Money Power War Outline 2011

money, power, war
POLS 1004 Second Semester 2011
Contents
Basic information
Reading, participating
and discussing
Basic skills
How to read
Journals
Background on Australia
Course schedule
Tutorials
Course procedures
and assistance
Organising your work
Inclusive language
Help is available
Assessment
Extensions
Review
Essay
Role Play, leaflet and article
Referencing
and bibliographies
Plagiarism
What grades mean
Appeals procedures
Writing essays
Approval forms and
cover sheets
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Course outline
Semester 2 2011
Basic information
This course outline with live web links and updates can be found on
Wattle, where course announcements will be posted.
Course description
money, power, war is about power and its disguises. It deals with
questions of politics and material interests, and identifies economic
power as fundamental to understanding politics in Australia and
globally. We look at
the social forces and arrangements, notably class structures, that
dominate our lives
neoliberal, social democratic and Marxist ideas that justify or explain
political action and policies
institutions, conflicts and struggles that shape these actions and
policies in Australia and internationally
Issues we examine include inequality, racism, economic crisis and war.
No background in political science or political economy is assumed.
We debate and explore current Australian and international issues as
they arise in the media. The overall framework of the course is Marxist.
The course helps students develop individual and collective critical and
analytical skills for understanding discussing, researching, writing and
debating about Australian and international political economy.
Suggestions about the structure and content of the course are welcome.
Convenor:
Dr Rick Kuhn, Haydon-Allen Building room 1215, 6125-3851,
email Rick.Kuhn@anu.edu.au
The best way to arrange a meeting time with Rick is by email. He will
be available for consultation after lectures.
Tutor:
Petra Wilson-Jones, email petra.wilson-jones@anu.edu.au
School Administration Office:
room G41 Haydon-Allen Building, near the Tank, 6125-0482
Course web site: this course outline with updates, web links and other
course material can be found on Wattle.
money, power, war
Mode of delivery: two to three hours of lectures and a one hour tutorial
per week.
Lectures:
10.00 am to noon
9:00 to 11:00 am
Tuesdays Copland Theatre

Wednesday MCC 2
Tutorials will be at only some of following times:

Tues noon Crisp G015 Wed 11 am
Tues 1 pm Crisp G015 Wed noon
Tues 2 pm Crisp G015 Wed 2 pm
Cop 1151
Cop 1151
Cop 1151
Cop 1151
Cop 1151
Learning outcomes
By the end of this course, you should be able to
1. demonstrate knowledge of social forces, institutions, conflicts and
struggles involving interactions amongst economic and political
relations that shape life in Australia and/or other countries
2. describe, assess and distinguish amongst neo-liberal, social
democratic and Marxist theories, that justify or explain political
action and policies
3. formulate approaches to researching social issues that are
characterised by interactions between economic and political relations
4. analyse social issues by applying different theories
5. individually and collectively, present written and oral arguments
about the nature of interactions amongst economic and political
relations, specific historical and contemporary forms they have taken
and how people maintain or change them
Generic skills
This course will help develop your skills in
1. critical thinking
2. written and oral communication
3. research
4. teamwork
5. challenging authority
Semester 2 2011
Reading, participating and discussing

Basic skills
Lectures
To be successful in this and other uni

courses you need some basic skills. It is
important that you can use the English
language to express yourself clearly
in writing and orally. The Academic
Skills and Learning Centre (ground
floor Pauline Griffin Building, phone
6125-2972) can help you improve your
English expression.
You also need to know how to use a
desktop computer. AskANU can help
you with this, consultants are on Level
2
of
the
Chifley
building,
http://ilp.anu.edu.au/
In order to conduct research, you need
to be able to use
Discussion of matters of current interest

that can be related to the course will be
a component lectures during most
weeks. The discussions will consider
different
interpretations
and/or
explanations of developments. Bring
along quotes or clippings from the
media or reading which you think are
significant or you would like to discuss.
If there isnt time to deal with your
issue in a lecture raise it in a tute.
Lecture summaries on Wattle, after the
lectures.
library catalogues
databases of articles and other
resources, such as Proquest Factiva,
Ingenta, First Search, Social
Sciences Citation Index. See
http://anulib.anu.edu.au/databases/in
dex.html and Metafind on the
Library home page.
the internet and internet search
engines like
www.google.com/advanced_search
a sense of which sources are reliable
For information about how to acquire
these skills go to the Chifley Library
information deskand/or check out
http://ilp.anu.edu.au.
Strongly
recommended is ILPs Demystifying
Databases course
http://training.anu.edu.au/StudentCours
eDetails.asp?CATALOGUETYPE=ST
UDENT&COURSE=ISCARA.
Tutorials
The tutorial topics are related to the
material in earlier lectures. Attendance
at tutes is voluntary. Sign up for a
tutorial during the first two weeks of the
semester. If you are to get the maximum
benefit out of tutes it is necessary to
attend lectures, do the reading and other
preparation set out for each tute below
and come equipped with questions and
comments about and objections to the
reading and the topic.
Tutorials commence in week 3.
Register for tutes on Wattle
The Reading for tutorials is in the
course textbook or in the virtual brick
(on the courses Wattle site), a few
items are on the web.
The Additional Reading is indicated
for people particularly interested in a
topic or who are writing an essay in the
area. Some of this will be available in
the Library, or on the web.
Come to tutes with clippings from
newspapers or notes from other media
reports on recent items relevant to the
topic.
Role Play
Participation in the Role Play, during
lectures in week 12, is an essential part
of the course. Make arrangements to
ensure you can attend well in advance.
It will only be possible to be properly
involved in the Role Play if you
consistently attend lectures and prepare
for it outside classes. Details of the Role
Play are set out under Tutorial 12
below. There is a Role Play
participation
component
in
the
assessment for the course.
Discussion
All participants in the course are
expected to help maintain a friendly
atmosphere in which people are
encouraged to contribute. This applies
to lectures, tutes and Role Play. For this
reason sexist, homophobic and racist
comments or personal attacks on people
doing the course (as opposed to the
criticisms of ideas, theories or
statements) are not acceptable. The
section on inclusive language on page
21 below provides more guidelines.
How to read
The points below are questions you
should probably have in mind when you
read anything at all (including
newspapers, books, graffiti, journals,
paintings, TV shows and especially web
sites), but certainly anything you read in
association with this course.
The text itself
What is the author trying to say? That
is, what is the logic of her/his
argument?
This
is
crucial
to
understanding the text as a whole, rather
than just bits and pieces of it.
What are the main steps or subsidiary
arguments in the overall case, ie how is
money, power, war
it organised and structured to generate

its conclusions?
How are the arguments supported in
terms of evidence, logic, examples,
emotional appeal?
What sort of style is used?
Context
Why is the author making her/his case
and why in this way? What are his/her
material interests and background?
Where and when was the text originally
published?
What is/was the audience(s)?
In what tradition(s) does the author
stand ie who are/were her/his sources
and authorities in terms of the kind of
arguments, the way they are made, what
supports them. Who are her/his
opponents inside or outside this
tradition?
What knowledge, politics, orientation,
experience does the author assume
his/her audience has? And what does
the author consider to be irrelevant that
others may consider relevant to the
argument? Why? Is the author asking
the right questions?
That is, what can you tell about the text
from what isnt there?
Reliability
Is the information in the text likely to be
accurate and reliable? Are there
references to sources? Are assertions
backed up with serious arguments and
information?
Is the source more useful for its account
of particular facts and developments or
because it is evidence of the specific
standpoint/position of a political actor
or both?
These questions are particularly
important for web sources, including
Semester 2 2011
Wikipedia, which is not an appropriate

authority for academic writing. Nor are
non-specialist dictionaries.
Self-consciousness
What assumptions/theories are you
bringing to the text? How do they
influence your answers to the above
questions?
Critical assessment
The questions above may help to
provide a basis for making critical
assessments of the texts originality,
strengths, weaknesses, implications,
persuasiveness,
applicability,
acceptability etc.
Books
Text
Kuhn, Rick (ed.) Class and struggle in
Australia Pearson, Frenchs Forest
2005
Recommended
Ollman, Bertell How to take an exam
and remake the world Black Rose,
Montral 2001 Chifley LC191.O44,
for advice about exams and about how
society works.
Stilwell, Frank Political economy: the
contest of economic ideas Oxford
University Press, Melbourne 2006
Chifley HB90.S75 useful introduction
to different approaches to political
economy, especially for those
interested in mainstream economics.
Also worth a read
Callinicos, Alex The revolutionary
ideas of Karl Marx Bookmarks,
London, Chifley HX39.5 .C23 1996 a
very good introduction to Marxism.
Awareness
In both lectures and tutes some
awareness of current developments in
theories but especially ideologies and
issues will be necessary. Newspapers
(with much content also on their own

web sites and Factiva, accessible
through the ANU Library catalogue),
including the Australian Financial
Review, Age, Canberra times, Sydney
Morning Herald and Australian are a
key source of up to date information. So
are TV and radio news and current
affairs broadcasts, notably from the
ABC (especially Radio National
Breakfast, AM, World today and
PM), SBS and Aljazeera.
Journals
To get a feel for rival approaches to the
subject matter of the course, check out
some of the following journals:
Rightish
Agenda on-line through ANU library
Australian Economic Review on-line
through ANU library
The economist on-line through ANU
library
IPA Review on-line through ANU
library
Policy
www.cis.org.au/publications/policymagazine and somewhat on-line
through ANU library
Quadrant and on-line through ANU
library
Features, columns and editorials in the
daily press, as above.
Middle of the road or varied
Australian journal of political science
on-line through ANU library
Australian review of public affairs
www.australianreview.net
Economic and labour relations review
on-line through ANU library
Eureka Street on-line through ANU
library
Journal of industrial relations on-line
through ANU library
Labour history on-line through ANU

library
Labour and industry on-line through
ANU library
Features, columns and editorials in the
daily press, as above.
Leftish
Capital and class on-line through ANU
library
Historical materialism on-line through
ANU library
Journal of Australian political economy
www.jape.org and on-line through
ANU library
Marxist interventions
www.anu.edu.au/polsci/mi
International socialism HX1.I48
www.isj.org.uk
International socialist review
www.isreview.org/index.shtml
Marxist left review
marxistleftreview.org
Monthly review on-line through ANU
library
Overland PR9600.O85 somewhat online through ANU library also
http://web.overland.org.au/
Socialist review (London)
www.socialistreview.org.uk
The left press Socialist alternative
www.sa.org.au
Background reading for students

unfamiliar with Australia
with thanks to Phil Griffiths
Studying politics at an Australian

university can be difficult if you do not
have a personal background in
Australia. Many subjects focus on
Australian political life; and even in
money, power, war
theoretical subjects, lecturers and

students will use Australian references
and Australian examples when making
a point.
This reading list is designed to give you
a quick background in Australian
political
ideas,
traditions
and
institutions. Australian students may
also find it useful. The list is in order of
priority.
Pilger, John A secret country Cape,
London 1989. If you read nothing else,
read this. Pilger is an Australian
journalist now working from London,
and his book will give you a brilliant
introduction to some of the most
controversial issues in Australian
politics.
Ward, Ian and Randal Stewart Politics
one Palgrave, South Yarra 2010 or
Dennis Woodward, Andrew Parkin, and
John Summers Government, politics,
power and policy in Australia Pearson,
Frenchs Forest 2010 or another standard
introductory textbooks on Australian
politics. Reading it will help you follow
official politics in Australia.
On Australian economic development
in the long run see David Meredith and
Barrie Dyster Australia in the global
economy: continuity and change
Cambridge
University
Press,
Cambridge, 1999 or Australias
century since federation at a glance
Economic roundup centennary edition,
2001,
www.treasury.gov.au/
contentitem.asp?pageId=&ContentID=1
10.
Semester 2 2011
Course schedule
Week 1 (25 July)
There are no tutes in week 1!
register for tutes in Wattle
The Reading for tutorials is in the course
textbook or in the virtual brick (on the courses
Wattle site), a few items are on the web.
Lecture 1 Overview of Course
Lecture 2 Politics and music
Tutorial 1 No tutorial in week 1
Week 2 (1 August)
There are no tutes in week 2!
Lecture 3 Capitalism and class
Lecture 4 The politics of language and essay
writing
Week 6 (29 August)

SUBMIT BOOK REVIEW by
1.00 pm Wednesday 31 August
Lecture 11 Commodities and value
Lecture 12 Economic crises
Tutorial 6 Neo-liberalism and neo-classical
economics
Week 7 (5 September)
BEGIN ESSAY RESEARCH,
especially for annotated bibliography
Lecture 13 Womens oppression and the family
Lecture 14 Marxist politics
Tutorial 7 Trade unions
Tutorial 2 no tutorial in week 2
BREAK 10-25 September

Week 8 (26 September)
Week 3 (8 August)
Lecture 15 Racism
Lecture 5 Nationalism and the assumptions of

economic and political debate
Lecture 16 The Labor Party
Lecture 6 Class struggle and the state
Week 9 (3 October)
SUBMIT ESSAY by
Tutorial 3 What is political science/political

economy?
Tutorial 8 Marxist economics
1.00 pm Wednesday 5 October
Week 4 (15 August)
Lecture 17 role play preparation
Lecture 7 Neo-liberalism, neo-classical economics

and conservative politics
Lecture 18 no lecture
Lecture 8 Critiques of neo-liberalism
Week 10 (10 October)
Tutorial 4 Class
Lecture 19 Imperialism
Week 5 (22 August)
Lecture 20 Capitalism and war
Around five of the best reviews will be published

in the Australian review of political economy
www.anu.edu.au/polsci/arpe/ which includes some
of the best reviews from previous years.
Tutorial 10 Racism
Lecture 9 Workers and trade unions

Some preparation is necessary for this lecture.
Think about your own experiences of work,
particularly in terms of: your tasks; nature of
supervision; working conditions, amenities, degree
of permanency etc; your pay and the pay hierarchy;
the size of the workforce; the gender, age and
ethnic mix of the workforce; level of unionisation,
militancy and attitudes to bosses; anything that
sums up what it was like working there.
Lecture 10 Industrial relations: Role Play
background and preparation
Tutorial 5 Nationalism, democracy and the state
Tutorial 9 Women, sexuality and oppressionl

Lecture 21 Meeting procedure and preparation for
Role Play
Lecture 22 No lecture
Tutorial 11 Imperialism and war

Lectures 23/24/Tutorial 12 Role Play during
lectures in week 12

Lecture 25 Political economy of death
Lecture 26 no lecture
SUBMIT ROLE PLAY ARTICLE by

1.00 pm Thursday 4 November
Tutorial 13 Role Play and course debriefing
money, power, war
Tutorials
Tutorial 1
Tute readings are in the course text,

or in the virtual brick on the courses
Wattle site.
No tutorial in week 1
Reading
Diamond, Jared Why do some
societies make disastrous decisions?
Edge 28 April 2003
www.edge.org/3rd_culture/diamond03/
diamond_index.html
Ollman, Bertell What is political
science? What should it be? New
political science, 22 (4), 2000, pp. 553562,
www.nyu.edu/projects/ollman/docs/wh
at_poly_sci.php
25 July
Tutorial 2
1 August
Begin work on book review
See Assessment section, on page 22,
for details about book review; and
sections on referencing on page 28 and
plagiarism on page 29.
no tutorial in week 2
Tutorial 3
8 August
What is political science/political

economy?
The main activities in this tute will be
organising for the semester, discussing
the course and its scope. The readings
provide some indications of the
diversity of political science.
How useful is Diamands analysis for
understanding the problem of global
warming?
Ollman is a US writer. Who holds
liberal positions in Australia?
We will also discuss how we find out
about what is going on, the obstacles to
finding out and time management.
Key concepts: conflicts of interest,
tragedy of the commons, liberal,
radical, Marxist.
Additional Reading
Sparrow, Jeff The workers flag is
deepest green: class struggles and the
environment in Rick Kuhn (ed.) Class
and struggle in Australia Pearson,
Frenchs Forest 2005 pp. 195-212
Foster, John Bellamy The ecology of
destruction Monthly review February
2007, 58 (9) pp. 1-14
Burkett, Paul Capitalism, nature and
the class struggle in Alfredo SaadFilho (ed.) Anti-capitalism: a Marxist
introduction Pluto, London 2003 pp.
106-166, Chifley HB501.A642
Lohmann, Larry Carbon trading: a
critical conversation on climate
change, privatisation ad power
Development dialogue 48, September
2006
www.dhf.uu.se/pdffiler/DD2006_48_ca
rbon_trading/carbon_trading_web.pdf
Jones, Peter Saving the planet or
selling off the atmosphere? Emissions
trading, capital accumulation and the
carbon rent Marxist interventions 1,
Semester 2 2011
2009,
www.anu.edu.au/polsci/mi/1/mi1jones.
pdf
Monbiot, George Heat: how to stop the
planet burning Penguin, London 2006,
Hancock QC981.8.G56 M639
Carbon Trade Watch, including many
useful publications critical of emissions
trading schemes
www.carbontradewatch.org
Tutorial 4
15 August
Class
What do the readings mean by class?
Is it a useful concept? Is there a ruling
class? Where do you fit into the class
structure? What are the implications of
class power for our lives?
How can the Wilkinson and Marmot
piece be related to social class?
What are the differences between Clark
and Lipsets and a Marxist conception
of class?
We will also discuss note-taking and
writing book reviews, references and
plagiarism.
Key concepts: forces of production,
relations of production, power,
working class, capitalist class, middle
class, class consciousness, bias,
objectivity, stratification.
Reading
Kuhn, Rick Introduction in Rick
Kuhn (ed.) Class and struggle in
Australia Pearson, Frenchs Forest 2005
pp. 1-20
Pietsch, Sam To have and to hold on
to: wealth, power and the capitalist
class in Rick Kuhn (ed.) Class and
struggle in Australia pp. 21-38
Hastings, Graham Students in classes

in Rick Kuhn (ed.) Class and struggle
in Australia Pearson, Frenchs Forest
2005 pp. 91-106
Clark, Terry Nicholls and Semour
Martin Lipset Are social classes
dying? in David J. Lee and Bryan S.
Turner Conflicts about class: debating
inequality in late industrialism
Longman, London 1996 pp. 42-48
Wilkinson, Richard and Marmot,
Michael (eds) The solid facts World
Health Organization, London 1998
www.euro.who.int/document/e81384.p
df
Additional Reading
Betts, Katharine The Great Divide
Duffy and Snellgrove, Melbourne,
1999 Menzies JV9125 .B43
Wilkinson, Richard G. The impact of
inequality: how to make sick societies
healthier Routledge, London 2005
Hancock RA418 .W448
Pakulski, Jan and Malcolm Waters The
death of class Sage, London 1996
Chifley HT609.P358
Scalmer, Sean The battlers versus the
elites: the Austalian rights language of
class Overland 154, 1999 pp. 9-13
Sparrow, Jeff The road to Vou Wah:
billionaire battlers and sweatshop
elites Overland 174, 2004, pp. 22-27
Zweig, Michael The working class
majority: Americas best kept secret
ILR Press, Ithaca 2000 Chifley
HD8066 .Z84 2000
Callinicos, Alex Equality: Themes for
the 21st Century Polity Press, London
2000 Chifley JC575.C36
Marmot, Michael The status syndrome:
how social standing affects our health
10
money, power, war
and longevity Holt, New York 2004

Hancock RA418.5.S63 M37
Tutorial 5
22 August
Nationalism, democracy and the

state
What is the national interest? How is it
determined? Does nationalism serve
the interests of some people more than
others? Are different nationalisms
compatible? Is there a connection
between nationalism and war?
Key concepts: nation, state,
democracy, national interest.
Reading
Kuhn, Rick Illusions of equality: the
capitalist state in Rick Kuhn (ed.)
Class and struggle in Australia
Pearson, Frenchs Forest 2005 pp. 39-54
Thomson, Alistair Passing shots at the
ANZAC legend in Burgmann, V. and
Lee, J. (eds) A Most Valuable
Acquisition McPhee Gribble/Penguin,
Ringwood 1988 pp. 189-204
Day, Graham and Andrew Thompson
Theorizing nationalism Palgrave,
London 2004 pp. 63-83
Rudd, Kevin election victory speech,
24 November 2007, on Claire Moore:
Labor Senator for Queensland,
www.clairemoore.net/01_cms/details.a
sp?ID=145, accessed 1 February 2009
John Howard election victory speech,
Sydney, 10 November 2001
http://pandora.nla.gov.au/pan/10052/20
0308210000/www.pm.gov.au/news/speeches/2
001/speech1326.htm
Additional Reading
Callinicos, Alex Marxism and the
national question in Chris Bambery
(ed.) Scotland: class and nation
Bookmarks, London 1999 pp. 37-48
Chifley HN398.S3 S368
Eddy, John What are the origins of
Australias national identity? in Frank
Castles Australia compared: people,
policies and politics Allen and Unwin,
Sydney 1991 pp. 17-37
Hobsbawm, Eric Nations and
nationalism since 1780 Cambridge
University Press, Cambridge 1991
Chifley JC311.H577 1990
Wellings, Ben Crown and Country:
empire and nation in Australian
nationalism, 1788-1999 Journal of
Australian colonial history 5, 2004 pp,
148-170
Lewis, Tom Marxism and nationalism
part 1 and part 2 International socialist
review 13 and 14, August-September
and October-November 2000
www.isreview.org/issues/13/marxism_
nationalism_part1.shtml and
www.isreview.org/issues/14/marxism_
nationalism_part2.shtml
Bryan, Dick and Michael Rafferty The
nation as an economic unit in Dick
Bryan and Michael Rafferty The global
economy in Australia Allen & Unwin,
Sydney 1999 pp. 34-60
McQueen, Humphrey A new Britannia
Penguin, Ringwood 1986 especially the
chapters Nationalists and Racists
Hobsbawm, Eric and Terence Ranger
(eds) The Invention of tradition
Cambridge University Press,
Cambridge 1983
Anderson, Benedict Imagined
communities Verso, London 1992
Chifley JC311.A53
Semester 2 2011
11
SUBMIT book review by

1.00 pm Wednesday 31 August
late marks with then be deducted
Around five of the best reviews will be
published in the Australian review of
political economy
www.anu.edu.au/polsci/arpe/ which
includes some of the best reviews from
previous years.
Begin work on essay, especially
annotated bibliography
See Assessment section, on page 24,
for details of essay, including required
annotated items in your bibliography;
and sections on referencing on page 28
and plagiarism on page 29.
Economics Liberty Fund, Indianapolis

2007
www.econlib.org/library/Enc1/Neoclas
sicalEconomics.html
Perelman, Michael The end of
economics Railroading economics: the
creation of the free market mythology
Monthly Review Press, New York
2006 pp. 21-50
Stilwell, Frank Economic welfare and
neoliberalism Political economy: the
contest of economic ideas Oxford
University Press, Melbourne 2006 pp.
197-206
Aspomourgos, Tony Should Keynes
have a place at the G20 table? The case
for and Stephen Kirchner The case
against Australian financial review 2829 March 2009 pp. 28-29
Taylor, John B. How government
created the financial crisis Wall Street
journal 9 February 2009, p. A19
What are the fundamental assumptions

of neo-classical economics? How
plausible are they? Does this matter, so
long as its predictions are accurate?
What determines the value of a good?
What are supply and demand? What is
the distinction between labour and
capital? What are profits?
Whose interests does neo-liberalism
serve?
How have mainstream economists
responded to the global economic crisis
since 2007?
Key concepts: supply, demand, utility,
margin, decreasing returns to scale,
general equilibrium, optimum, market
failure, government failure.
Reading
Weintraub, E. Roy Neoclassical
Economics in David R. Henderson
(ed.) The Concise Encyclopedia of
Additional Reading
Keen, Steve Why neoclassical
economics is dead East Asia forum, 30
May 2009,
www.eastasiaforum.org/2009/05/30/wh
y-neoclassical-economics-is-dead/
Friedman, Milton The methodology of
positive economics Essays in positive
economics University of Chicago Press,
Chicago 1970 (1953) pp. 3-43
members.shaw.ca/compilerpress1/Anno
%20Friedman%20Positive.htm argues
that unrealistic assumptions dont
matter
Keen, Steve Madness in their method
in George Argyrous and Frank Stilwell
Economics as a social science:
readings in political economy Pluto
Australia, North Melbourne 2003 pp.
140-145 Chifley HC605.E46 a concise
critique of Friedmans position
Tutorial 6
29 August
Neo-liberalism and neo-classical

economics
12
Scott John Rational choice theory in

G. Browning, A. Halcli, and F. Webster
(eds) Understanding contemporary
society: theories of the present Sage,
London 2000
privatewww.essex.ac.uk/~scottj/socscot
7.htm on the application of neoclassical economic assumptions in
other social sciences
Yates, Michael D. All the economics
you need to know in one lesson
MRZine 14 October 2006
http://mrzine.monthlyreview.org/2006/
yates141006.html
Gwartney, James D. and Richard L.
Stroup What everyone should know
about economics and prosperity 1995,
http://oldfraser.lexi.net/publications/bo
oks/econ_prosp/ a very readable
pamphlet from a neo-classical
economic perspective
Cole, Ken, John Cameron and Chris
Edwards Why economists disagree
Longman, London 1991 pp. 39-101 a
systematic and critical account of neoclassical economics
There are many introductions to neoclassical economics a free one on the
web is McAfee, R. Preston
Introduction to economic analysis 2006
http://www.mcafee.cc/Introecon/IEA.p
df
Harman, Chris The crisis of bourgeois
economics International socialism 71,
Summer 1996 pp. 3-56 a critique of
some recent developments in
mainstream economic theory
Edward, Lindy How to argue with an
economic rationalist Cambridge
University Press, Melbourne 2002
Polanyi-Levitt, Kari and Marguerite
Mendell, The origins of market
fetishism Monthly Review 41 (2) June
money, power, war
1989 the origins of the Austrian version

of mainstream economics
Barber William J. A history of
economic thought Penguin,
Harmondsworth 1967
Tutorial 7
5 September
Trade unions
How much do workers have in common
with their bosses? Has the day of trade
unions passed?
Whose interests does the industrial
relations system serve?
If you were working would you join a
union? Why/why not?
We will also discuss essay writing and
structure.
Key concepts: working class, trade
union bureaucracy, reformism,
coercive unionism.
Reading
Fieldes, Diane From exploitation to
resistance and revolt: the working
class in Rick Kuhn (ed.) Class and
struggle in Australia Pearson, Frenchs
Forest 2005 pp. 56-70
Bramble, Tom Labour movement
leadership in Rick Kuhn (ed.) Class
Frenchs Forest 2005 p. 74-89
Why you should join your union
even if its pissweak Socialist
Alternative 26 May 1998 p. 20
Baird, Charles W. Hayek on labour
unions H. R. Nicholls Society
www.hrnicholls.com.au/articles/hrnbaird1.pdf
Resources at the Australian Council of
Trade Unions Join a union site
Semester 2 2011
www.unionsaustralia.com.au/ on the
web
For information about the current
industrial relations system in Australia
see the following on the web
Preparing for the Fair Work Act
Employment matters-special edition
Piper Alderman, March 2009 especially
the first page,
http://s2.webtemplate.com.au/bridgehe
ad/PiperAlderman/media/files/4429.pdf
Australian Council of Trade Unions
Fact sheeets 7 September 2009.
Additional Reading
Bramble, Tom War on the waterfront
Brisbane Defend Our Unions
Committee October 1998
www.takver.com/wharfie/wotw.htm
Bramble, Tom Trade unionism in
Australia 1967-2007: from flood to ebb
tide Cambridge University Press,
Melbourne 2008
Hayek, Friedrich The trade unions and
Britains economic decline 1980s
unemployment and the unions Hobart
Papers 87, Institute of Economic
Affairs, London 1980 pp. 49-58
Chifley HB34.I57
Other material hostile to unions on the
H. R. Nicholls Society site
www.hrnicholls.com.au
Coates, David Labour power and
international competitiveness Socialist
Register 1999 Merlin, London 2000
Fairbrother, Peter Trade unions at the
crossroads Mansell, London 2000
Chifley HD6664 .F23 2000
Peetz, David Unions in a contrary
world: the future of the Australian
trade union movement Cambridge
University Press, Cambridge 1998
Chifley HD6892 .P44 1998
13
Cliff, Tony and Gluckstein, Donny

Marxism and trade union struggle
Bookmarks, London 1986 pp. 21-34
Smith, David and Evans Phil Marxs
Kapital for beginners Pantheon, New
York 1982
Green, Peter The basic ideas of Marxist
economics Socialist Workers Party
1986
Conway, D. A farewell to Marx
Penguin, Harmondsworth 1987 pp. 82114
Additional Reading
Marx, Karl Wage labour and capital as
revised by Friedrich Engels 1891
www.marxists.org/archive/marx/works/
download/Marx_Wage_Labour_and_C
apital.pdf, a very basic, introductory
account of the labour theory of value
by Karl himself
Harman, Chris Economics of the
madhouse Bookmarks, London 1995,
very accessible critique of the
operations of capitalist economies
Keen, Steve Debunking economics:
the naked emporer of the social
sciences Pluto, Melbounre 2001 pp.
269-299, a post-Keynesian critique of
Marxist economics
Mandel, Ernest chapters I and II An
introduction to Marxist economic
theory 1967
www.marxists.org/archive/mandel/196
7/intromet a short introduction
Shaikh, Anwar An introduction to the
history of crisis theories U.S.
Capitalism in Crisis, U.R.P.E., New
York 1978
http://homepage.newschool.edu/~ASha
ikh/Shaikh%20%20History%20of%20Crisis%20Theor
ies.pdf a great account of different
Marxist approaches to capitalist crises
14
money, power, war
Kliman, Andrew Reclaiming Marxs

Capital Lexington, Lantham 2007,
deals with a major debate about the
labour theory of value
Tutorial 8
26 September
Marxist economics
What are the assumptions of the labour
theory of value? How plausible are
they? Does this matter, so long as its
predictions are accurate? What
determines the value of a commodity?
What is the distinction between labour
and labour power? What are profits?
Whose interests does Marxist
economics serve?
How have Marxist economists
responded to the global economic crisis
since 2007? (You will need to do some
additional research and reading to
answer this).
Key concepts: use value, exchange
value, value, socially necessary labour
time, labour power, surplus value, rate
of profit, rate of surplus value/rate of
exploitation.
Reading
Smith, David and Evans Phil Marxs
Kapital for beginners Pantheon, New
York 1982
Green, Peter The basic ideas of Marxist
economics Socialist Workers Party
1986
Conway, D. A farewell to Marx
Penguin, Harmondsworth 1987 pp. 82114
Tutorial 9
3 October
SUBMIT essay by
1.00 pm Wednesday 5 October
late marks will then be deducted
Women, sexuality and

oppressionl
The government has established a
Royal Commission on Human
Relationships. You are making a
submission from an organisation of
your choice about whether gays and
lesbians are oppressed and/or the
situation of women (particularly the
level of equality between men and
women, especially in the workplace
and workforce). Be prepared with notes
so you can make your case and back it
up with some evidence. You should also
have recommendations about what
should be done about the situation as
you describe it. Members of the Royal
Commission and others in attendance
at the public hearing may ask you
questions or challenge your arguments.
We will also discuss essay drafting and
proofing.
Key concepts: oppression, glass
ceiling, characteristics of schools of
feminist thought.
Reading
Rebecca Cassells et al. She works hard
for the money: Australian women and
the gender divide AMP.NATSEM
Income and Wealth Report 22, April
2009
Bloodworth, Sandra Women, class and
oppression in Rick Kuhn (ed.) Class
Frenchs Forest 2005 pp. 107-122
Morgain, Rachel Sexual liberation:
fighting lesbian and gay oppression in
Semester 2 2011
Rick Kuhn (ed.) Class and struggle in

pp. 123-140
Lorber, Judith The variety of
feminisms and their contribution to
gender equality Bibliotheks- und
Informationssystem der Universitt,
Oldenburg 1997, www-a.ibit.unioldenburg.de/bisdoc_redirect/publikati
onen/bisverlag/unireden/ur97/kap1.pdf
Additional Reading
Kipnis, Laura Against love : a polemic
Pantheon, New York Chifley HQ806
.K48 2003
Healy, Josh, Michael Kidd and Sue
Richardson Gender pay differentials in
the low-paid labour market Australian
Fair Pay Commission, July 2009,
www.fairpay.gov.au/NR/rdonlyres/68F
0DBBD-4C79-44E2-B376D34EA0FD605C/0/Paper9_Prof_SueR
ichardson_FlindersUniversityofSouthA
ustralian.pdf
Henderson, Elizabeth and Alexis
Roitman Corporate warriors: the next
generation of suits in Kathy Bail D.I.Y.
feminism Allen & Unwin, St. Leonards
1996 pp. 112-123
German, Lindsay Material girls:
women, men and work Bookmarks,
London 2007 Chifley HQ1150.G47
Bittman, Michael and Jocelyn Pixley
The double life of the family: myth,
hope and experience, Allen and Unwin,
St Leonards 1997 Chifley HQ706.B58
1997
Orr, Judith Sexism and the system
Bookmarks, London 2007
HQ1075.O77
Pocock, Barbara Having a life: work,
family, fairness and community in 2000
Centre for Labour Research, University
of Adelaide, 2001,
15
www.barbarapocock.com.au/document
s/havingalife.pdf
Fausto-Sterling, Anne Myths of gender:
biological theories about women and
men Basic Books, New York 1992
Hancock QP81.5.F38 1985
Tutorial 10
10 October
Racism
What are common ideas about how
racism arises and what can be done
about it? How convincing are these
ideas?
What are the main priorities for
government Indigenous policies
advocated in the pieces by Armstrong,
Rudd, Pholi, Black and Richards, and
Hughes and Warin? How do they
account for the situation of Indigenous
people in Australia? Outline the
differences and similarities amongst
them?
Key concepts: racism, White Australia,
multiculturalism, self-determination.
Reading
First check out this summary of the
situation of Indigenous people in
Australia on the web: Overview
Steering Committee for the Review
Overcoming Indigenous disadvantage:
key indicators 2009. Report
Productivity Commission, Melbourne
2009
www.pc.gov.au/gsp/reports/indigenous/
keyindicators2009 (lots of pages, but
not a lot of words on each, check it out
on the web)
Armstrong, Mick Aborigines:
problems of race and in Rick Kuhn
(ed.) Class and struggle in Australia
16
money, power, war
Pearson, Frenchs Forest 2005 pp. 141158

Griffiths, Phil Racism: whitewashing
the class divide in Rick Kuhn (ed.)
Class and struggle in Australia
Pearson, Frenchs Forest 2005 pp. 159176
Kevin Rudd Closing the gap report
Parliament House Canberra, speech, 26
February 2009,
www.theaustralian.com.au/archive/apol
ogy/kevin-rudds-closing-the-gapspeech/story-e6frgd2x1111118975152, accessed 8 July 2011
Pholi, Kerryn, Dan Black and Craig
Richards Is Close the Gap a useful
approach to improving the health and
wellbeing of Indigenous Australians?
Australian review of public affairs 9 (2)
April 2009 pp. 113
Hughes, Helen and Jenness Warin A
new deal for Aborigines and Torres
Strait Islanders in remote communities
Issue analysis 54, 2005
www.cis.org.au/IssueAnalysis/ia54/IA5
4.pdf
Bring along at least two examples from
newspapers (in the past few months) of
racist reporting or reporting about
racism.
addressing Indigenous incarceration

and health, Australian National
Council on Drugs 2009
www.nidac.org.au/images/PDFs/nidac_
bridges_and_barriers.pdf
Macintyre, Stuart and Anna Clark The
history wars Melbourne University
Press, Melbourne 2003 DU108.M332
2003
Marsh, Reginald Lost, stolen or
rescued? Quadrant 4 (6) June 1999
pp. 15-18
Anti-Asian and anti-Muslim racism
Grewcock, Michael Border crimes:
Australias war on illicit migrants:
Institute of Criminology Press, Sydney,
2009
Kuhn, Rick Xenophobic racism and
class during the Howard years Marxist
interventions 1 2009,
www.anu.edu.au/polsci/mi/1/mi1kuhn.
pdf
Betts, Katharine The great divide:
immigration politics in Australia Duffy
and Snellgrove, Sydney, 1999
Hayter, Teresa Open borders: the case
against immigration controls, Pluto
Press, 2000 Menzies JV7590 .H39
2000
Additional Reading
General
Markus, Andrew Race: John Howard
and the remaking of Australia Allen &
Unwin, St Leonards 2001 Menzies
DU120.M372 2001
Anti-Aboriginal racism
Evans, Raymond and Bill Thorpe The
Massacre of Australian History,
Overland 163, Winter 2001
National Indigenous Drug and Alcohol
Committee Bridges and barriers
Tutorial 11
17 October
Imperialism and war

Is Australia a good neighbour?
What is the logic of the Australia-US
alliance?
What is the logic behind US foreign
policy? How different are Obamas
policies from George W. Bushs?
Compare and contrast the views of
OLincoln, Smith, Weiniger and Boot.
Semester 2 2011
Key concepts: imperialism, national

interest, engagement, peacekeeping,
policing.
Reading
OLincoln, Tom The neighbour from
hell: Australian imperialism in Rick
Kuhn (ed.) Class and struggle in
pp. 177-194
Smith, Stephen A New Era of
Engagement with the World The
Sydney Institute, 19 August 2008,
www.foreignminister.gov.au/speeches/
2008/080819_si.html
Weiniger, Patrick What is
imperialism? Socialist alternative 143
July 2009, pp. 22-23,
http://www.sa.org.au/index.php?option
=com_content&task=view&id=2047&I
temid=1, accessed 7 July 2009
Boot, Max Does America Need an
Empire? Fleet Admiral Chester Nimitz
Memorial Lecture at UC Berkeley, 12
March 2003,
www.berkeley.edu/news/berkeleyan/20
03/03/19_boot-transcript.shtml
Additional Reading
Ferguson, Niall Colossus: the rise and
fall of the American empire Penguin,
London 2005 Menzies JZ1480 .F47, a
more detailed account to supplement
boot
Callinicos, Alex The grand strategy of
the American empire International
socialism 97 Winter 2002, pp. 3-39,
pubs.socialistreviewindex.org.uk/isj97/
callinicos.htm, a more detailed account
to supplement Weiniger
Trudell, Megan Obamas 100 days
International socialism 123 Summer
2009,
www.isj.org.uk/index.php4?id=553&is
sue=123, updates Callinicos
17
Keen, David Endless war? Hidden

functions of the war on terror Pluto
Press, London 2006 Chifley HV6432.7
.K44
Rosenberg, Justin Globalisation
theory: a post mortem International
politics, 42, 2005, pp. 274
Nikolai Bukharin Imperialism and
world economy 1917, a classic text
www.marxists.org/archive/bukharin/wo
rks/1917/imperial/, a classic Marxist
text
Cramer, Christopher Civil war is not a
stupid thing: accounting for violence in
developing countries Hurst, London
2006
Tutorial 12
24 October
Role Play
during lectures in week 12
Attendance at and participation in the
Role Play is a required part of the
course.
The Role Play is in many ways a
culmination of the course, which
provides an opportunity to exercise
the skills and understanding you
have developed during the semester.
Participation in the Role Play
involves production (individually or
in groups) of leaflets, preparation
outside class time for your
contribution to the debate and
contributing to the debate during the
Role Play itself.
During the Role Play, keep these
focus questions in mind:
what are the main positions?
what assumptions are they based
on?
18
what theoretical positions do they

draw on?
what are the actual alliances in the
meeting, what alliances were
possible?
with whose interests are the
different positions compatible?
Scenario
The Role Play takes the form of debate
over a motion(s). The scene is a trade
union meeting at which the union
officials are proposing the next step in
the unions campaign over wages and
conditions. Everyone present is a
member of the union.
You are all members of the union
which covers about 2,000 workers in a
corporation which employs about 6000
people. Some of you should adopt the
role of union officials.
Last financial year the organisations
income rose by three per cent and the
CEOs package was worth about
$350,000. For technical reasons, very
little of the work can be sent off-shore.
Most employees have experienced
increased workloads over the past
several years, but management does not
acknowledge this. Many workers in the
enterprise are very concerned about
their workloads.
The unions initial position was to
demand wage increases of 4, 4 and 5
per cent over the next three years. The
holding company that owns the
corporation has announced that no
subsidiary will increase pay by more
than 3 per cent a year. This is below the
lastest rise of 3.3 per cent in the cost of
living. The union and managements of
a couple of other subsidiaries have
reached agreements for 9 per cent over
three years, with sign-on bonuses of up
money, power, war
to $1400. Negotiations that have been

going on for several months.
Managements proposed agreement,
would have increased money wages by
3 per cent a year over three years, made
two days of personal leave subject to
supervisors discretion and eliminated
the half day Christmas eve holiday. It
was rejected by about 60 per cent of
staff in a ballot.
Roles and activities
Everyone will take a stance, be
prepared to speak in favour of it during
the role play and be involved in
preparing a leaflet.
If the prospect of addressing the
meeting worries you, then it may help
to write out the whole of your
presentation or to speak from
comprehensive speakers notes.
Those who take on the role of union
officials will present their position in
the form of one to three motions that
include the proposed union claim,
attitude to managements actions and
proposals for action. These will be the
substantive motions on the agenda for
the meeting.
The officials should make sure they
give their initial leaflet, including the
agenda for the meeting and motions
to Rick on Monday 10 October, so
that others can plan their response well
in advance. The officials will also
present an introductory report(s) before
the debate on their motion(s).
Positions you could take include:
rejection of managements offer
because the claim is too low;
acceptance because it is realistic;
rejection because it is too high. While
managers are not present at the
meeting, some union members may
Semester 2 2011
agree with managements arguments.

The only requirement is that you are
able to make a coherent case for your
position. (You need not argue a
position you agree with, if you think it
would be useful to explore a different
stance). Your arguments should not
hinge on aspects of the company that
you invent.
If you are going to convince other
people at the union meeting then you
may have to refute arguments that
contradict your views. Dont expect to
be able to win people over if you just
state your position and ignore what
others have said.
You are strongly encouraged to
collaborate
with
people
whose
positions on the union officials
motion(s) are the same or similar to
yours. This collaboration will take the
form of caucuses to organise
amendments or alternative motions
jointly producing leaflets (of one or
more pages) putting your case to the
rest of the class
who will do what in the union
meeting
If you have disagreements with the
faction you have joined then you can
always leave it, even during the union
meeting.
Everyone will be involved, in a group
or individually, in the production of
a leaflet (you can put out more than
one leaflet in the course of the
campaign). Leaflets may take hard
copy form or be placed on the web
(give Rick the location so he can link
from the courses Wattle site).
Leaflets should contain arguments not
just slogans. They should be at least
400 words long (no maximum length).
19
Names of all those involved in

producing a leaflet should appear on it.
No more than eight people can claim
credit for each leaflet. Put a cover
sheet onto the leaflet you give to
Rick. Large groups (or enthusiastic)
groups should produce several quite
distinct leaflets.
Duplicate your leaflets yourselves.
Make sure that Rick gets a copy.
Performance in the union meeting
depends on how persuasive, logical and
coherent your arguments are and the
evidence used to back them up.
The meeting procedures used in the
role play are the National Tertiary
Education Unions Standing Orders,
under Resources on the courses
Wattle site, everyone should have a
look at these and develop a basic
understanding of them.
Keep the number of motions to a
minimum and make sure they are as
simple and as short as possible.
Motions
are
basic
proposed
decisions; leaflets and speeches are
the place for detailed arguments.
Note that the chairperson will give
priority on the speaking list to those
who have not spoken before.
Speaking time will be limited to two
minutes (four minutes for the
introductory report(s). For the sake of
fairness and public order, but contrary
to real practice, the meeting will be
chaired by a relatively disinterested and
experienced outsider.
20
money, power, war
Tutorial 13
31 October
SUBMIT ROLE PLAY ARTICLE
by 1.00 pm Thursday 4 November
late marks will then be deducted
Role Play and course debriefing

Discussion of the Role Play:
which aspects of the course were
touched on in the Role Play? Which
were not? Could any not touched on
have been raised by participants or
in the scenario?
how and to what extent did
participants collaborate in the Role
Play?
how useful was the Role Play as a
learning experience?
Semester 2 2011
21
Course Procedures and assistance

Organising your work
Effectively organising your work and
establishing a balance between course
requirements and other, perhaps more
appealing, aspects of your life is an
important survival skill at university
and elsewhere. The Academic Skills
and Learning Centre (ground floor
Pauline Griffin Building, 6125-2972)
can help you in developing this skill. If
you have problems organising your
work then consult the staff at the
Centre who have lots of experience in
assisting students. If you have any
disabilities, let Rick and your tutor
know. They will be happy to discuss
strategies for dealing with them in the
context of the course.
Inclusive language
You are encouraged to be precise in
your speech and writing. For example,
when you mean the male sex then
man may be the appropriate term, but
not if the human species as a whole is
meant. Referring to a male person as
he is fine but not if the person
referred to could be female.
Help is available
The Academic Skills and Learning
Centre (ground floor Pauline Griffin
Building, phone 6125-2972),
https://academicskills.anu.edu.au, can
help you improve your ability to meet
the requirements of university study,
including note taking, essay writing,
English language skills and
understanding what teachers want.
The Counselling Service (Counselling
Centre & Health Services Building,
next to Sports Union, 6125-2442) is
there to help you deal with personal

and family problems.
The Jabal Centre (lower ground floor,
Melville Hall, 6125-3520) provides
support for Aboriginal Students.
The Health Service (Counselling
Centre & Health Services Building,
next to Sports Union, 6125-3598) has
doctors (GPs) and nurses on staff who
can help with medical problems.
The Disability Services Unit (Union
Court above the Commonwealth Bank,
6125-5036) assists students with
medical conditions (mobility, writing,
psychological, hearing, visual, learning
and chronic illness) to address the
effects of their conditions.
Student Representatives and the
Students Association: The ANU
Students Association (ANUSA) has
two Student Representatives in the
College of Arts and Social Sciences
who can help with problems or
concerns that you may have with your
course or degree or facilities and
services more generally. You can
contact them or find further
information by emailing them at
arts.facrep@anu.edu.au, or visiting
ANUSA website http://sa.anu.edu.au or
the Students Association office above
the Commonwealth Bank in Union
Court.
22
money, power, war
Assessment
The second examiner for this course is
John Minns. Assessment items will
not be accepted for marking more
than two weeks after their due dates.
Your final mark will be weighted
within the limits indicated to maximise
the outcome. The following is proposed
as assessment for this course:
Book review (1 000 words)
Submit review 1.00 pm Wednesday
31 August
Weighting Min 25% Max 35%
Essay (2 000 words)
Submit by 1.00 pm Wednesday 5
October
Role Play, including
400 word leaflet, submit by start of
Role Play during lectures in week 12
600 word Role Play article, submit
by 1.00 pm Thursday 4 November
Learning outcomes
Each assessment item will assess all
the learning outcomes on page 2 of
this course outline
Discussion of assessment scheme

The assessment scheme for the course
will be discussed in early lectures and
tutes.
Penalties and extensions

Extensions will only be granted if
applications are made before the
submission dates. College of Arts and
Social Sciences policy is that two
percent is deducted from the mark for
that piece of work for each working
day or part thereof it is late. No piece of
work will be accepted for marking
more than two weeks after its due date,

without an extension or permission.
Book review
1 000
words,
due
1.00
pm
Wednesday 31 August.
Marks will then be deducted at the
rate of 2% per working day or part
thereof.
Around five of the best reviews will be
published in the Australian review of
political economy, www.anu.edu.au/
polsci/arpe/. Some of the best reviews
from previous years are on this site.
Checklists
It will be much easier to write your
review if you take notes and/or
annotate your copy (if you own it!) as
you read. If you are reviewing an edited
collection, provide an overview of its
main concerns and chapter topics, then
focus on one or two particularly
significant chapters.
See the section on Writing essays on
page 32.
Your review should
be of an approved book.
be based on research notes which
must be available for submission to
the examiner if required. Should you
be unable to provide your research
notes when required, the essay may
be given a mark of zero.
give the reader a clear indication of
what the book is about.
include a brief summary of the
structure of the book and its overall
argument.
try to place the book in context: is it
written in a particular tradition or
from
a
particular
theoretical
perspective, does it support/refute/
ignore arguments made by other
writers on this topic?
Semester 2 2011
indicate the most distinctive aspects

of the book, in terms of usefulness,
strong or mistaken arguments,
originality, deficiencies. Think about
whether it makes any contributions
to theory and the value of the
evidence it brings to its arguments.
You should justify your assessments
of the book by using illustrations
drawn from the book, references to
other literature, theories or empirical
material. Concentrate on two or three
key issues which the book raises.
assess how successful it has been in
achieving the goals it sets itself
and/or the achievements that could
reasonably be expected of it.
give page references for the sections
of the book you refer to and
quotations.
provide full references to any other
sources you may refer to.
if you comment on the authors style,
do so very briefly.
use the referencing system indicated
in this course outline.
comply with the ANU Code of
Practice for Student Academic
Integrity
http://policies.anu.edu.au/policies/co
de_of_practice_for_student_academi
c_integrity/policy.
be 1 000 words long (plus or minus
150).
be double spaced.
be on A4 paper.
have a 3cm left margin.
have numbered pages.
have a course cover sheet (at the
back of this course outline), fully
filled in with the statement about
acknowledgement, collaboration and
resubmission signed.
preferably be typed in a clear,
seriffed 12 point font.
23
be stapled in the top left corner.

not be in a plastic or other folder or
envelope.
be submitted through the School
essay slot, outside the School Office,
Haydon-Allen room G41.
Before submitting your review you
should
proof read it, at least once, and
spell-check it.
have read the ANU Code of
Integrity
c_integrity/policy.
have a hard copy or electronic backups of the essay.
safely store the notes you used in
preparing the essay.
Submission
Submit the review through the School
Haydon-Allen room G41. The Schools
administrative staff keeps a record of
essays etc received. So if it goes
missing you are covered. For this
reason do not submit essays direct to
Rick or your tutor and certainly not
under office doors.
The following would be suitable for
reviewing, most if not all, are in the
Co-op bookshop.
Fine, Cordelia Delusions of gender: the
real science behind sex differences
Icon Books, London 2011
Tham, Joo-Cheong Money and politics:
the democracy we cant afford
UNSW Press
McNally Global slump PM Press,
Oakland 2011
Harman, Chris Zombie capitalism
Bookmarks, London 2010
24
Beder, Sharon This little kiddie went to

market: the corporate capture of
childhood Pluto, London, 2010
Ehrenreich, Barbara Smile or die: how
positive thinking fooled America
and the world Granta, London 2010
Eisenstein, Hester Feminism seduced:
how global elites use women's labor
and ideas to exploit the world
Paradigm, Boulder 2010
Your choice, so long as it was
published this year or last year, was
not on last years suggested list of
books for review, is not mentioned
in this course outline, is clearly
related to the subject matter dealt
with in the course money, power,
war and you get approval from your
tutor in writing. Use the form at the
back of this course outline.
Assessment criteria
Focus: Did you understand and outline
the books content and its overall
argument?
Argument: How well did you argue a
case in your review? Is the structure
logical and thought out?
Critical reading: Did you read
critically, rather than accepting the
approach offered by the book
without considering alternatives?
Does the review indicate awareness
of books standpoint/theoretical
perspective and alternatives to it?
Research: Were your main assertions
backed by sufficient evidence?
Expression: Is the review written in a
clear, precise and readable style,
appropriate for an academic
review?
Referencing and format: Did you
supply a full bibliography (where
appropriate), proper referencing (as
outlined on page 28)? Did you use
money, power, war
follow the guidelines for formatting

your review on page 22
Essay/Project
2 000 words due 1.00 pm Wednesday
5 October
Marks will then be deducted at the
rate of 2% per working day or part
thereof.
Topic
A good essay is a well-organised
argument, it is not a series of facts,
descriptions or quotations. The point of
any essay is not just to show the
amount of information you know about
a particular topic, but to develop and
demonstrate your ability to think
critically, for example, by assessing
other peoples arguments, applying
theories, explaining developments,
comparing arguments or empirical
material and using empirical material to
support your own arguments. Bear
these considerations in mind both when
you select your essay question and
when you answer it. See the section on
Writing essays below.
Checklists
Your essay should
be on an approved topic.
be on a topic distinct from that dealt
with in the book you reviewed.
be based on research notes which
must be available for submission to
the examiner if required. Should you
be unable to provide your research
notes when required, the essay may
be given a mark of zero.
make use material beyond references
have footnotes and a bibliography
using the format indicated in the
section
Referencing
and
bibliographies below. Marks will
be
deducted
for
inadequate
Semester 2 2011
references in notes and the

bibliography.
have annotations (summaries of
about 50 words) after four items in
the bibliography which are not in
this course outline. To find relevant
material check out references and
notes in material you already have,
use the library catalogue and
databases such as Ingenta, Factiva,
First Search, Proquest, Social
Sciences Citation Index. The
annotated items should include at
least one primary source; one journal
article or essay in an edited
collection or book; and one web site.
Primary sources are the original
location of information. They
include original interviews, press
releases, items in newspapers (unless
they are items about other sources),
statistical data (in the form of their
first publication/release eg ABS
stats), books, articles etc in which an
author
makes
an
original
statement/point/argument
(as
opposed to publications which repeat
them).
use the referencing system indicated
Integrity
c_integrity/policy.
be 2 000 words long (plus or minus
200).
be double spaced.
be on A4 paper.
back of this course outline),
completely filled in, including the
25
full question it answers and with the

statement about acknowledgement,
collaboration and resubmission
signed.
envelope.
Before submitting your essay you
should
spell-check it.
Integrity
c_integrity/policy.
Essay questions
You may not write on an essay topic
close to that of the book you
reviewed.
Which class does Julia Gillard belong
to? Justify your answer with
reference to empirical evidence
and a major theory of class.
Does the national interest of Australia
(or another country of your
choice) serve the interests of all
its citizens?
What are the most fundamental
assumptions of mainstream
economics
or
Marxist
economics? How plausible are
these? Do they affect the
usefulness of this approach?
26
Why is there a gap between the

experiences of Aboriginal people
and other people in Australia?
Are trade unions relics of a by-gone
age?
The Labor Party has always been the
party of working people in
Australia. Discuss
Women and men are equal now. Are
they?
Pick a military intervention abroad by
Australia (or another country of
your choice) in the past 15 years.
Why did it happen?
What do you want to be when you
grow up? What aspects of
society will help or hinder you in
achieving this goal?
Is the Gillard Governments carbon tax
more about politics than
economics or the environment?
Your own question, approved by Rick,
in writing, using the form at the
back of this course outline, or by
email.
Group work
You are encouraged to work in groups
on projects, which examine a topic at
greater length than an essay would.
Project work should involve group
discussions of approach, conclusions
and final product. The length of
projects is 1 500 words plus 1 000
words for each extra participant e.g.
2 500 words for two people, 3 500
words for three people, 10 500 for ten
people. This discount is because the
time involved in co-ordinating work
can sometimes be considerable.
Submission
Submit the essay through the School
money, power, war

under office doors.
Assessment criteria
When assessing your essays, markers
will take the above into account and
ask the following questions about your
essay:
Focus: How well did you answer the
question and address the main
issues?
Argument: How well did you argue a
case in your essay; are the
subarguments well organised; is the
structure logical and thought out?
Were your main assertions backed
by sufficient evidence?
Research: What was the depth of your
reading and research? Has a range
of empirical sources and other
sources been consulted and used to
back up arguments?
Critical reading: Did you read
critically? Does the essay indicate
awareness of different perspectives
on and/or theories relevant to the
topic?
Expression: Is the essay written in a
clear, precise and readable style,
appropriate for an academic essay?
Referencing and format: Did you
supply proper references and a full
bibliography , as outlined on page
28 (including annotations as
indicated above)? Did you use
follow the guidelines for formatting
your essay on page 24.
Role Play, leaflet and article

during lectures in week 12
For details of Role Play see tute 12.
Everyone in the class will have to
attend the Role Play and participate in
preparing (individually or as part of a
Semester 2 2011
group) a leaflet which puts your case to

the rest of the class, and by contributing
to discussions in your group and/or
during the Role Play. No more than
eight people can claim credit for each
leaflet. Put a cover sheet onto the
copy of the leaflet you give to Rick
Performance in the Role Play depends
on how persuasive, logical and
coherent your arguments are and the
evidence used to back them up. A
quarter of the mark for the Role Play
will be for participation, including
leaflet preparation and contribution to
discussions in your group and/or during
the Role Play.
Your
contribution
to
your
caucus/factions discussions will be
determined by the group as a mark
out of five and will be presented to
Rick at the Role Play, on a written
list, by your groups convenor.
Role Play leaflet
400 words
due at Role Play
Role Play article
600 words
due 1.00 pm Thursday 4 November
Marks will then be deducted at the rate
of 2% per working day or part thereof.
Checklists
The article should
be based on notes which must be
available for submission to the
examiner if required. Should you be
unable to provide your notes when
required, the article may be given a
mark of zero.
be written for a specific newspaper
or magazine, in an appropriate style.
Integrity
27
c_integrity/policy.
where appropriate, address the
following questions about the Role
Play:
what were the main positions?
what assumptions were they
based on?
what theoretical positions did
they draw on?
what were the actual alliances in
the meeting, what alliances were
possible?
with whose interests were the
different positions compatible?
what was the outcome of the
meeting and its implications?
be 600 words long.

be double spaced.
be on A4 paper.
back of this course outline), fully
filled in, with the statement about
acknowledgement, collaboration and
resubmission signed.
envelope.
Before submitting your review you
should
spell-check it.
Integrity
28
money, power, war
c_integrity/policy.
Submission
Submit the essay through the School
under office doors.
AS the final piece of assessment, Role
Play articles will be returned after the
release of final results for the semester.
They will be treated like exam scripts
ie no comments.
Referencing and bibliographies

The
point
of
references
and
bibliographies is to allow readers to
check or follow up the sources of your
arguments, facts and opinions. They
need to be accurate and include all the
information people will need to find
what you found. In this course, use
the following as a model for
referencing.
The first reference to a work in an
essays footnote and all bibliographical
citations should include author, title,
publisher, place of publication, date. In
footnotes, the authors first name
should precede their surname, in
bibliographies the surname should
come first.
Reference to a book (in bibliography)
Grossmann, Henryk The law of
accumulation and breakdown of the
capitalist system: being also a theory of
crises, Pluto Press, London, 1992

(originally published 1929)
For journal articles in addition to the

authors name and the title of the
article, include the journal, volume and
number of journal, and date of
publication.
Jacobs, Jack Marxism and anti-semitism:
Kautskys perspective International
review of social history 30 (3) 1985 pp.
400-430
For articles in edited collections, in

addition to the authors name and the
title of the article include the editors
name, title, publisher, place of
publication and date.
Benjamin, Walter Theses on the
philosophy of history in Stephen Bronner
and Douglas Kellner Critical theory and
society Routledge, New York 1989 pp.
260-261
Material found on the web should also

be properly referenced. Where possible,
your reference should include all of the
following information: author of
specific work/page, title of work,
author/owner of site, title of site, date
work published on the web, web
address, date you accessed the work,
full reference to hard copy version of
the work if there was one.
Vogt, Annette Emil Julius Gumbel (18911966): the first editor of Karl Marxs
mathematical manuscripts MEGA-Studien
1995 2 pp. 26-41
www.bbaw.de/vh/mega/studien_eng.html#
vogt, accessed 14 December 2001
The first time you cite a source in a

footote, give the full reference. If the
same source is referred to in the note
immediately after you indicate this by
writing ibid. (short for ibidem, Latin
for again) and give the specific page
reference.
5. Henryk Grossmann The Law of
accumulation and breakdown of the
Semester 2 2011
capitalist system: being also a theory of
crises, Pluto Press, London, 1992, p. 37.
6. ibid., pp. 87-93.
If you refer to a source you have

already used in a previous note, but not
the one immediately before, write
authors surname and an abbreviated
version of the title, followed by use
op. cit (short for opere citato, Latin
for in the work quoted), followed by
the specific page reference
10. Grossmann The law of accumulation,
op. cit. p. 107.
For more information about the

footnotes system see the Style manual
for authors, editors and printers Wiley,
Brisbane, sixth edition 2002.
Bibliographies
should
be
in
alphabetical order by author. Entries
should start with the authors surnames.
Referencing and plagiarism

Plagiarism is copying, paraphrasing or
summarising,
without
acknowl
edgement, any work of another person
so that it seems to be your own work.
Acknowledgement includes reference
to the source of information or specific
words and clearly indicating which
words you are quoting by using
quotation marks or indenting a quoted
paragraph. Plagiarism occurs whether
or not it is with the knowledge or
consent of the person whose work you
plagiarise.
For ANU policy and procedures on
academic honesty and plagiarism go to
http://academichonesty.anu.edu.au/inde
x.html
If you plagiarise, the chances of being
caught are high and the penalties are
severe. Even a small amount of work
which is your own is worth more, both
in terms of your learning and marks,
than any amount of plagiarism.
Students who have plagiarised in this
29
School have been caught and have

failed as a consequence. If you are
unclear about how and when to
reference material see the instructions
for referencing in this course on page
28 and/or consult your tutor and/or
refer to the Political Science Essay
writing guide, on Wattle
ANU official text about academic
honesty and plagiarism
http://academichonesty.anu.edu.au/inde
x.html
Academic misconduct can seriously
jeopardize your academic career, your
future, and, if you are an international
student, your ability to stay in Australia
to study. It is the responsibility of each
individual student to ensure that:
they are familiar with the
expectations for academic honesty
both in general, and in the specific
context of particular disciplines or
courses
work submitted for assessment is
genuine and original
appropriate acknowledgement and
citation is given to the work of
others
they do not knowingly assist other
students in academically dishonest
practice.
When in doubt about anything,
ASK...and.... ask EARLY - dont leave
it until the assignment due date. Your
lecturers,
tutors
and
College
administration staff are here to help
you.
It is the responsibility of everyone at
the ANU to uphold and promote
fundamental principles of quality and
integrity in scholarly work.
30
money, power, war
What grades mean
Good intellectual work
Really
A system of allocating marks to
students work that
1. trains students to follow often
abitrary instructions in return for
rewards (that forshadow wages) in
preparation for doing the same in
the labour market.
2. adjusts students expectations about
their capacities and likely
remuneration when they enter the
full-time labour market.
3. provides, when aggregated,
employers with indications of the
kind of skills prospective employees
have.
Officially
High Distinction (Above 80)
Work of exceptional quality
showing a command of subject
matter and appreciation of issues
Has a clearly formulated argument
which is developed throughout the
work
Engages the question or topic
throughout the assignment
Demonstrates wide reading of
relevant literature
Very well expressed
High level of intellectual work
Credit (60-69)
Work of good quality showing an
understanding of subject matter and
appreciation of main issues though
possibly with some lapses and
inadequacies
Has an argument which may not be
fully sustained throughout the essay
and is possibly marred by minor
weaknesses
Fair range of reading
Well prepared and presented
Expression may need improvement
in places
Solid intellectual work
Distinction (70-79)
Work of high quality showing
strong grasp of subject matter and
appreciation of major issues though
not necessarily of the finer points
Has a clear argument which may not
be fully sustained throughout the
work
Masters most of the concepts and
issues raised by the question
Shows diligent research
Clearly expressed
Pass (50-59)
Work of fair quality showing
awareness of the main issues in the
question but has difficulty framing a
relevant response
Argument may be weak
Takes a factual approach and does
not attempt to interpret the findings
Modest level of research
Written expression and scholarly
conventions need improvement
Competent intellectual work
Fail (Below 50)
Work of poor quality
A lack of understanding or
misconception of the issues and
concepts raised in the question
No clear argument is presented
Insufficient grasp of the relevance
and interrelatedness of the material
being presented
Poorly researched
Expression that is difficult to
understand
Semester 2 2011
Careless about scholarly

conventions, spelling and other
aspects of presentation
Appeals procedures
If you genuinely believe you have
received an inappropriate or incorrect
result, there are steps you can take to
have that result reviewed. This must be
done within 30 working days of the
formal notification of results. Your first
point of contact should always be your
tutor or the course convenor.See
http://cass.anu.edu.au/currentstudents/rules-and-policies/appeals.
31
32
money, power, war
Writing Essays
In practice it is difficult, if not impossible, to separate out the form of an essay from its content.
You may have the best, most original ideas but be unable to convey them to a reader. Essay
writing is an exercise in communication. It has some peculiarities, like references and a focus on
the specified topic, but shares features with other forms of communication.
Essays are or should be arguments which address the essay question. Telling a story may be
entertaining but it is not enough. You need to make a case for a particular position and organise
subarguments, evidence, references etc to persuade the reader of the correctness of your analysis.
In particular it is necessary to think carefully about the structure of your argument:
what is the overall argument, i.e. what do you want people to conclude from the essay (it
should be possible to summarise this in a couple of sentences at most)?
what is the structure of your argument, the logic of your case? Have you made these clear to
the reader by providing sign-posts.
which points, examples, quotations should come first, in what order should they all go?
is there a need for empirical evidence to support your argument and the assertions that
constitute it?
If you want to convince the person reading your essay of the correctness of the case you make,
you will need to conduct research. This will provide you with additional arguments and evidence
and enable you to refer the reader to the sources of these for more details and so they can be
checked. So you should not confine your research to just a couple of articles or books on the
reading list. Your essay will be stronger if you present well founded and supported arguments
and evidence which are the product of your independent reading.
Think about your prose style. The way you put together your phrases, sentences and paragraphs
makes a difference to how easy your argument is to understand. To get into practice, try
analysing the styles of different authors you have to read in this and other courses. Which ones
are the easiest to understand? Why? How do they do it? For particularly lucid prose read, for
example, some George Orwell (Homage to Catalonia), Lytton Strachey (Eminent Victorians).
Orwells Politics and the English Language in Inside the Whale and Other Essays Penguin
Harmondsworth 1966 is an excellent guide to clear writing. It is on the web at
http://eserver.org/theory/politics-and-english-lang.txt.
If you are not sure about referencing, preparing bibliographies or the spelling of a word then
look it up or check the right procedure. Dictionaries are not hard to find. The Australian bible
for the correct use of abbreviations, punctuation, referencing, bibliographies etc. is the Style
manual for authors, editors and printers 6th edition Wiley, Brisbane 2002, available at the
information desk, Chifley Library.
The secret of readable essays

Try to organise your work so you can come back to your essay after a break of at least a
few days. Reread it. Unless you are perfect or incredibly unselfcritical you will quickly
see improvements you can make. It doesnt hurt to get a friend to read your essay through
so s/he can point out typos, spelling mistakes and grammatical atrocities.
The Political Science Essay Writing Guide, on Wattle also includes useful pointers on
essay writing. If you have problems with any aspect of essay writing, having already tried
to overcome them by yourself, see Rick or your tutor about them or talk to someone at
the Academic Skills and Learning Centre (ground Floor Pauline Griffin Building, 61252972).
money, power, war: POLS1004 2011
Your own topic essay approval form

Your name
_________________________________
Phone
Email address (if checked regularly) __________________________
Proposed topic
_________________________________________
_________________________________________________________
_________________________________________________________
Approved by
_____________________________
Date ____
.............................................................................................................................
Book review approval form

Your name
__________________________________
Phone
Email address (if checked regularly)___________________________
Author
_____________________________________________
Title
_____________________________________________
________________________________________________
Publisher
_________________Place __________
Approved by __________________________________
Year _____
Date ___
Book review cover sheet

1000 words. Deadline 1.00 pm Wednesday 31 August
Your name
____________________________________
Student no.
Phone no.
Email address (if checked regularly) ___________________________
Review of:
Author
_______________________
Title
____________________________________________
____________________________________________
Publisher
_________________
Place ____________ Year ___
Number of words in review ______

Tutor
_________________
Tute time and day __________
Submission of this assessment item constitutes a declaration that

No part of this work has been copied from any other persons work except where due acknowledgement is made in the
text; and
No part of this work is written by another person, except where such collaboration has been authorised by the course
lecturer concerned; and
I am familiar with the ANUs Code of Practice for Student Academic Integrity
http://policies.anu.edu.au/policies/code_of_practice_for_student_academic_integrity/policy
Signature
_________________________
Date ______________
Essay cover sheet

2000 words. Deadline 1.00 pm Wednesday 5 October
Your name
_____________________________________
Student no.
Phone no.
Essay topic
___________________________________________
___________________________________________
___________________________________________
Book reviewed
____________________________________________
Attach approval form if topic is your own

Number of words in essay________
Tutor
_________________

text; and
No part of this work has been submitted for assessment in another course.
Signature
_________________________
Date ______________
Leaflet cover sheet

at least 400 words. Deadline for union officials Monday 10 October
for others at the role plays in week 12
Name(s)
Student number(s)
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________

text; and
Article cover sheet

600 words. Deadline 1.00 pm Thursday 4 November
Your name
____________________________________
Student no.
Phone no.
Newspaper or magazine in which the article will be published
____________________________________________
Number of words in article_______
Tutor
_________________

text; and
Signature
_________________________
Date ______________
How to Read
The points below are questions you should probably have in mind when you read
anything at all (including newspapers, books, graffiti, journals, paintings, TV
shows and especially web sites), but certainly anything you read in association
with this course.
The text itself
What is the author trying to say? That is, what is the logic of her/his argument?
This is crucial to understanding the text as a whole, rather than just bits and
pieces of it.
What are the main steps or subsidiary arguments in the overall case, ie how is it
organised and structured to generate its conclusions?
How are the arguments supported in terms of evidence, logic, examples,
emotional appeal?
What sort of style is used?
Context
Why is the author making her/his case and why in this way? What are his/her
material interests and background?
Where and when was the text originally published?
What is/was the audience(s)?
In what tradition(s) does the author stand ie who are/were her/his sources and
authorities in terms of the kind of arguments, the way they are made, what
supports them. Who are her/his opponents inside or outside this tradition?
What knowledge, politics, orientation, experience does the author assume his/her
audience has? And what does the author consider to be irrelevant that others
may consider relevant to the argument? Why? Is the author asking the right
questions?
That is, what can you tell about the text from what isnt there?
Reliability
Is the information in the text likely to be accurate and reliable? Are there
references to sources? Are assertions backed up with serious arguments and
information?
Is the source more useful for its account of particular facts and developments or
because it is evidence of the specific standpoint/position of a political actor or
both?
These questions are particularly important for web sources, including Wikipedia,
which like is not an appropriate authority for academic writing. Nor are nonspecialist dictionaries.
Self-consciousness
What assumptions/theories are you bringing to the text? How do they influence
your answers to the above questions?
Critical assessment
The questions above may help to provide a basis for making critical assessments
of the texts originality, strengths, weaknesses, implications, persuasiveness,
applicability, acceptability etc.

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money, power, war

POLS 1004 Second Semester 2011

money, power, war

Tuesdays Copland Theatre

Tutorials will be at only some of following times:

Reading, participating and discussing

To be successful in this and other uni

Discussion of matters of current interest

money, power, war

it organised and structured to generate

Wikipedia, which is not an appropriate

(with much content also on their own

Labour history on-line through ANU

Background reading for students

Studying politics at an Australian

money, power, war

theoretical subjects, lecturers and

Week 6 (29 August)

Tutorial 2 no tutorial in week 2

BREAK 10-25 September

Lecture 5 Nationalism and the assumptions of

Lecture 16 The Labor Party

Lecture 6 Class struggle and the state

Tutorial 3 What is political science/political

Tutorial 8 Marxist economics

1.00 pm Wednesday 5 October

Week 4 (15 August)

Lecture 17 role play preparation

Lecture 7 Neo-liberalism, neo-classical economics

Lecture 8 Critiques of neo-liberalism

Week 10 (10 October)

Week 5 (22 August)

Lecture 20 Capitalism and war

Around five of the best reviews will be published

Lecture 9 Workers and trade unions

Tutorial 9 Women, sexuality and oppressionl

Week 11 (17 October)

Week 12 (24 October)

Week 13 (31 October)

SUBMIT ROLE PLAY ARTICLE by

money, power, war

Tute readings are in the course text,

What is political science/political

Hastings, Graham Students in classes

money, power, war

and longevity Holt, New York 2004

Nationalism, democracy and the

SUBMIT book review by

Economics Liberty Fund, Indianapolis

What are the fundamental assumptions

Neo-liberalism and neo-classical

Scott John Rational choice theory in

money, power, war

1989 the origins of the Austrian version

Cliff, Tony and Gluckstein, Donny

money, power, war

Kliman, Andrew Reclaiming Marxs

Women, sexuality and

Rick Kuhn (ed.) Class and struggle in

money, power, war

Pearson, Frenchs Forest 2005 pp. 141158

addressing Indigenous incarceration

Place __________ Year _