Outline

Overview

The unit serves as a rigorous investigation of the politics of violent and criminal non-state actors. It will start with a conceptual discussion of such groups, focusing on analysis of their structure and behaviour and the roles that globalisation and technology play in non-state threats, before moving on to specific types of dark networks. The dark networks that may be covered include terrorist organisations, non-state nuclear proliferation networks, and various forms of organised crime, including maritime piracy, drug trafficking, mafias, mundane smuggling, and money laundering.

Unit details and rules

Academic unit	Government and International Relations
Credit points	6
Prerequisites ?	12 credit points at 2000 level in Politics or 12 credit points at 2000 level in International Relations or 12 senior credit points from Government and International Relations
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Justin Hastings, justin.hastings@sydney.edu.au
Lecturer(s)	Sulagna Basu, sulagna.basu@sydney.edu.au
Tutor(s)	Farah Naz, farah.naz@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Participation	Tutorial participation n/a	10%	Ongoing	Whole semester.
Outcomes assessed:
Small test	Mid-semester in-class test Midterm in-class test	25%	Week 06 Due date: 03 Sep 2024 at 11:00	1 hr
Outcomes assessed:
Assignment	Briefing paper Briefing paper about active terrorist group or organised crime group	40%	Week 10 Due date: 08 Oct 2024 at 23:59	2500 words
Outcomes assessed:
Small test	Final in-class test Final in-class test	25%	Week 13 Due date: 29 Oct 2024 at 11:00	1 hr
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	What is terrorism?	Lecture and tutorial (3 hr)
Week 02	Why do people become terrorists?	Lecture and tutorial (3 hr)
Week 03	Network Analysis and Dark Networks	Lecture and tutorial (3 hr)
Week 04	Dark Networks, Society, and the State	Lecture and tutorial (3 hr)
Week 05	Power, Race and Gender – Intersectional Lenses on Terror	Lecture and tutorial (3 hr)
Week 06	Radicalisation and ‘Lone Actors’	Lecture and tutorial (3 hr)
Week 07	Geographies of Terrorism	Lecture and tutorial (3 hr)
Week 08	Trafficking and Modern Slavery	Lecture and tutorial (3 hr)
Week 09	Maritime Piracy	Lecture and tutorial (3 hr)
Week 10	Illicit Financing	Lecture and tutorial (3 hr)
Week 11	Drug Trafficking	Lecture and tutorial (3 hr)
Week 12	Mafias	Lecture and tutorial (3 hr)
Week 13	Sport, Terrorism and Organised Crime	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

GOVT3999 Reading List Semester 2 2024

Week 1: What is Terrorism?

Richards, A. (2014). Conceptualizing Terrorism. Studies in Conflict & Terrorism, 37(3), 213–236. https://doi.org/10.1080/1057610X.2014.872023

Ramsay, G. (2015). Why terrorism can, but should not be defined. Critical Studies on Terrorism, 8(2), 211-228.

Gentry, C., & Sjoberg, L. (2022). Terrorism and political violence. In Gender matters in global politics (pp. 370-384). Routledge.

Recommended Reading:

Khan, R. M. (2024). A case for the abolition of “terrorism” and its industry. Critical Studies on Terrorism, 1-24.

Lee Jarvis (23 May 2024): Three waves of critical terrorism studies: agenda-setting, elaboration, problematisation, Critical Studies on Terrorism, DOI: 10.1080/17539153.2024.2356918

Ortbals, C. D., & Poloni-Staudinger, L. (2014). Women defining terrorism: ethnonationalist, state, and machista terrorism. Critical Studies on Terrorism, 7(3), 336–356. https://doi.org/10.1080/17539153.2014.956014

Week 2: Why do people become terrorists?

Newman, E. (2006). Exploring the “Root Causes” of Terrorism. Studies in Conflict & Terrorism, 29(8), 749–772. https://doi.org/10.1080/10576100600704069

Wilhelmsen, J. (2020). Exclusion and Inclusion: The Core of Chechen Mobilization to Jihad. Perspectives on Terrorism, 14(2), 27–41. https://www.jstor.org/stable/26910405

Bhattacharya, S. (2019). Gender, insurgency, and terrorism: introduction to the special issue. Small Wars & Insurgencies, 30(6–7), 1077–1088. https://doi.org/10.1080/09592318.2019.1649833

Recommended Reading:

Kruglova, A. (2022). Terrorist recruitment, propaganda and branding: selling terror online. Routledge. (Chapter 1: Introduction)

Week 3: Network Analysis and Dark Networks

Calvert Jones and Mette Eilstrup-Sangiovanni, ‘Assessing the Dangers of Illicit Networks: Why al-Qaida May Be Less Dangerous Than Many Think’, International Security, 33, no. 2 (2008), pp. 7 – 44

Koch, A. (2022). The ONA Network and the Transnationalization of Neo-Nazi-Satanism. Studies in Conflict & Terrorism, 1–28. https://doi.org/10.1080/1057610X.2021.2024944

Mac Ginty, R. (2010). Social network analysis and counterinsurgency: a counterproductive strategy? Critical Studies on Terrorism, 3(2), 209-226.

Recommended Reading:

Zine, J. (2016). Between orientalism and fundamentalism: Muslim women and feminist engagement. In (En) Gendering the War on Terror (pp. 27-49). Routledge.

Abu-Bakare, A. Counterterrorism and race. Int Polit Rev 8, 79–99 (2020). https://doi.org/10.1057/s41312-020-00074-x

Búzás, Z. I., & Meier, A. A. (2023). Racism by Designation: Making Sense of Western States’ Nondesignation of White Supremacists as Terrorists. Security Studies, 32(4–5), 680–713. https://doi.org/10.1080/09636412.2023.2230882

Week 6: Radicalisation and ‘Lone Actors’

Schuurman, B., Lindekilde, L., Malthaner, S., O’Connor, F., Gill, P., & Bouhana, N. (2018). End of the Lone Wolf: The Typology that Should Not Have Been. Studies in Conflict & Terrorism, 42(8), 771–778. https://doi.org/10.1080/1057610X.2017.1419554

O'Connor, F., Lindekilde, L., & Malthaner, S. (2023). Radicalisation of ‘lone actors’. In The Routledge Handbook on Radicalisation and Countering Radicalisation (pp. 213-230). Routledge.

McCulloch, J., Walklate, S., Maher, J. et al. (2019). Lone Wolf Terrorism Through a Gendered Lens: Men Turning Violent or Violent Men Behaving Violently?. Critical Crimonology 27, 437–450 https://doi.org/10.1007/s10612-019-09457-5

Recommended Reading:

Gardell, M. (2018). Urban terror: The case of lone wolf Peter Mangs. Terrorism and Political Violence, 30(5), 793-811.

Kaplan, J. (2022). No Longer Alone: Lone Wolves, Wolf Packs, and Made for Web TV Specials. In Right-Wing Extremism in Canada and the United States (pp. 279-298). Cham: Springer International Publishing

Breen-Smyth, M. (2020). The lone (white) wolf, ‘terrorism’ and the suspect community. In Encountering extremism (pp. 74-97). Manchester University Press.

Week 7: Geographies of Terrorism

Pain, R. (2014). Everyday terrorism: Connecting domestic violence and global terrorism. Progress in Human Geography, 38(4), 531-550. https://doi.org/10.1177/0309132513512231

Hoffman, B., Ware, J., & Shapiro, E. (2020). Assessing the Threat of Incel Violence. Studies in Conflict & Terrorism, 43(7), 565–587. https://doi.org/10.1080/1057610X.2020.1751459

Mustafa, D. (2005), The Terrible Geographicalness of Terrorism: Reflections of a Hazards Geographer. Antipode, 37: 72-92. https://doi.org/10.1111/j.0066-4812.2005.00474.x

Recommended Reading:

Castan Pinos, J., & M. Radil, S. (2018). The Territorial Contours of Terrorism: A Conceptual Model of Territory for Non-state Violence. Terrorism and Political Violence, 32(5), 1027–1046. https://doi.org/10.1080/09546553.2018.1442328

Bahgat, K., & Medina, R. M. (2013). An overview of geographical perspectives and approaches in terrorism research. Perspectives on Terrorism, 7(1), 38-72.

Week 8: Trafficking and Modern Slavery

Mende, J. (2019). The concept of modern slavery: definition, critique, and the human rights frame. Human Rights Review, 20(2), 229-248.

S Milivojevic, H Moore, and M Segrave, ‘Freeing the Modern Slaves, One Click at a Time: Theorising human trafficking, modern slavery, and technology’, Anti-Trafficking Review, Issue 14, 2020, pp. 16-32, https://doi.org/10.14197/atr.201220142

Lee Koch, I. (2024). From Criminals to Slaves: “Modern Slavery,” Drug Trafficking, and the Cultural Politics of Victimhood in Postcolonial Britain. Current Anthropology, 65(2), 267-291

Recommended Reading:

Justine Nolan & Gregory Bott (2018) Global supply chains and human rights: spotlight on forced labour and modern slavery practices, Australian Journal of Human Rights, 24:1, 44-69

Yusriza, B. (2020). The political economy of unfree labor and the state: An Indonesian case study. Asian and Pacific Migration Journal, 29(1), 55-78.

Week 9: Maritime Piracy

Hastings, J. V., & Phillips, S. G. (2015). Maritime piracy business networks and institutions in Africa. African Affairs, 114(457), 555-576.

Gilmer, B. (2019). Invisible Pirates: Women and the Gendered Roles of Somali Piracy. Feminist Criminology, 14(3), 371-388. https://doi.org/10.1177/1557085117741361

Young, A. (2005). 1. Roots of Contemporary Maritime Piracy in Southeast Asia. In D. Johnson & M. Valencia (Ed.), Piracy in Southeast Asia: Status, Issues, and Responses (pp. 1-33). Singapore: ISEAS Publishing. https://doi.org/10.1355/9789812305893-003

Recommended Reading:

Fredrick, S. (2023). Piracy as Resistance in the Caribbean and the Pacific. Routledge.

Chapsos, I., & Norman, E. A. (2023). Is maritime security gender-blind?. Marine Policy, 147, 105399.

Week 10: Illicit Financing

Susan Rose-Ackerman and Bonnie J. Palifka (2018), ‘Corruption, Organised Crime and Money Laundering’, in Kaushik Basu and Tito Cordella, eds., Institutions, Governance and the Control of Corruption (Cham: Springer International Publishing), Chapter 4, pp. 75 – 111;

Kethineni, S., & Cao, Y. (2020). The rise in popularity of cryptocurrency and associated criminal activity. International Criminal Justice Review, 30(3), 325-344.

Goldbarsht, D. (2018). Shedding Light on Shadow Banking: The Money or Value Transfer Service Regime in Australia and Its Origins. The Journal of Criminal Law, 82(3), 264-276. https://doi.org/10.1177/0022018318773206

Recommended Reading:

Bichler, G., Malm, A., & Cooper, T. (2017). Drug supply networks: a systematic review of the organizational structure of illicit drug trade. Crime Science, 6(1), 2

Goodhand, J. (2021). Beyond the narco frontier; rethinking an imaginary of the margins. International Journal of Drug Policy, 89, 103045.

Daniels, C., Aluso, A., Burke-Shyne, N., Koram, K., Rajagopalan, S., Robinson, I., ... & Tandon, T. (2021). Decolonizing drug policy. Harm Reduction Journal, 18(1), 120.

Week 12: Mafias

Collins, R. (2011). Patrimonial alliances and failures of state penetration: A historical dynamic of crime, corruption, gangs, and mafias. The Annals of the American Academy of Political and Social Science, 636(1), 16-31.

Simoni, Serena (2018) Queens of narco-trafficking: breaking gender hierarchy in Colombia, International Affairs, Volume 94, Issue 6, 1257–1267, https://doi.org/10.1093/ia/iiy198

Recommended Reading:

Reuter, P., & Paoli, L. (2020). How similar are modern criminal syndicates to traditional mafias?. Crime and Justice, 49(1), 223-287.

Camacho, A. (2024). The moral panic of the mafioso: The rise of the prison industrial complex and the attack on Brown communities. Latino Studies, 1-25.

Week 13: Sport, Terrorism and Organised Crime

Costa, J. (2018). The globalised network of a dirty game: match-fixing, illegal betting and transnational organised crime in Italian football. Global Crime, 19(2), 125–145. https://doi.org/10.1080/17440572.2018.1460952

Giulianotti, R., & Klauser, F. (2012). Sport mega-events and ‘terrorism’: A critical analysis. International Review for the Sociology of Sport, 47(3), 307-323.

Recommended Reading:

Mitchell, G. (2016). Evangelical ecstasy meets feminist fury: Sex trafficking, moral panics, and homonationalism during global sporting events. GLQ: A Journal of Lesbian and Gay Studies, 22(3), 325-357.

Millward, P., Ludvigsen, J. A. L., & Sly, J. (2022). Sport and crime: towards a critical criminology of sport. Routledge. (Chapter 3)

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate a clear understanding of the theoretical and analytical approaches used in the study of violent and criminal non-state actors
LO2. delineate between the different problems associated with dark networks from an applied analysis of general trends of globalisation and technology
LO3. assess cogently and concisely the structure, behaviour, and threats posed by dark networks.
LO4. understand how academic concepts can provide insight into pressing global issues

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Readings and topics covered have been updated to reflect current issues in terrorism and organised crime.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

GOVT3999: Terrorism and Organised Crime

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect