In 2015 over 150 world leaders agreed to the Sustainable Development Goals, as the global agenda to promote shared prosperity and well-being for all over the following 15 years. The SDGs quickly became synonymous with development, and now shape domestic and international development policies.. What theories, ideas and assumptions underpin the SDGs? Are they a departure from international efforts that came before? Do the 17 SDGs represent a genuine consensus on development, or do they mask ongoing deep divides?

The SDGs represent agreement on a global agenda to ‘promote prosperity while protecting the planet.’ Yet as poverty and inequality continue to plague the lives of much of the world's population, development often seems elusive. Despite the representation of the SDGs as a global consensus, the very concept of development remains contested.

This course critically examines some of the major themes that have shaped – and continue to shape – global development efforts. It places several of the themes represented in the SDGs under the spotlight, exploring their origins, the often contested ideas and theories that underpin them, and the ongoing debates. The course does not assume there is a single or a correct approach towards development. Rather, using the SDGs as a prism, it aims to explore and critically assess the ideas, values and assumptions that have shaped international development agendas.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Demonstrate a deep understanding of different, often competing, conceptualisations of ‘development’
2. Have a sound knowledge of several major theories of international development
3. Critically analyse the strengths and shortcomings of major theories
4. Demonstrate a strong understanding of several themes that dominate the contemporary international development agenda
5. Critically analyse the strengths and shortcomings of dominant themes

Research-Led Teaching

My own research revolves around issues of social justice, processes of empowerment and development. My research has specifically focused on three interrelated areas. First, I am interested in comparative overseas development assistance policies and programs, especially on their impact on inequality and alignment with social justice principles. Second, my work addresses women’s empowerment and gender and development programming. Third, I have a particular research interest in India – focusing on the impact of social policies and aid programs on highly disadvantaged communities.

Throughout this course I will draw from my own experiences and research.

Field Trips

There is one field trip to the National Museum of Australia. Students can walk and are not required to pay.

Additional Course Costs

No additional class costs.

Examination Material or equipment

Computers are allowed.

Required Resources

Recorded lectures

Recorded lectures for each topic discussed are on our Wattle site. The lectures are provided as resources - you are expected to listen to the lectures for each topic.

Readings

There is no textbook for Development Themes and Theories, but key readings will be available on our Wattle site.

Most topics have two or more readings. You should go beyond the readings provided - particularly for your assessment tasks - and explore the literature more broadly. 

Recommended Resources

Videos and podcasts

There is an enormous range of excellent videos and podcasts available on the topics we will be discussing. Some of the most powerful or interesting are posted on our Wattle site as additional resources that you may wish to use. These may be especially helpful for your assessment tasks.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

CRAWFORD ACADEMIC SKILLS

The Crawford School of Public Policy has its own Academic Skills team dedicated to helping students to understand the academic expectations of studying at Crawford and succeed in their chosen program of study. Through individual appointments, course-embedded workshops and online resources, Crawford Academic Skills provides tailored advice to students keen to develop their academic reading, thinking, planning, writing, and presentation skills. 

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Thursday – 25th JulyFrom Modernisation to Sustainability: What is Development?‘Development’ is a commonly used, but highly contested term. In this first session, we begin to examine the 2030 Agenda for Sustainable Development and the Sustainable Development Goals. We begin to explore three key questions:- What does development mean?- Who sets the development agenda?- How does the concept of development differ across cultures, geographic location, and time?RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
2	Thursday – 1st AugustColonialism and ColonialityIn this session, we examine how the history of colonialism and coloniality have shaped processes of development and development thinking. We also examine prominent criticisms, including from scholars of decoloniality and postcolonialism.RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
3	Thursday – 8th AugustDevelopment Thinking: Modernisation and DependencyIn this session we explore the theories that dominated early themes of development half a century prior to the adoption of the SDGs - we consider if, and how, their influence can still be felt today.We focus our attention on two early, and highly influential, theories: Modernisation Theory and (in stark contrast) Dependency Theory.RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
4	Thursday – 15th August Field Trip: Walk to the National Museum of Australia
5	Thursday – 22nd AugustIn-class PresentationsStudents will share their presentations with each other.
6	Thursday – 29th AugustFrom Modernisation to Liberation to Orthodoxy: The Rise of Participatory DevelopmentIn this session, we explore ideas that emerged from the 1970s - of development as ‘liberation’, ‘people-centred development’, and the now highly influential participatory development. We examine how these ideas were incorporated into the ‘mainstream’ development agenda.We also begin to think about the SDGs in the context of participatory development - and explore the process of developing the SDGs and the extent to which ideas of participation are incorporated into the SDGs.RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
7	Thursday – 19th SeptemberFrom Basic Needs to Structural Adjustment and NeoliberalismIn this session, we explore how and why there was a shift away from basic needs approaches to the structural adjustment programs and policies (SAPs) that reshaped the Global South and deepened the poverty of many. We examine the drivers of structural adjustment and explore the long-lasting implications. We explore the emergence of neoliberalism from its rise from the late 1970s to today - tracing the ways in which the State was initially rolled back from development, and then reinstated with very specific roles.RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
8	Thursday – 26th SeptemberGender and IntersectionalityIn this session, we consider both the rise of 'Women in Development' and 'Gender and Development' in addition to the influence of theories around intersectionality. We examine the emergence of violence against women as a priority issue for some development agencies and actors. We analyse SDG5 and consider if and how gender considerations have been incorporated into other goals.RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
9	Thursday – 3rd OctoberGovernance - Local and GlobalIn this session, we examine theories that seek to explain how governance and institutions shape the development of nations. We ask what makes governance 'good' - unpacking the concept of good governance and asking for whom various types of governance are 'good.'We also explore ideas around global governance and ask how key aspects of global governance foster or undermine development. We also explore how 'good governance' relates to human rights.RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
10	Thursday – 10th OctoberIn class quizThe quiz will be a choice of multiple choice and short answer questions.
11	Thursday – 17th OctoberSustainability and DevelopmentIn this session, we explore the concept of sustainability and examine how it has shaped the current development agenda. We ask what sustainability means, and who shapes the agenda. We examine the opportunities and barriers to sustainable development, taking account of ongoing debates around its meaning.RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE
12	Thursday – 24th OctoberAssessing the SDG AgendaIn this final session, we return to consideration of the SDG agenda, exploring which of the theories and themes we have explored during the course have been the most influential. We also consider the framing of the SDGs and ask what is missing. We analyse the potential of the SDGs to address development challenges in an era of climate emergency, entrenched inequality, and the global pandemic.RECORDINGS AND READINGS ARE AVAILABLE ON OUR COURSE WATTLE SITE

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
In-class Presentation	30 %	22/08/2024	30/08/2024	1, 2, 3, 4, 5
Quiz	20 %	10/10/2024	24/10/2024	2, 3, 4, 5
Research essay	40 %	30/10/2024	28/11/2024	1, 2, 3, 4, 5
Participation Grade	10 %	*	28/11/2024	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

A participation mark will be awarded based on attendance and active contribution to discussion.

Examination(s)

This course includes one in-class quiz.

Assessment Task 1

In-class Presentation

The first assessment task is a presentation of ten minutes, analysing the SDGs (or a selected goal). 

Assessment Task 2

Quiz

The second task is an in-class quiz. The quiz will combine a mixture of multiple choice and short answer questions.

Assessment Task 3

Research essay

The final assessment task is a research paper, enabling students to explore a development theme or theory in detail. The essay should be 3,000 words. The ANU College of Asia and the Pacific’s Word Length and Excess Word Penalty Guidelines applies to this assessment item and can be found here.

Assessment Task 4

Participation Grade

A participation mark will be awarded based on active contribution to discussion.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students