Course coordinator
Dr Ryan Williams
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
According to some, conflict and violence are inherent to religion, while others claim that religion is only the guise under which social, economic or political conflicts are fought out. This course will equip students with the skills needed to critically analyse the role that religion plays not only in peace and conflict around the world, but to wider issues of social justice and inequalities. Students will engage in concrete historical and contemporary examples to understand the diverse roots of conflicts and social injustices, from the civil rights and feminist movements to the rise of the "moral majority" that has made religion and politics inseparable. The course takes a thematic approach, covering topics that include religious fundamentalism, nationalism, settler colonialism, gender-based violence, and structural violences related to race, across a range of religious traditions and political movements. It also challenges students to consider meanings of well-being and human flourishing to reflect on how humans can coexist. This course may not run if there are fewer than 20 enrolments.
Course requirements
Assumed background
There is no assumed background for the course except an interest in the topic.
Incompatible
You can't enrol in this course if you've already completed the following:
RELN7310
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The course aims to develop students' knowledge andﾠcritical engagement with:
- key theoretical debates surrounding the study of religion and violence
- the role of religion in conflict and peacebuilding in a range of settings
- consideration of case studies in religion, violence and peace set within wider historical, social, political and theological developments, continuities and innovations
- empirical evidence, brought to bear upon theoretical scholarship and public discourse
Learning outcomes
After successfully completing this course you should be able to:
LO1.
develop a critical and inquisitive perspective to study religion, peace and violence
LO2.
develop skills in close reading and summary of complex concepts
LO3.
recognize diverse forms of violence and harm and social goods and well-being.
LO4.
acquire a broad familiarity with key concepts and ideas in the study of religion, violence and peace
LO5.
understand conflict, violence and peace as multi-layered and historically and socially multifaceted
LO6.
develop the knowledge base and analytical skills to examine issues and conflicts around religion and in society today
LO7.
bring empirical evidence to bear upon theoretical scholarship and public opinion
LO8.
critically analyze evidence and arguments from a range of sources and synthesize material and ideas clearly in speech and in writing
LO9.
frame and articulate a position and provide an argument on a given topic in relation to relevant scholarly debates
LO10.
conduct research independently, demonstrating reasoned thought, creativity and a high quality of expression
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Tutorial Participation | 20% 10 x (2 points each) |
3/03/2025 - 12/05/2025 |
| Essay/ Critique | Academic Op-Ed #1 | 40% |
16/04/2025 2:00 pm
For topics and readings see Blackboard |
| Essay/ Critique | Academic Op-Ed #2 | 40% |
28/05/2025 2:00 pm
For topics and readings see blackboard |
Assessment details
Tutorial Participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 20% 10 x (2 points each)
- Due date
3/03/2025 - 12/05/2025
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L08
Task description
Tutorials: There will be ten tutorials over the course of the semester starting in week 2 (9 tutorials if public holiday).
Tutorial Participation: Tutorial participation requires genuine preparation, which includes completing the set readings and attending the lecture. Please note that active participation is required. Participation marks are not given simply for attendance (see the criteria below).
Preparation: Students must read the assigned reading and prepare a response to the assigned question for discussion during the tutorial (readings and tutorial questions are available in Learning Resources). Students are also expected to engage in further discussion around the themes raised by the reading, as prompted by the tutor and as part of a discussion amongst your peers.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Academic Op-Ed #1
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
16/04/2025 2:00 pm
For topics and readings see Blackboard
- