The University of Newcastle Faculty of Education and Arts

School of Humanities and Social Science http://www.newcastle.edu.au/school/hss/

Callaghan Office hours: 9am – 5pm

Room: MC127 McMullin Building Phone: +61 2 4921 5175 or 5172

Fax: +61 2 4921 6933 Email: Humanities-SocialScience@newcastle.edu.au

Web: www.newcastle.edu.au/school/hss/

SPSW2001

Human Rights, Advocacy and Social Change

Semester 1, 2007 Callaghan Campus

Course Coordinator: Dr Alex Beveridge Room: W352, Level 3 Behavioural Science Building Ph: (02) 49216772 Fax: (02) 49216933 Email: Alex.Beveridge@newcastle.edu.au

Date Issued: Week 1 Semester 1 2007 Signature: ________________________ *Cts information downloaded 30th January 2007

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SPSW2001 - Human Rights, Advocacy and Social Change Course Outline

Course Coordinator: Dr Alex Beveridge Semester: Semester 1 - 2007 Unit Weighting: 10 Teaching Methods: Lecture

Tutorial Brief Course Description Explores the influence of the concept of human rights on public policy and community welfare advocacy. The course explores the theoretical arguments for and against the concept of human rights. The course traces the content and impact of the Universal Declaration of Human Rights, examining the contemporary human rights agenda of identifying and seeking to rectify violations of human rights in government policies and social practices. The course also explores the interrelationship between human rights, community advocacy and social change. It analyses the effectiveness of community advocacy strategies and how these influence structures, including the legal system. Emphasis is placed on practicalities and skills of being an activist and advocate for social change, allowing students to deal more effectively with agents of social control. This Course: • Deconstructs the competing ideological frameworks and theoretical perspectives

surrounding historical and contemporary human rights debates. • Explores the inter-relationship between human rights, community advocacy and

social change. • Analyses the effectiveness of community advocacy strategies and how these influence

structures, organisations and systems, including the legal system. • Emphasises practicalities and skills of being an activist and advocate. • Considers the boundaries and limitations of direct and indirect action. • Aims to promote a critical understanding, allowing students to appreciate and deal

with agents of social control and at the same time be more effective advocates of social change.

• Provides students with the opportunity to self-reflect and develop personal and professional values towards oppressed groups.

Theory and practice of human rights, advocacy and social change will be integrated throughout the learning unit using an action research, issues-based model within an experiential model of teaching. Theoretical Underpinnings The various discussion papers explored throughout the learning program attempt to deconstruct the concepts of human rights and power from a social constructionist

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perspective. In particular, attention is given to examining aspects of the social history of natural and human rights and the relationship of this history to extant power relations. A major emphasis developed from the working papers suggests that conceptions of human rights have both challenged and sustained particular forms of power, thus playing a highly ambivalent role. Additionally, the seminar sessions aim to explore and critically examine the philosophical underpinnings of Liberal and Marxist approaches to the concept of human rights. Furthermore, the readings consider the possibility of constructing a power analysis; an approach which may provide a way of anchoring the concept of human rights in social practices and political contests. This Learning Unit will provide students with the opportunity to:

• Critically evaluate the competing ideological frameworks and theoretical perspectives in both historical and contemporary contexts;

• Analyse the range of structures and processes used to oppress and marginalise groups in western societies;

• Explore and assess the range of social activist, social advocacy strategies, methodologies, and techniques in current practices;

• Develop an awareness of personal and professional values and attitudes, and conceptualise how they interact with the rights of marginalised groups, and

• Refine and enhance scholarly skills - in particular, the critical understanding of a diverse range of literature and other material, presentation of written (for example, writing essays, book reviews, research reports, discussion papers, and practice reports), presentation of oral material, and research, theoretical, and methodological skills.

Assumed Knowledge At least one of the following: SPSW1002 or SPSW1002; or other equivalent course at 2000 level from the Faculty of Education and Arts. Contact Hours Lecture for 1 Hour per Week for the Full Term Tutorial for 2 Hours per Week for the Full Term Callaghan Campus Timetable SPSW2001 HUMAN RIGHTS ADVOCACY AND SOCIAL CHANGE Enquiries: School of Humanities and Social Science Semester 1 - 2007 Lecture 2 Tuesday 14:00 - 15:00 [W308] or Lecture 1 Tuesday 10:00 - 11:00 [W308] and Tutorial 2 Tuesday 15:00 - 17:00 [W308] or Tutorial 1 Tuesday 11:00 - 13:00 [W308]

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Learning Materials/Texts The coursework program centres on a book of readings which traverses both critical theoretical and practice concerns. The course-pack can be purchased from the student union printery (east campus-near student services). A detailed overview of individual readings is outlined in the preceding course document. Course Objectives On successful completion of this course students will be able to demonstrate: 1. An understanding of the different theoretical perspectives used in the study and critique of Human Rights Policy and Practice. 2. A knowledge of the dominant ideologies, and discourses which underpin liberal, Marxist and Radical accounts of Human Rights Policy and Practice. 3. An ability to critically evaluate and analyse Human Rights ? Needs, Rights, policies, intervention responses and outcomes studies. 4. Skills in writing academic essays, reports, tutorial presentations, research, theoretical and methodological skills. Course Content 1. Philosophic Foundations of Human Rights. 2. Normative and Institutional Evolution of Human Rights. 3. Policy Development, Debates and Dilemmas. 4. Human Rights, Power and Power Relations. 5. Critique of Social Approaches to Human Rights. 6. Community Development Models. 7. Feminist, Structural and Radical Approaches. 8. Anti-Discriminatory and Anti-Oppressive Perspectives. 9. Empowerment, Advocacy and Social Change. (The emphasis in course content may vary somewhat between the Callaghan and Ourimbah campuses).

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Format SPSW2001 Human Rights, Advocacy and Social Change is organised around a series of seminars, workshops and inquiry-based learning activities. After an initial seminar series (Weeks 1-11) students will undertake a small project which culminates in a brief presentation to the wider student group.

Program: The coursework program centres on a book of readings which traverses both critical theoretical and practice concerns. The course-pack can be purchased from the student union printery (east campus-near student services).

Summary of Set Readings Week 1: Introduction to the course: Why community welfare and human service workers should know about human rights Human rights discourse has developed through historical conditions to the point that today it represents a powerful cultural idiom in social, legal and moral life and a universal discourse of political life. According to the Italian political theorist Norberto Bobbio (1995) we now inhabit ‘the age of rights’. Rights discourses have been constructed and deployed by social movements, organized pressure and interest groups. Welfare users have ‘narrativised their dissatisfactions in the potent language of rights’ (Rose 1996: 52) to a right is to claim a share of power. Rights statements now feature prominently in Australian government policy across a wide range of sites and jurisdictions. For example, social work educator Elizabeth Reichert argues that human rights may be one of the most significant issues facing social

workers in the 21st century and a means by which the profession is defined and understood. This session provides an overview of the course with particular reference to the contested concept and status of human rights in Australian society and culture. The role that community welfare and human services workers and their institutions play in the development and reduction of rights will also be explored. Reading: Charlesworth, H. 2002, Writing in Rights: Australia and the protection of human rights, UNSW Press, Sydney: 17-40. Einefeld, M. 2002, Annual Human Rights and Social Justice Lecture, University of Newcastle, Newcastle. Recommended Reading: Bobbio, N. 1996, The Age of Rights, Polity Press, Cambridge.

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Chappell, D. 2004, ‘Protecting the human rights of the mentally ill: contemporary challenges for the Australian criminal justice system’, Psychiatry, Psychology and law, 11(1): 13-22. Cunneen, C. and Libesman, T. 2001, ‘Cultural rights, human rights and the contemporary removal of Aboriginal and Torres Strait Islander children from their families’, in S. Garkawe, Kelly, L. and Fisher, W. (eds.), Indigenous Human Rights, Sydney institute of Criminology, Sydney. Dean, H.2004, The Ethics of Welfare: Human rights, dependency and responsibility, Policy Press, London. Ditton, P. 2001, ‘Dry ‘em out’ or ‘Lock ‘em up’: Contrasting approaches to law and order in Tennent Creek’, in S. Garkawe, L. Kelly, and W. Fisher (eds.), Indigenous Human Rights, Sydney Institute of Criminology, Sydney. Ife, J. 2001, ‘Human rights in a globalized world’, Human Rights and Social Work, Cambridge University Press, Cambridge: 1-23. Ishay, M.R. (ed.) 1997, The Human Rights Reader: Major political writings, essays, speeches and documents from the Bible to the Present, Routledge, New York. Little, H. 1992, ‘Non-consensual sterilization of the intellectually disabled in the Australian context: Potential for human rights abuse and the need for reform’, Australian Yearbook of International Law, 12: 203-226. Loesher, G. 1999, ‘Refugees: a global human rights and security crisis’, in T. Dunne and N.J. Wheeler (eds.), Human Rights in Global Politics, Cambridge University Press, Cambridge. Omaji, P.O. 2001, ‘The realcrime of the state and Indigenous people’s human rights’, in S. Garkawe, L. Kelly, and W. Fisher (eds.), Indigenous Human Rights, Sydney institute of Criminology, Sydney. Council of Homeless Persons 2004, Homelessness, Human Rights and the Law, Fitzroy. Rayner, M. 2004, ‘Walking away from Omelas: what price a just society?’, Human Rights and Social Justice Lecture, University of Newcastle, 2, September. Richardson, A. 2004, ‘The erosion of housing in Australia: from a right to a privilege’, Parity , 17(1): 92-94. Reichart, E. 2003, Social Work and Human Rights: A foundation for policy and Practice, Columbia University Press, New York. Rose, N. 1990, Governing the Soul: The shaping of the private self, Routledge, London.

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Turner, B. 1993, ‘Outline of a theory of human rights’, 3, Sociology, 27(3): 489-512. Waters, M. 1996, ‘Human rights and the universalization of interests: towards a social constructionist approach’, Sociology, 30(3): 593-600. Week 2: Human Rights: What are they and how did they develop? An overview A sound understanding of contemporary human rights concepts and practice requires a consideration of their historical and theoretical roots and foundations. This seminar traces the history of the development of human rights discourse in the West. It then considers what constitute human rights. This interrogation involves deconstructing the United Nations Declaration of Human rights in order to identify its component parts and the range of rights that it embodies. Changes in the nature and character of human rights discourse in different contexts will be introduced. Readings: Cooray, L.J.M. (ed.) 1985, Human Rights in Australia, ACFR Community Education Project, Sydney: 6-17 United Nations 1948, Universal Declaration of Human Rights, General Assembly of the United Nations, New York. Recommended Reading: Bailey, P. 1993, Bringing Human Rights to Life, Federation Press, Sydney. Barbelet, J. 1988, Citizenship: Rights, struggle and class inequality, Open University Press, Milton Keyes. Brandt, R.B. 1983, ‘The concept of moral right’, Journal of Philosophy, 80: 29-45. Chan, J. 2000, ‘Thick and thin accounts of human rights’, in M. Jacobsen and O. Bruun (eds.), Human Rights and Asia Values: Contesting national identities and cultural representations in Asia, Curzon, London. Cranston, M. 1973, What are Human Rights?, The Bodley Head, London: 1-7. Davidson, S. 1993, Human Rights, Open University Press, Buckingham and Philadelphia. Donnelly, J. 1985, The Concept of Human Rights, Croom-Helm, London and Sydney: 10-26. Fields, A. and Narr, W.D. 1992, ‘Human rights as a holistic concept’, Human Rights Quarterly, 14(1): 1-20.

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Lynch, P. 2004, ‘The utility of human rights to homeless people and their advocates’, Parity 17(1): 10-13. Marshall, T.H. 1963, Class, Citizenship and Social Development, Greenwood Press, Connecticut: 69-83. Pogge, T. 2000, ‘The international significance of human rights’, Journal of Ethics, 4(1-2): 45-69. Robertson, G. 1999, Crimes Against humanity: The struggle for global justice, Allen Lane/Penguin Press, London: 1-25. Rose, S.D. 1999, ‘Christian fundamentalism: patriarchy, sexuality and human rights’, in C.W. Howland (ed.), Religious Fundamentalisms and the Human Rights of Women., St. Martin’s Press, New York. Week 3: Human (social) Rights and Human Needs This session investigates the contentious issue of human rights and needs. After the Second World War discourses on human rights often include implicit and explicit statements about human need, generally in the form of social rights and welfare rights. For example, Article 25 of the UN Declaration of Human Rights 1948 states: Everyone has the right to a standard of living adequate for the health and well-being of himself (sic) and of his family, including food…medical care and necessary social services Some architects of the U.N. Declaration, notably those from European and socialist countries, sought to validate some form of economic and social rights. Clearly they felt that human needs formed an important component of human rights discourse and were equally deserving of being protected and fulfilled as any other component. Later, the International Covenants on Civil and Political Rights and Economic, Social and Cultural Rights reaffirmed the importance of economic and social rights. These precepts are currently under threat from neo-liberal governments who do not recognize that both markets and states threaten human rights. The relationship between human rights and needs is subject to varying interpretations. In Australia, the idea of welfare rights relating to social needs did not gain widespread recognition. National legislation did not treat social needs as justicable rights which the State was bound to promote. The contemporary trend in many parts of the world is to treat these rights as being equal to or superior to civil liberties. A recent example of the capitalist market economy as a human rights issue emerged at the World Economic Forum in Davros. In recognition that the gross inequalities generated by capitalist market economy need to be curbed, various interests sought to obtain debt relief for countries faced with poverty and disease. This move was resisted by Howard and his government. Other scholars and activists, such as the Critical Legal Studies movement, would like to

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see the language of rights replaced with the language of needs. Other scholars would like to expand the notion of need to include self-identity and self-respect. Reading: Doyal, L. and Gough, I. 1991, ‘Physical health and autonomy’, A Theory of Human Need, Macmillan, Basingstoke and London: 49-75. United Nations 1966, International Covenant on Economic, Social and Cultural Rights, Office of the High Commissioner For Human Rights, Geneva. Recommended Reading: Bay, C. 1982, ‘Self-respect as a human right: thoughts of the dialectic of wants and needs in the struggle for human community’, Human Rights Quarterly, 4(1): 53-75. Griffin, J. 1999, ‘Welfare rights’, The Journal of Ethics, 4: 27-43. Howard, R. 1983, ‘The full-belly thesis: Should economic rights take priority over civil and political rights? Evidence from sub-Saharan Africa’, Human Rights Quarterly, 5(4): 467-490. Ife, J. 2001, ‘Human rights and human needs’, Human Rights and Social Work, Cambridge University Press, Cambridge: 76-88. Mack, E. 2000, ‘In defense of the jurisdiction theory of rights’, The Journal of Ethics, 4(1-2): 71-98. Sen, A. 1994, ‘Freedom and Needs’, Law & Society Trust Review, 16 March: 7-15. United Nations High Commission for Human Rights/Joint United Nations Programme on HIV/AIDS 2003, HIV/AIDS and Human Rights: International guidelines, United Nations, New York and Geneva. Waldron, J. 2000, ‘The role of rights in practical reasoning: “rights” versus “needs”’ The Journal of Ethics, 4: 115-135. Week 4: Human Rights: Public and Private Dividing social and personal life into the public sphere of the political arena and the market place and the private sphere of the family is commonplace in Western thought. This abstract, if not fictive, dichotomy has tended to constitute men and women into different spheres of existence. Free white males exist in the public sphere as legal entities that exercise power and control and enjoy civil and political rights and to an extent define the nature of rights discourse. Women, children and young people are relegated to the private realm; often excluded from human rights and practices: at times justified by appeals to cultural or religious norms. The effect of this public/private divide has not been in the best interests of all of society’s members. Rather than acting as a haven, many

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women’s, children’s and young people’s rights violations take place in the private sphere of the family. This session explores the implications of this dichotomy on the way that human rights is thought and practised. It will also analyse domestic violence through the lens of a human rights perspective. Reading: Charlesworth, H. 1988-1989, ‘The public/private distinction and the right to development in international law’, Australian Yearbook of International Law, 12, 190-204. Peterson, V.S. 2000, ‘Rereading public and private: the dichotomy that is not one’, SAIS Review, 20(2): 11-29. Recommended Reading: Chinkin C. 1999, ‘A critique of the public/private dimension’, European Journal of International Law, 10(2): 387-395. Cohen, J.L. and Arato, A. 1992, Civil Society and Political Theory, MIT Press, Cambridge. Evans, D.T. 1993, Sexual Citizenship: The material construction of female sexual citizenship, Routledge, London. Foley, M. and Edwards, B. 1996, ‘The paradox of civil society’, Journal of Democracy, July. Ife, J. 2001, ‘Human rights and obligations’, Human Rights and Social Work, Cambridge University Press, Cambridge: 89-102. Moen, E. 1981, ‘Women’s rights and reproductive freedom’, Human Rights Quarterly, 3(2): 53-60. Morsink, J. 1991, ‘Women’s rights in the Universal Declaration’, Human Rights Quarterly, 13(2): 229-256. Pateman, C. 1987, ‘Feminist critiques of the public/private dichotomy’, in A. Phillips (ed.), Feminism and Equality, Basil Blackwell, Oxford. Sullivan, D. 1995, ‘The private/public distinction in international human rights law’, in J. Peters and A. Wolper (eds.), Women’s Rights, Human Rights: international feminist perspectives, Routledge, London and New York. Thorton, M. (ed.), 1995, Public and Private: Feminist legal debates, Oxford University Press, Melbourne.

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Week 5: Human Rights the ‘women question’ and Feminist Theory and Practice Reading daily newspapers or watching an evening broadcast of news quickly reveals that people are subjected to a range of harmful and abusive practices within and outside of institutions. Women are especially vulnerable to exploitation and abuse. Today countries, including Australia, are no strangers to coerced sterilization, enforced prostitution, child abuse, and domestic violence. Mass rape and female infanticide continue to be practiced in other jurisdictions. The vocabulary of rights is commonly mobilized in the struggles of individuals and groups for recognition and to have their interests and desires satisfied. Mobilized in situations characterized by conflict, repression and oppression, human rights discourse is looked upon as an instrument or condition to achieve a positive end. Yet, many scholars are less sanguine of the transformative power of rights discourse to bring about socio-political change. While some scholars and activists put great faith in the idea of human rights, others do not. Some feminists reject the universal framework of global human rights discourse, challenging it on the ground that it is derived from a masculinist framework. This section examines the growth and development of feminist perspectives and theories of human rights and some of the alternative approaches to righting human wrongs that have been advanced. Reading: Binion, G. 1995, ‘Human rights: a feminist perspective’, Human Rights Quarterly, 17(3): 509-526. Recommended Reading: Amnesty International 1995, It’s About Time! Human rights are women’s rights, Amnesty International, London. Ashworth, G. 1999, ‘The silencing of women’, in T. Dunne and N.J. Wheeler (eds.), Human Rights in Global Politics, Cambridge University Press, Cambridge. Bahar, S. 1996, ‘Human rights are women’s right: Amnesty International and the family’, Hypatia, 11(1): 104-134. Bunch, C. 1990, ‘Women’s rights as human rights: toward a re-vision of human rights’, Human Rights Quarterly, 12: 486-498. Charlesworth, H. 1994, ‘What are “Women’s international human rights? ”’, in R. Cook (ed.), Human Rights of Women: National and international perspectives, Yale University Press, New Haven. Ife, J. 2001, ‘Participation in human rights discourse’, Human Rights and Social Work, Cambridge University Press, Cambridge: 117-131.

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Hoskin, F.P. 1981, ‘Towards a definition of women’s human right’, Human Rights Quarterly, 3(2): 1-10. Howse, C. 2004, ‘Giving voice to the voiceless: homelessness and democracy’, Parity , 17(1): 94-96. Reanda, L. 1991, ‘Prostitution as a human rights question: problems and prospects for United Nations actions’, Human Rights Quarterly, 13(2): 202-228. Thomas, D.Q. and Beasley, M.E. 1993, ‘Domestic violence as a human rights issue’, Human Rights Quarterly, 15: 36-62. Week 6: The ‘Other’: Participation in framing and articulating human rights discourse. The concept and imagery of human rights has played an ambivalent socio-historical role in terms of testing or sustaining relations of social and economic power. The English philosopher and political reformer, particularly for legal and penal reform and the rights of women, Jeremy Bentham (1748-1852) was critical of the idea of natural rights which he famously described as ‘nonsense on stilts’. Theorists like Karl Marx (1818-1883) were critical of the idea of rights not least because framing struggles within the socio-political discourse of human rights can produce unwanted effects. Marx viewed rights as little more than a form of mystification which masks oppression. More recently, Michel Foucault saw danger in the its potential for misuse in the hands of ill-disposed governments and authorities. Others argue that rights discourse may be appropriated by powerful interests and used as a technology to govern subjects. Rights that empower those in one social location or strata may disempower those who occupy positions in other strata. For example, property rights buttress the power of landlords and capital to the disadvantage of tenant subjects and the homeless. Scholars throughout the Asia-Pacific have also raised questions that unsettle universal human rights. They argue that the discourses and models of human rights privilege and promote western modes of thought and value. For example, are framed within western notions of individualism , human rights discourse marginalizes the voices, identities and relationships of those who find aspects of local culture a source of strength. That human rights discourse diminishes the collectivities which they identify with, value and belong. This argument raises important questions of how community welfare and human service workers communicate with those who are culturally different from themselves and the rights discourses they support. Essential Reading: Behrendt, L. 1993, ‘Aboriginal women and the white lies of the feminist movement: implications for Aboriginal women in rights discourse’, The Australian Feminist Law Journal, 1(August): 27-44.

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Recommended Reading: Afsahari, R. 1994, ‘An essay on cultural relativism in the discourse of human rights’, Human Rights Quarterly, 16(2), 235-276. Anaya, S.J. 2001, ‘The influence of Indigenous peoples on the development of international law’, in S. Garkawe, Kelly, L. and Fisher, W. (eds.), Indigenous Human Rights, Sydney institute of Criminology, Sydney. An-Naim, A.A. (ed.) 1992, Human Rights in Cross-Cultural Perspectives: A quest for consensus, University of Pennsylvania Press, Philadelphia. Bentham, J. 1973, ‘Declaration of rights’, in B. Parekh (ed.), Bentham’ s Political Thought, Croom-Helm, London. Brems, E. 1997,‘Enemies or allies? Feminism and cultural relativism as dissident voices in human rights discourse’, Human Rights Quarterly, 19(1): 136-164. Brown, C. 1999, ‘Universal human rights: a critique’, in T. Dunne and N.J. Wheeler (eds.), Human Rights in Global Politics, Cambridge University Press, Cambridge. Cerna, C.M. 1994, ‘Universality of human rights and cultural diversity: implementation of human rights in different contexts ’, Human Rights Quarterly, 16: 740-752. Dyck, A.J. 1994, Rethinking Rights and Responsibilities: The moral bonds of community, The Pilgrim Press, Cleveland. Falk, R.A. 2000, Human Rights Horizons: The pursuit of justice in a globalizing world, Routledge, New York. Felice, W.F. 1996, ‘The case for collective human rights: the reality of group suffering’, Ethics and International Affairs, 10: 47-61. Fernandes, K. 2004, ‘Reclaiming housing rights: homeless peoples’ participation s essential’, Parity, 17(1): 17-19. Garkawe, S., Key, L. and Fisher, W. 2001, Indigenous Human Rights, Sydney Institute of Criminology, Sydney. Griffin, J. 2000, ‘Welfare rights’, The Journal of Ethics, 4(1-2): 27-43. Haldorson, J.O. 2000, ‘Particularism, identities and a clash of universalisms… ’, in M. Jacobsen and O. Bruun, (eds.), Human Rights and Asia Values: Contesting national identities and cultural representations in Asia, Curzon, London. Ignatieff, M. 2001, Human Rights as Politics and Idolatry, Princeton University Press, Princeton N.J.

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Irvine, R. 1997, ‘The codification of patient rights and responsibilities: tonic or toxin?’, in P. Komesaroff (ed.), Expanding the Horizons of Bioethics, Australian Bioethics Association, Melbourne: 152-158. Langolis, A.J.2001, The Politics of Justice and Human Rights: Southeast Asia and universalist theory, Cambridge University Press, Cambridge. Lentin, A. 2004, ‘Racial states, anti-racist responses: Picking holes in ‘culture ’ and ‘human rights’’, European Journal of Social Theory,7(4), 427-443. Marx, K. and Engels, F. 1965, ‘The Communist Manifesto’, in E. Mandel (ed.), Essential Works of Marxism, Bantam Books, new York: 13-33. Marx, K. and Engels, F. 1968, ‘Critique of the Gotha Program’ in Karl Marx and Fredrick Engels: Selected Works, Lawrence and Wishart, London: 323-325. Marx, K. and Engels, F. 1970, The German Ideology, Lawrence and Wishart, London. Marx, K. and Engels, F. 1975, ‘On the Jewish question’, in Karl Marx and Fredrick Engels: Collected works, Lawrence and Wishart, London: 161-165. Mutua, M. 1996, ‘The ideology of human rights’, Virginia Journal of International Law, 36 (Spring): 89-657. Nino, C. (ed.) 1992, Rights, Dartmouth, Aldershot. Oloka-Onyango, J. and Tamale, S. 1995, ‘“The personal is political,” or why women’s rights are indeed human rights: an African perspective on international feminism’ , Human Rights Quarterly, 17(4): 691-731. Okin, S. 1998, ‘Feminisms, women’s human rights, and cultural differences’, Hypatia, 13(2): 32-52. Poe, S. and Tate, C.N. 1994, ‘Repression of the human right to personal integrity in the 1980s: A global analysis’, American Political Science Review, 88: 853-872. Poe, S. Tate, CN. And Keith, LC. 1999, ‘Repression of human rights to personal integrity revisited: A global cross-national study covering the years 1976-1993’, International Studies Quarterly, 43: 291-313. Preis, A.B.S. 1996, ‘Human rights as cultural practice: An anthropological critique’, Human Rights Quarterly, 18(2): 286-315. Reiff, D. 1999, ‘The precarious triumph of human rights’, The New York Times Magazine, August 8: 36-41.

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Van Ness, P. (ed.) 1999, Debating Human Rights: Critical Essays from the United States and Asia, Routledge, London and New York. Watson, I. 2001, ‘One indigenous perspective on human rights’, in S. Garkawe, Kelly, L. and Fisher, W. (eds.), Indigenous Human Rights, Sydney institute of Criminology, Sydney. Wellman, C. 1999, The Proliferation of Rights: Moral progress or empty rhetoric?, Western Press, Boulder, Colo. Wilson, R.A. 1997, Human Rights, Culture and Context: Anthropological perspectives, Pluto Press, London. Wright, S. 2002, International Human Rights, Decolonization and Globalization: Becoming human, Routledge, London and New York. Young, I.M. 1990, Justice and the Politics of Difference, Princeton University Press, Princeton N.J. (E sp. chapters 4-6). Week 7: Human rights discussion: Issues raised during the previous six weeks. What is to be done? Judith Jarvis, and others, is critical of what she regards as a ‘rights explosion’, an over emphasis on rights to the exclusion of other moral considerations. The final discussion of this bracket focuses on the issues covered the last six weeks that excite or interest or bother students. The question of what duties and responsibilities community welfare and human service workers have and how they are understood will be addressed. More specially, what role the worker might play to secure, develop and progress the protection for human rights at the global level and citizen’s rights at the local level will be canvassed. Should community welfare and human service workers have a role mediating power in the civil realm of economic relations and the struggles of the poor? Readings: Ife, J. 2001, ‘Achieving human rights through social work practice’, Human Rights and Social Work, Cambridge University Press, Cambridge: 140-166. Solas, J.S. 2000, ‘Can a radical social worker believe in human rights?’, Australian Social Work, 53(1): 65-70. Recommended readings: Cerna, C.M. 1994, ‘Universality of human rights and cultural diversity: implementation of human rights in different socio-cultural contexts’, Human Rights Quarterly, 16: 740-752.

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Chappell, D. 2004, ‘Protecting the human rights of the mentally ill: Contemporary challenges for the Australian criminal justice system’, Psychiatry, Psychology and Law, 11(1): 13-22. Coleman, A. 2004, ‘Homelessness and human rights: from rhetoric to reality’, Parity, 17(1): 24-26. Coote, A. (ed.), 1992, The Welfare of Citizens: Developing new social rights, IPPR/Rivers Oram Press, London. Eisler, R. 1987, ‘Human rights: toward an integrated theory of action’, Human Rights Quarterly, 9: 287-308. Ife, J. 2001, ‘Participation in human rights discourse’, Human Rights and Social Work, Cambridge University Press, Cambridge: Chapters 9, 11 and 12. Jupp, M. 1990, ‘The UN convention on the rights of the child: an opportunity for advocates in human rights’, Human Rights Quarterly, 12(1), 130-136. Oke, G. 2004, ‘Towards a user rights culture’, Parity , 17(1): 33-35. Rayner, M. 1997, Rooting Democracy: Growing the society we want, Allen & Unwin, Sydney: Chapter 2. Swensen, G. 1995, ‘Female genital mutilation and human rights’, Australian Social Work, 48(2): 27-33. Yu, P. 2001, ‘Unfinished business-national responsibilities and local actions’, in S. Garkawe, Kelly, L. and Fisher, W. (eds.), Indigenous Human Rights, Sydney institute of Criminology, Sydney. Wiseberg, L.S. 1991, ‘Protecting human rights activists and NGO’s: what can be done?’, Human Rights Quarterly, 13(4): 525-544. Human Rights Advocacy and Social Change-Practice Stream (Weeks 8-14). READINGS UNDERPINNING PRACTICE STREAM . Academic Week (8) (a) Social Work & Social Justice Duboig, B & Kogsrud, K. (1992). Social Work an Empowering Profession (pp 145-168). Boston: Allyn & Bacon (b) Social Change Strategies to Overcome Injustice and Oppression.

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Gil, D.G. (1998). Confronting Injustice and Oppression (pp 33-63). New York: Columbia University Press Academic Week (9) Anti-discriminatory and Anti-Oppressive Perspectives. Payne, M. (1997). Modern Social Work Theory (pp 238-265) London: Macmillan Press Academic Week (10) Social Change Oriented “Radical” Practice. Gil, D. (1998). Confronting Injustice and Oppression (pp 101-127). New York: Columbia University Press Academic Week (11) Working Within (and Against) the System: Radical Humanism. Mullaly, R. (1997). Structural Social Work: Ideology, Theory, and Practice (pp. 163-181). Toronto: Oxford University Press Empowerment and Advocacy. Payne, M. (1997) Modern Social Work Theory (pp 266-285). London: Macmillan Academic Weeks (12 & 13) Small group research: collaborative inquiry as background preparation for completion of Individual assessment task. Background Readings to Collaborative Task Include: (a) Working Within (and against) the System: Radical Humanism. Mullaly, R. (1997). Structural Social Work: Ideology, Theory and Practice (pp.163-181). Toronto: Oxford University Press. (b) Working Outside (and against) the System: Radical Structuralism. Mullaly, R. (1997). Structural Social Work: Ideology, Theory and Practice (pp. 187-202). Toronto: Oxford Universit y Press (c) Towards Critical Practice. Ife, J. (1997). Rethinking Social Work: Towards Critical Practice (pp 175-207). Additional Readings The Universal Declaration of Human Rights (1948) Jim Ife (2001) Human Rights and Social Work: Towards Rights-Based Practice. Cambridge: Cambridge University Press. 3-day Loan Auchmuty and Short Loan

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Rolf Kunneman, “A Coherent Approach to Human Rights”, Human Rights Quarterly, 17.2 (1995), pp323-342. Jerome J. Shestack, The Philosophic Foundations of Human Rights”, Human Rights Quarterly, 20.2 (1998), pp.201-234. Michael J. Perry, “Are Human Rights Universal? The Relativist Challenge and Related Matters”, Human Rights Quarterly, 19.3 (1997), pp.461-509. Thomas Buergenthal, “The Normative and Institutional Evolution of International Human Rights”, Human Rights Quarterly, 19.4 (1997), pp.703-723. Neil Stammers, “Human Rights and Power”, Political Studies (1993), XLI, pp.70-82. Neil Stammers, “A Critique of Social Approaches to Human Rights”, Human Rights Quarterly, 17.3 (1995), pp.488-508. “Human Rights: A Feminist Perspective”, Human Rights Quarterly, 17.3 (1995), pp.509-526. *Gil, D, (1998) “Confronting Injustice and Oppression”, Social-change Strategies to overcome Injustice and Oppression, Ch 3, pp.33-63. See also “Social-changed oriented Radical Practice”, Ch 6, pp101-127. *Short loans and open reserve: Auchmuty Library.

Note: The following papers provide additional insights to the seminar series. (a) Eva Brems, “Enemies or Allies? Feminism and Cultural Relativism as Dissident

Voices in Human Rights Discourse”, Human Rights Quarterly, 19.1 (1997), pp.136-164.

(a) Ustina Dolgopol, “Women’s Voices, Women’s Pain”, Human Rights Quarterly,

17.1 (1995), pp.127-154. (b) Joe Oloka-Onyango & Sylvia Tamale, “The Personal is Political, or Why

Women’s Rights are Indeed Human Rights: An African Perspective on International Feminism”, Human Rights Quarterly, 17.4 (1995), pp.691-731.

(c) Catherine N. Niarchos, “Women, War, and Rape: Challenges Facing the

International Tribunal for the former Yugoslavia”, Human Rights Quarterly, 17.4 (1995), pp.649-690.

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Assessment Items Projects Research Project: submitted Academic week 14. 2500 words,

worth 60%. Presentations - Tutorial

1500 words, worth 40%

ASSESSMENT: (Note: See Faculty guidelines for clarification of assessment policies) Assessment Task 1. Tutorial Presentation-40% of Total Marks Assessment in SPSW2001 Weeks 1-11 is structured around a seminar presentation (based on a synthesis of the set reading) and submission of a summary discussion paper (1,500 words *Submission due end of the week of presentation). Early in the semester students will allocate themselves to small research groups who will be responsible for critically examining one of the set readings. The review of the literature and insights gained from additional reading and analysis will be presented to the larger group. It is an expectation that the presentation is a lively and engaging process, not merely “reading from prepared notes”. Students are encouraged to consider ways of constructing small group activities which are linked to the readings (for example, questions could be generated from the literature and current debates and may be posed to the group for collaborative discussion. Small tasks could be devised to encourage fellow students to reflect on a contemporary human rights concern or issue). This more active approach to learning through an experiential task will hopefully engage other members of the wider audience and encourage greater connection to the material under examination. Assessment Task 2. Research Project-60% of Total Marks During Weeks 12 & 13 students in small groups will engage in a Human Rights Project which will examine a contemporary Human Rights issue. This task challenges students to explore and develop a plan for social change in a specific area. (Areas of potential interest and contemporary issues will be explored and negotiated in the seminar sessions). Note: Students are encouraged to use the allocated teaching space for group meetings. This also allows for input from the teaching staff when clarification etc are needed. After a period of student-directed inquiry small groups will present their proposed plan for social change/action to the wider group. This group presentation will be graded as satisfactory/unsatisfactory. Drawing on individual research and contributions from the team inquiry, each student will submit a detailed review and

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critical analysis of their social inquiry. (Individual discussion paper approx. 2000 words: submission date Academic Week 14-Thursday June 8th 2007). ASSESSMENT CRITERIA: GROUP TASKS � Evidence of planning and organization � Evidence of comprehensive Literature review � Evidence of critical thinking and knowledge grounded in the literature � Clarity of structure and purpose � Relevance of issues raised � Strength and coherence of argument � Efforts to engage group, create interest, stimulate thinking and discussion. INDIVIDUAL TASKS � Clear overview of theoretical perspectives and philosophical arguments � Discussion and Critique grounded in theoretical debates and contemporary

literature � Evidence of critical reflection and capacity to synthesise material and present a

coherent argument with clarity of purpose � Organization, presentation and structure. � Relevance of issues raised. ASSESSMENT SUMMARY: (Weeks 1-11)Seminar Presentation supported by submission of Summary Discussion Paper [due one week after presentation] 40% (Weeks 12-13-14: Plan for Social Change: Group Project & Presentation …………………………………………Satisfactory/Unsatisfactory grade. Individual Discussion Paper -due: Academic Week [14] 7/6/07…………………60%

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Overview of Assessment Grading Guide: Human Rights SPSW2001 Grading guide 49% or less

Fail (FF)

An unacceptable effort, including non-completion. The student has not understood the basic principles of the subject matter and/or has been unable to express their understanding in a comprehensible way. Deficient in terms of answering the question, research, referencing and correct presentation (spelling, grammar etc). May include extensive plagiarism.

50% to 64% Pass (P)

The work demonstrates a reasonable attempt to answer the question, shows some grasp of the basic principles of the subject matter and a basic knowledge of the required readings, is comprehensible, accurate and adequately referenced.

65% to 74% Credit (C)

The work demonstrates a clear understanding of the question, a capacity to integrate research into the discussion, and a critical appreciation of a range of different theoretical perspectives. A deficiency in any of the above may be compensated by evidence of independent thought. The work is coherent and accurate.

75% to 84% Distinction (D)

Evidence of substantial additional reading and/or research, and evidence of the ability to generalise from the theoretical content to develop an argument in an informed and original manner. The work is well organised, clearly expressed and shows a capacity for critical analysis.

85% upwards High Distinction (HD)

All of the above, plus a thorough understanding of the subject matter based on substantial additional reading and/or research. The work shows a high level of independent thought, presents informed and insightful discussion of the topic, particularly the theoretical issues involved, and demonstrates a well-developed capacity for critical analysis.

Policy Statements

Online Tutorial Registration: Students are required to enrol in the Lecture and a specific Tutorial time for this course via the Online Registration system: � http://studinfo1.newcastle.edu.au/rego/stud_choose_login.cfm Registrations close at the end of week 2 of semester. Studentmail and Blackboard: www.blackboard.newcastle.edu.au/

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This course uses Blackboard and studentmail to contact students, so you are advised to keep your email accounts within the quota to ensure you receive essential messages. To receive an expedited response to queries, post questions on the Blackboard discussion forum if there is one, or if emailing staff directly use the course code in the subject line of your email. Students are advised to check their studentmail and the course Blackboard site on a weekly basis. Written Assignment Presentation and Submission Details Students are required to submit assessment items by the due date. Late assignments will be subject to the penalties described below. Hard copy submission: � Type your assignments: All work must be typewritten in 11 or 12 point black font.

Leave a wide margin for marker’s comments, use 1.5 or double spacing, and include page numbers.

� Word length: The word limit of all assessment items should be strictly followed – 10% above or below is acceptable, otherwise penalties may apply.

� Proof read your work because spelling, grammatical and referencing mistakes will be penalised.

