Social policy has long been shaped by the global flow of ideas, as ideologies and models have been exchanged between countries; exported by colonial powers to their colonies; or imposed by external donors in the name of reconstruction or development. Yet, social policy is often understood as the policies, processes and services provided by governments, without sufficient consideration of the global context.
My own research revolves around issues of social justice, equality, and human rights. My research focuses on three broad areas. First, social policy for children who are living in difficult circumstances; I am currently leading two projects on multidimensional child poverty - one in Australia and one in Indonesia. The second area of focus is the gendered and generational nature of multidimensional poverty. The third is childhoods across generations. You can find out more about that research at or
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Over the past thirteen years, I have led research on new approaches to assessing and responding to multidimensional poverty. You can find out more about our work at immp.crawford.anu.edu.au. The third are of focus is gender equality, and particularly women's political participation.
A great deal of my research focuses on the ways in which domestic policy, international frameworks (particularly around human rights and social policy), and global debates/campaigns/ideas intersect. Much of my research has focused on the influence of international human rights treaties (particularly the UN Convention on the Rights of the Child and the Convention for the Elimination of All Forms of Discrimination Against Women) and of the Sustainable Development Goals.
This course focuses on the role that international organisations and actors have in shaping social policy, and the ways in which ideas travel. It is also shaped by my own research on the role of international ideas and frameworks in shaping policies for individuals and social groups considered to be marginalised or disadvantaged (often due to structural barriers or systems failures).
There is no specific material or equipment required, expect a laptop or computer. If you are in the online class, your computer will need to have a microphone. You will need internet access, as some of our class activities use online platforms. Please contact Professor Bessell if you have any concerns.
Pre-recorded lectures for each topic discussed are on our Wattle site. This is an intensive course, and you may not have time to listen to every lecture - but the more you listen to the more you will be able to engage in class discussions and the more you will gain from the course. The lectures are provided as resources - you are expected to listen to at least one lecture for each topic and advised to listen to all lectures for topics that you are interested in (and certainly listen to all lectures for any topics on which you plan to use for your assessment tasks). There is information on the Wattle site to help you decide which lectures you are most interested in and to help you prioritise your listening.
Most topics have several readings - and our Wattle site will make clear which are expected and which are optional. It is not compulsory that you read every article - but the more you read, the more you will gain from the course. Ideally, you should go beyond the readings provided - particularly for your assessment tasks - and explore the literature more broadly. Of course, if you do not do any reading, you will not gain maximum benefit from the class.
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.
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
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 in all classes is expected. As this is an intensive course, so it is difficult to catch up on missed classes. Attendance at and participation in the Global Social Policy conference is required for course completion.
Identify the key global actors and the positions they advocate, and present the main pros and cons of each side of the debate. In your conclusion you should make a recommendation on the position the Minister should take and your reasons for the recommendation. Your paper should be concise and should be fully referenced (reference list is not included in the word count).
After the conference, you are asked to provide a reflection on three other presentations. The reflection should be concise and focus on what you have learned from the three presentations, and how they have contributed to your knowledge of and thinking about global social policy.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
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 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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.
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.
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). 152ee80cbc
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