Outline

Overview

Hate crime has emerged as a global problem in the last few decades. Yet the concept itself is controversial. This unit aims to trace the development of the socio-legal concept of hate crime, causal explanations for hate crime and the different ways in which it is regulated. The unit will examine some the major forms of hate crime, including racist, ethno-religious and homophobic violence, with a focus on contemporary debates, such as: is violence against women a form of hate crime; should paedophiles be a protected category; should hate crimes attract higher punishment than other crimes? The unit will critically assess the international geography of hate crime law, making comparisons between Australia, the UK and the US. The unit will seek to provoke debate about how we should define and combat the problem of hate crime.

Unit details and rules

Academic unit	Law
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Gail Mason, gail.mason@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assignment Concept paper	25%	Week 04 Due date: 22 Mar 2021 at 16:00	2000 words
Outcomes assessed:
Assignment	Research Essay Research essay	75%	Week 10 Due date: 10 May 2021 at 16:00	6000 words
Outcomes assessed:

Assessment summary

Assignment: Concept Paper

A Concept Paper Assignment will be available on-line at the end of the first block of classes (Saturday 13 March 2021). The assignment will be comprised of one compulsory question.

The aim of the assignment is to ensure that students understand the broad conceptual issues relevant to the study of hate crime and related matters. It will assist students to consolidate their reading, make connections across the first half of the unit topics and to bring a critical eye to issues. It encourages students to read unit materials and participate fully in the entire unit rather than limit themselves to only those topics addressed in their research essay.

Research Essay

Students will write a research essay on one of the topics provided by the lecturer. A list of topics will be provided at the end of the first block of classes. Alternatively, students may develop their own question. If you choose this option, you must get approval from the lecturer. You will need to select a topic or issue that interests you and draft a question in relation to it. The question must be as specific and focused as possible. The narrower your question, the more manageable your research will be. This will assist you to develop a strong convincing argument in response to your question. You must show this question in writing to your lecturer and get approval in writing (email is fine). Your lecturer may assist you to refine or develop the question. Questions not approved by the lecturer will not be marked.

Researching and Addressing the Research Essay Question: You will need to read widely for the research essay (a minimum of 20 references is a rough guide but it is quality not quantity that matters in the end). Begin by consulting the background reading list in the unit outline but it is likely you will need to do further literature searches in order to excel in this piece of assessment.

Writing the Reserach Essay: Focus on providing a specific response to the question that draws on theoretical material and is backed up by examples. Ensure that your response is analytical and does not just summarise or describe the literature – it can’t simply be a literature review. Attempt to compare and contrast the literature where appropriate (its strengths and its weaknesses) in order that you arrive at a reasoned response to the question. Ensure that you apply the literature to your question so that you actually provide a response or answer to the question.

The research essay encourages students to undertake independent research, including interdisciplinary research, in a specialised area/s. This enables students to develop a depth of knowledge in the selected area/s. The essay also assesses the skills of critical analysis, the development of an argument, and written communication.

Assessment Criteria for the Research Essay

The assessment criteria are designed to reflect all the directives outlined above. Students will receive a clear grid outlining their success against these criteria as well as written feedback.

Use of theory

Introduction & clear statement of objectives

Addresses the question

Literature review & engagement with literature

Critical Analysis

Correspondence between objectives and outcomes

Logical order and structure

Development of Argument

Written expression

Citations & Referencing

Assessment criteria

Assessment Grading Guidelines

These guidelines are designed to provide students with an understanding of the standards applied when grading assessments. Students should note that the type of assessment will affect the relevance of each factor. For example, the amount and type of research required will vary between a research essay, which will require independent research beyond the prescribed materials, and a problem question which may only require appropriate analysis of the prescribed materials. These standards may be applied in conjunction with specific marking criteria.

Absent Fail

A student must make a satisfactory attempt of all assessment tasks set out for this Unit of Study in order to obtain a Pass mark and grade (or above); otherwise an Absent Fail grade will be recorded as the student’s result for this Unit of Study.

Fail (Below 50%)

Work may fail for any or all of the following reasons:

Does not answer the question.
Contains significant or numerous errors.
Few or no identifiable arguments.
Content that is inappropriate or irrelevant.
Lack of research or analysis.
Difficult or impossible to understand through poor grammar, expression or structure.
Overall, does not demonstrate the minimum level of competence in the assessment.

Pass (50-64%)

Work receiving a pass grade will generally exhibit the following characteristics:

Identifies the key issues, but does not follow through with a reasoned argument.
Contains some significant errors.
Displays satisfactory engagement with the key issues.
Offers descriptive summary of material relevant to the question.
Superficial use of material, and may display a tendency to paraphrase.
Demonstrates little evidence of in-depth research or analysis.
Adequate expression.
Overall, demonstrates the minimum level of competence in the assessment and satisfies the requirements to proceed to higher-level studies in the degree or subject area.

Credit (65-74%)

Work receiving a credit grade will generally exhibit the following characteristics:

Covers main issues fairly well in answering the question.
Contains no significant errors
Demonstrates an attempted critical approach to the issues.
Demonstrates reasonably sound research and analysis in addressing the key issues.
Has a clear structure and reasonably clear expression.

Distinction (75-84%)

Work receiving a distinction grade will generally exhibit the following characteristics:

Completely answers the question.
Achieves a critical and evaluative approach to the issues.
Content and structure is well organised in support of the argument.
Demonstrates extensive research and analysis to support a well-documented argument.
Generally well expressed and free from errors.
Has a clear structure and is well articulated.

High Distinction (85% +)

Work receiving a high distinction grade will generally exhibit the following characteristics:

Completely answers the question.
Contains striking originality of approach or analysis.
Demonstrates exhaustive or innovative research (where independent research required).
Exceptionally well written, structured and expressed.
Is otherwise exceptional in some way.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The late submission of a piece of assessment, which has not been granted an extension, will attract a penalty of 10% of the total marks allocated to the piece of assessment per calendar day or part thereof. A piece of assessment which exceeds the prescribed word limit will attract a penalty of 10% of the total marks allocated to the piece of assessment for every 100 words, or part thereof, over the limit

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction: What is Hate Crime 2. Constructing the Concept of Hate Crime	Online class (3 hr)
	3. Where does Hate Crime Come From? Theories of Prejudice & Hate I 4. Where does Hate Crime Come From? Theories of Prejudice & Hate II	Online class (3 hr)
	5. Imagining the Other: A Picture of Racist & Ethno-Religious Hostility 6. Regulating the Self: A Picture of Hostility against the LGBTIQ+ Communities	Online class (3 hr)
	7. What's in a Name? Gendered Violence as Hate Crime 8. Vulnerability & Difference: Rethinking Criteria	Online class (3 hr)
Week 02	9. Ordinary People or the Alt Right: Who Commits Hate Crime? 10. Hate Crime Law: International Comparisons 1	Online class (3 hr)
	11. Hate Crime Law: International Comparisons II 12. Hate Speech & Hate Crime Law in Australia I	Online class (3 hr)
	13. Hate Speech & Hate Crime Law in Australia II 14. Responding to Hate Crime 1: Policing	Online class (3 hr)
	15. Responding to Hate Crime II: Guest Speaker 16. Punishing Hate Crime: A Debate & Unit Review	Online class (3 hr)

Attendance and class requirements

Attendance: All students are required to attend 70% of classes (or as otherwise specified by the Unit Coordinator) to satisfy the pass requirements for each unit of study. Attendance requirements may be satisfied online attendance as specified by the Unit Coordinator. Failure to meet this requirement may result in a student being precluded from sitting the final assessment. For units offered in intensive mode, participation in all scheduled sessions may be expected by a Unit Coordinator in order to satisfy the requirements of the unit.

Word count penalty: A piece of assessment which exceeds the prescribed word limit will attract a penalty of 10% of the total marks available for the piece of assessment for every 100 words, or part thereof. The total word count for essay and other written assessments will exclude bibliography; footnote numbers; footnote citation; cover page and include body text; headings and sub-headings; quotations; anything other than numbers and citations in footnotes.

Referencing: The usual academic conventions concerning referencing must be observed. You must provide full citation details for all references (whether drawn from the required unit material or not). You can use either in-text referencing with a reference list at the end (eg: APA style - see American Psychological Association) or the Australian Guide to Legal Citation 4th ed 2018, which uses citations via footnotes (see https://libguides.library.usyd.edu.au/c.php?g=508212&p=3476376) to reference your sources. Neither the reference list nor citation-only footnotes will be included in the word count (however, any additional comments in footnotes will be included in the word count).

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

All required readings can be accessed by hyperlink from the unit outline. Readings must be read before class. The importance of reading before the classes cannot be stressed too strongly. Mere attendance without having first done much of the reading will mean that students do not gain a great deal from the unit. On the other hand, where students are prepared and willing to participate, the four days of discussion and explanation will give them a firm and critical grasp of the field.

Given the intensive nature of the unit, and the importance of active engagement with each other, a range of teaching techniques will be employed: mini-lecture, small group work, discussion questions, problem solving, open discussion, class debate etc. All teaching will proceed on the assumption that the required reading has been done.

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. • Context and Concepts: A critical understanding of the historical, social, political and legal contexts contributing to the development of the concept of hate crime
LO2. • Nature of the Issue: A knowledge of the characteristics and prevalence of hate crime in Australia.
LO3. • Legal Responses: Knowledge of, and ability to critique, the concept of hate crime, its interaction with the criminal justice system, and the various legal frameworks through which it may be regulated, policed and punished
LO4. • Independent analysis: The development of scholarly skills of independent analysis through the application of the above knowledge to a contemporary issue in hate crime
LO5. • Written and Oral Communication: the development of skills of communication through class discussion and written assessment

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.

No changes have been made since this unit was last offered.

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

Absent Fail

Pass (50-64%)

Credit (65-74%)

Distinction (75-84%)

High Distinction (85% +)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

LAWS6862: Hate Crime

Semester 1a, 2021 [Block mode] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Absent Fail

Pass (50-64%)

Credit (65-74%)

Distinction (75-84%)

High Distinction (85% +)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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