� Staple the pages of your assignment together (do not use pins or paper clips). � University coversheet: All assignments must be submitted with the University

coversheet: www.newcastle.edu.au/policy/academic/general/assess_coversheet.pdf � By arrangement with the relevant lecturer, assignments may be submitted at any Student Hub located at:

o Level 3, Shortland Union, Callaghan o Level 2, Student Services Centre, Callaghan o Ground Floor, University House, City o Ground Floor, Administration Building, Ourimbah

� Date-stamping assignments: All students must date-stamp their own assignments using the machine provided at each Student Hub. If mailing an assignment, this should be address to the relevant School. Mailed assignments are accepted from the date posted, confirmed by a Post Office date-stamp; they are also date-stamped upon receipt by Schools.

� Do not fax or email assignments: Only hard copies of assignments will be considered for

assessment. Inability to physically submit a hard copy of an assignment by the deadline due to other commitments or distance from campus is an unacceptable excuse. Assignments mailed to Schools are accepted from the date posted.

� Keep a copy of all assignments: All assignments are date-stamped upon receipt. However, it is the student’s responsibility to produce a copy of their work if the assignment goes astray after submission. Students are advised to keep updated back-ups in hard copy and on disk.

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Online copy submission to Turnitin In addition to hard copy submission, students are required to submit an electronic version of the following assignments to Turnitin via the course Blackboard website. *The following written assessment items are to be submitted to “Turnitin” A) Assessment Task 1. Assessment in SPSW2001 Weeks 1-11 is structured around a seminar presentation (based on a synthesis of the set reading) and submission of a summary discussion paper (1,500 words *Submission due end of the week of presentation). B) Assessment Task 2. During Weeks 12 & 13 students in small groups will engage in a Human Rights Project which will examine a contemporary Human Rights issue. This task challenges students to explore and develop a plan for social change in a specific area. (Areas of potential interest and contemporary issues will be explored and negotiated in the seminar sessions). Note: Students are encouraged to use the allocated teaching space for group meetings. This also allows for input from the teaching staff when clarification etc are needed. After a period of student-directed inquiry small groups will present their proposed plan for social change/action to the wider group. This group presentation will be graded as satisfactory/unsatisfactory. Drawing on individual research and contributions from the team inquiry, each student will submit a detailed review and critical analysis of their social inquiry. (Individual discussion paper approx. 2000 words: submission date Academic Week 14-Thursday June 7th 2007).

Plagiarism

University policy prohibits students plagiarising any material under any circumstances. A student plagiarises if he or she presents the thoughts or works of another as their own. Without limiting the generality of this definition, it may include:

· copying or paraphrasing material from any source without due acknowledgment;

· using another's ideas without due acknowledgment;

· working with others without permission and presenting the resulting work as though it was completed independently.

Plagiarism is not only related to written works, but also to material such as data, images, music, formulae, websites and computer programs. Aiding another student to plagiarise is also a violation of the Plagiarism Policy and may invoke a penalty. For further information on the University policy on plagiarism, please refer to the Policy on Student Academic Integrity at the following link:

http://www.newcastle.edu.au/policy/academic/general/academic_integrity_policy_new.html

The University has established a software plagiarism detection system called Turnitin. When you submit assessment items please be aware that for the purpose of assessing any assessment item the University may -

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· Reproduce this assessment item and provide a copy to another member of the University; and/or

· Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a copy of the item on its database for the purpose of future plagiarism checking).

· Submit the assessment item to other forms of plagiarism checking

Penalties for Late Assignments Assignments submitted after the due date, without an approved extension of time will be penalised by the reduction of 5% of the possible maximum mark for the assessment item for each day or part day that the item is late. Weekends count as one day in determining the penalty. Assessment items submitted more than ten days after the due date will be awarded zero marks. Special Circumstances Students wishing to apply for Special Circumstances or Extension of Time should apply online @ http://www.newcastle.edu.au/policylibrary/000641.html No Assignment Re-submission Students who have failed an assignment are not permitted to revise and resubmit it in this course. However, students are always welcome to contact their Tutor, Lecturer or Course Coordinator to make a consultation time to receive individual feedback on their assignments. Re-marks & Moderations A student may only request a re-mark of an assessment item before the final result – in the course to which the assessment item contributes – has been posted. If a final result in the course has been posted, the student must apply under the Procedures for Appeal against a Final Result (see: http://www.newcastle.edu.au/study/forms/). Students concerned at the mark given for an assessment item should first discuss the matter with the Course Coordinator. If subsequently requesting a re-mark, students should be aware that as a result of a re-mark the original mark may be increased or reduced. The case for a re-mark should be outlined in writing and submitted to the Course Coordinator, who determines whether a re-mark should be granted, taking into consideration all of the following: 1. whether the student had discussed the matter with the Course Coordinator 2. the case put forward by the student for a re-mark 3. the weighting of the assessment item and its potential impact on the student’s final

mark or grade 4. the time required to undertake the re-mark 5. the number of original markers, that is,

a) whether there was a single marker, or

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b) if there was more than one marker whether there was agreement or disagreement on the marks awarded.

A re-mark may also be initiated at the request of the Course Coordinator, the Head of School, the School Assessment Committee, the Faculty Progress and Appeals Committee or the Pro Vice-Chancellor. Re-marks may be undertaken by: 1. the original marker; or 2. an alternate internal marker; or 3. an alternate external marker (usually as a consequence of a grievance procedure). Moderation may be applied when there is a major discrepancy (or perceived discrepancy) between: 1. the content of the course as against the content or nature of the assessment item(s) 2. the content or nature of the assessment item(s) as against those set out in the Course

Outline 3. the marks given by a particular examiner and those given by another in the same

course 4. the results in a particular course and the results in other courses undertaken by the

same students. Further detail on this University policy can be found at: � http://www.newcastle.edu.au/policylibrary/000769.html Return of Assignments Students can collect assignments from a nominated Student Hub during office hours. Students will be informed during class which Hub to go to and the earliest date that assignments will be available for collection. Students must present their student identification card to collect their assignment. Preferred Referencing Style In this course, it is recommended that you use the use the Harvard in-text referencing system (similar to the APA system) for referencing sources of information used in assignments. Inadequate or incorrect reference to the work of others may be viewed as plagiarism and result in reduced marks or failure. An in-text citation names the author of the source, gives the date of publication, and for a direct quote includes a page number, in parentheses. At the end of the paper, a list of references provides publication information about the source; the list is alphabetised by authors' last names (or by titles for works without authors). Further information on referencing and general study skills can be obtained from: � Infoskills: www.newcastle.edu.au/services/library/tutorials/infoskills/index.html

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Student Representatives We are very interested in your feedback and suggestions for improvement. Student Representatives are the channel of communication between students and the School Board. Contact details of Student Representatives can be found on the School website. Student Communication Students should discuss any course related matters with their Tutor, Lecturer, or Course Coordinator in the first instance and then the relevant Discipline or Program Convenor. If this proves unsatisfactory, they should then contact the Head of School if required. Contact details can be found on the School website. Essential Online Information for Students Information on Class and Exam Timetables, Tutorial Online Registration, Learning Support, Campus Maps, Careers information, Counselling, the Health Service and a range of free Student Support Services can be found at:

http://www.newcastle.edu.au/currentstudents/index.html

Students may withdraw from a course without academic penalty on or before the last day of semester and prior to the commencement of the formal exam period. Any withdrawal from a course after the last day of semester will result in a fail grade.

