a self-directed manner yet also exchange ideas with peers in a collaborative manner.
6	The capacity to critically evaluate a diversity of written materials and multi-media resources.
7	A critical understanding of the contested nature of human rights discourses.
8	The ability to present persuasive and sustained written and verbal arguments based on scholarly research and other relevant sources.
9	The ability to develop and deliver clear and confident verbal presentations.
10	The ability to evaluate ideas confidently, respectfully and thoughtfully.

This course does not have a course textbook or a hardcopy of readings. Instead, required resources can be found on MyUni.

See MyUni for a comprehensive list of recommended resources.

See MyUni.

This course is a mix of lectures, seminars and workshops. Seminars will incorporate small group activities and whole class discussions, while the workshops will incorporate individual presentations as well as 'question and answer time' for a few minutes at the end of each presentation.

The information below is provided as a guide to assist students in  engaging appropriately with the course requirements. (Note: 3 unit  courses are required to have minimum workload of 156 hours irrespective  of the length of the course, and a 3 unit course taught in intensive  mode requires a minimum of 36 contact hours.)
Lectures	12 contact hours per semester
Seminars	14 contact hours per semester
Workshops	14 contact hours per semester
Seminar preparation	20 hours per semester
Workshop preparation	24 hours per semester
Research and writing assessment	74 hours per semester
Total	156 hours per semester

Topic One (lecture one and seminar one)
Part One: The foundations of human rights. Philosophical and belief-system foundations of, and fundamental questions about, human rights. What makes universal human rights exactly that, namely, 'universal' and 'human rights'? Discussion of the 'politics of human rights' thesis — namely, that human rights are not neutral but are inherently political in their origin, development and application.

Part two: Civil and political rights (CPRs). Evaluate CPR sources and instruments (such as the ) and enforcement shortcomings vis-vis-à-vis the application of CPRs; and evaluate the role of the Human Rights Committee.

Topic Two (lecture two and seminar two)
Economic, social and cultural rights (ESCs). Evaluate ECS instruments (such as the ) and enforcement shortcomings vis-à-vis the application of ESCs; evaluate critiques of human rights as, for example, Eurocentric and hegemonic; and discuss postcolonial issues.

Topic Three (lecture three and seminar three)
Vulnerable groups. Evaluate human rights issues facing groups particularly vulnerable to human rights abuses, including women, children, indigenous peoples, refugees, forced migrants, displaced peoples and the LGBTQI (lesbian, gay, bisexual, transgender, queer and intersex) community.

Topic Four (lecture four and seminar)
Part One: Business and human rights. Evaluate recent developments in the field of business and human rights; for example, analyse instruments, such as the , for ensuring corporate responsibility regarding human rights.

Part Two: Conflict, war and human rights. Evaluate the contested quality of the 'Responsibility to Protect' (R2P) doctrine; evaluate the impact of the 'war on terror' on human rights; and discuss debates about how the international community should deal with private military and security companies (PMSCs) in relation to human rights norms.

Timetabled conference attendance over two days in week three.

The Small Group Discovery Experience will take the form of small group 'Jigsaw' and 'Expert' discussions in seminars. Each seminar has a theme to address (note: seminars one and four address two themes each), and students will be placed in 'Jigsaw teams' in each seminar. At the start of each seminar, the teaching staff member running the seminar will divide the Jigsaw project into its conceptual Jigsaw sub-topics which, put together, comprise the full range of knowledge required on the topic. Within their Jigsaw teams, each student is allocated one of the sub-topics for which they are responsible to acquire and share deep or expert knowledge. Students then leave their Jigsaw team and recombine into their Expert teams. In their Expert teams, students work together to learn everything they can about their specialised topic, and work out how best to teach it to others, for instance, by, inter alia, nominal group technique, role-playing, a Socratic approach or a 'six thinking hats' approach. The Expert teams then disperse so the members can return to their respective Jigsaw teams.

Seminar attendance and participation: 15%
Essay: 50%
Conference/workshop paper presentation: 35%

Seminars (15%)
Seminars in this subject are designed to:

• help you clarify key concepts introduced in the lectures;
• assess the range of arguments that surround the most prominent ethical questions in politics and international relations;
• improve your general knowledge of politics and international relations.