Students cannot enrol in a new course after the second week of semester/trimester, except under exceptional circumstances. Any application to add a course after the second week of semester/trimester must be on the appropriate form, and should be discussed with the School Office.

To change your enrolment online, please refer to

http://www.newcastle.edu.au/study/enrolment/change-enrol.html

Extension of Time for Assessment Items, Deferred Assessment and Special Consideration for Assessment Items or Formal Written Examinations

Students are required to submit assessment items by the due date, as advised in the Course Outline, unless the Course Coordinator approves an extension of time for submission of the item. University policy is that an assessment item submitted after the due date, without an approved extension, will be penalised.

Any student:

1. who is applying for an extension of time for submission of an assessment item on the basis of medical, compassionate, hardship/trauma or unavoidable commitment: or

2. whose attendance at or performance in an assessment item or formal written examination has been or will be affected by medical, compassionate, hardship/trauma or unavoidable commitment;

must report the circumstances, with supporting documentation, to the appropriate officer on the prescribed form.

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Please go to the Policy and the on-line form for further information, particulary for information on the options available to you, at:

http://www.newcastle.edu.au/policy/academic/adm_prog/adverse_circumstances.html

Changing your Enrolment

The last dates to withdraw without financial or academic penalty (called the HECS Census Dates) are:

For semester 1 courses: 31 March 2007

For semester 2 courses: 31 August 2007

For Trimester 1 courses: 17 February 2007

For Trimester 2 courses: 9 June 2007

For Trimester 3 courses: 22 September 2007.

Students may withdraw from a course without academic penalty on or before the last day of semester and prior to the commencement of the formal exam period. Any withdrawal from a course after the last day of semester will result in a fail grade.

Students cannot enrol in a new course after the second week of semester/trimester, except under exceptional circumstances. Any application to add a course after the second week of semester/trimester must be on the appropriate form, and should be discussed with the Student Enquiry Centre.

To change your enrolment online, please refer to

http://www.newcastle.edu.au/study/enrolment/changingenrolment.html

Faculty Information

The Student Hubs are a one-stop shop for the delivery of student related services and are the first point of contact for students on campus.

The four Student Hubs are located at:

Callaghan campus

• Shortland Hub: Level 3, Shortland Union Building

• Hunter Hub: Student Services Centre, Hunter side of campus

City Precinct

• City Hub & Information Common: University House, ground floor in combination with an Information Common for the City Precinct

Ourimbah campus

• Ourimbah Hub: Administration Building

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Faculty websites

Faculty of Business and Law

http://www.newcastle.edu.au/faculty/business-law/

Faculty of Education and Arts

http://www.newcastle.edu.au/faculty/education-arts/

Faculty of Engineering and Built Environment

http://www.newcastle.edu.au/faculty/engineering/

Faculty of Health

http://www.newcastle.edu.au/faculty/health/

Faculty of Science and Information Technology

http://www.newcastle.edu.au/faculty/science-it/

Contact details

Callaghan, City and Port Macquarie

Phone: 02 4921 5000

Email: EnquiryCentre@newcastle.edu.au

Ourimbah

Phone: 02 4348 4030

Email: EnquiryCentre@newcastle.edu.au

The Dean of Students Resolution Precinct Phone: 02 4921 5806 Fax: 02 4921 7151 Email: resolutionprecinct@newcastle.edu.au Deputy Dean of Students (Ourimbah) Phone: 02 4348 4123 Fax: 02 4348 4145 Email: resolutionprecinct@newcastle.edu.au Various services are offered by the University Student Support Unit: http://www.newcastle.edu.au/study/studentsupport/index.html

Alteration of this Course Outline

No change to this course outline will be permitted after the end of the second week of the term except in exceptional circumstances and with Head of School approval. Students will be notified in advance of any approved changes to this outline.

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Web Address for Rules Governing Undergraduate Academic Awards

http://www.newcastle.edu.au/policy/academic/cw_ugrad/awards.htm

Web Address for Rules Governing Postgraduate Academic Awards

http://www.newcastle.edu.au/policy/academic/cw_pgrad/cppcrule.htm

STUDENTS WITH A DISABILITY OR CHRONIC ILLNESS

The University is committed to providing a range of support services for students with a disability or chronic illness.

If you have a disability or chronic illness which you feel may impact on your studies, please feel free to discuss your support needs with your lecturer or course coordinator.

Disability Support may also be provided by the Student Support Service (Disability). Students must be registered to receive this type of support. To register please contact the Disability Liaison Officer on 49 21 5766, or via email at: student-disability@newcastle.edu.au

As some forms of support can take a few weeks to implement it is extremely important that you discuss your needs with your lecturer, course coordinator or Student Support Service staff at the beginning of each semester. For more information related to confidentiality and documentation please visit the Student Support Service (Disability) website at: www.newcastle.edu.au/services/disability

University Dates

Semester Dates - 2007

Semester 1 commences Monday 19 February 2007

Semester 1 Recess (includes Easter) Friday 6 April to Friday 20 April 2007

Semester 1 resumes Monday 23 April 2007

Anzac Day Public Holiday Wednesday 25 April 2007

Semester 1 conclude Friday 8 June 2007

Queen's Birthday Public Holiday Monday 11 June 2007

Mid Year Examinations Tuesday 12 June to Friday 29 June 2007

Mid Year Recess Monday 2 July to Friday 13 July 2007

Semester 2 commences Monday 16 July 2007

Labour Day Public Holiday Monday 1 October 2007

Semester 2 Recess Tuesday 2 October to Friday 12 October 2007

Semester 2 resumes Monday 15 October 2007

Semester 2 concludes Friday 2 November 2007

End of Year Examinations Monday 5 November to Friday 23 November 2007

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Week Week beginning Lecture Topic & Assessment at a Glance

1 February 19

2 February 26

3 March 5

4 March 12

5 March 19

6 March 26

7 April 2

Mid-Semester Recess: Friday 6 April to Friday 20 April 2007

8 April 23

9 April 30

10 May 7

11 May 14

12 May 21

13 May 28

14 June 4

Examination period: Tuesday 12 June to Friday 29 June 2007