Seminars are forums for the free exchange and discussion of informed opinions — that is, ideas and thoughts based on reading
and reflection — as well as places for raising questions and for the exchange of information relevant to the course. Seminars are undoubtedly the forum where most of the learning takes place, but the quality of seminar discussions hinges on the quality of the preparation, that is, on the level of reading and reflection on the seminar topics. The other crucial aspect for fruitful seminars is the attention, respect, open-mindedness and spirit of critical inquiry with which students and tutors should approach the activity. Indeed, while this course does not aim to change your views, you will be encouraged to critically assess those ideas and justify them in an intellectually cogent manner. Note also that with a subject like this, there is a problematic tendency for discussions to descend into polemics. You will be encouraged, therefore, to provide reasoned arguments to explain your views. You will also be encouraged to approach dilemmas from viewpoints other than your own in order to think through alternative forms of reasoning.

With these principles in mind, I encourage you to participate in the seminar discussions outlined in the course schedule (Appendix A).

Seminar Assessment
Seminar assessment will be based on the following criteria: preparation (reading), attendance and participation in the seminar discussions and activities as detailed in the course schedule (Appendix A).

Seminar Readings
It is expected that student will read — and prepare evidence of reading — at least five scholarly pieces before each session. While
I have listed required readings for each seminar, I also encourage self-directed research. Scholarly pieces can be derived from literature searches using tools such as Google Scholar (a quick link for which is available on the ), and databases such as Sociological Abstracts (ProQuest) (available on the library’s ''), using the indicative reading suggestions as inspiration. Please note that, in addition to these readings, you will need to pace yourselves to do considerable further reading over the course to prepare for the essay.

This course does not have a set textbook as such, but students might find Debra L DeLaet, The Global Struggle for Human Rights: Universal Principles in World Politics (Belmont, CA: Thomson Wordsworth, 2013), Thomas Cushman (ed.), Handbook of Human Rights (New York: Routledge, 2012) and Christian Tomuschat, Human Rights: Between Idealism and Realism, 2nd edn (Oxford: Oxford 最新糖心Vlog Press, 2008) useful for sessions one, two and three. (Note: Tomuschat's book is available as an e-text via the library website).

To assist with your further reading, indicative readings are contained in the course schedule, listed under each topic; this is not a reading list but instead a hint about the sort of material you should be reading or the kind of subject areas and key words you should be researching around.

In essence, I encourage self-directed research for three reasons:

1. I want to promote your ability to research human rights — this is part of an ability, and underpins a capacity, to reflect critically on human rights. This course is not just about absorbing information; instead, it is about being informed.
2. Whilst I facilitate and direct this course, I want you to find your path as independently as you can. I have views on this subject, as do other members of the teaching team, and I want you to have your own views as well — this comes from ownership and finding your path, not from adopting mine. I will give you guidance, but you will own your research and reading.
3. Variety. In a perfect seminar, we have all read on the same themes, but we have all read different and differing sources and we all have something unique to contribute. This fosters participation and adds value and variety. It allows learners and teachers to swap, blend and meld roles in critical and reflective dialogue.

Essay (50%) 2250 words
In preparation for the second seminar, and during the course of that seminar, you will decide on a research topic for your major piece of assessment and conference presentation. These should be the same topic, with your essay being a more in depth elaboration on research which you have undertaken for your presentation.

Workshop/Conference Paper Presentation (35%)
The course conference, divided into one workshop for each seminar group, will run over two days at the end of the course (in week
three). All students need to attend a particular workshop group for the whole conference, where they will listen to their peers in their workshop group present papers, and where they will contribute questions from the floor to debate. Each student will present a 7-8 minute scholarly, researched conference paper in their allocated session, and will be expected to take questions from the floor for a few minutes. The same criteria for marking will be used as for an essay, but with obvious consideration for presentation.

Conference papers, in essence, will be work in-progress presentations on the essay, but they must stand alone as polished works. You will pick your conference topic in seminar one and prepare the presentation throughout weeks one and two of the course. This means that you will be well advanced in your conference preparation — which must relate directly to human rights principles, human rights case studies and/or critiques of human rights. This tells you two things. First, you need to be reading well ahead of the sessions, as this course is all about reading. The lectures give some shape, some inflections and some ideas, but your main task in this course is to immerse yourself in a self-directed literature review, and to do that you will need to be reading ahead of the pace of the lectures and at a rate which equates to full immersion. Second, you need to be fluid: fill yourself with as much information and as many ideas as possible, and bring those ideas to the table, but be prepared to modify your thinking as discussions unfold. Think about your conference presentation with the same sense of fluidity: enjoy the processes of thinking, research and preparation, but be prepared to distil and reshape it as the lecture series unfolds. Nothing gets wasted in this, and it is a good exercise in thinking on the fly, which is what the conference is all about. You get to do the slow, steady thinking with the essay. With the conference, you get to demonstrate another kind of intelligence.

Electronic submission only via the turnitin link on myuni

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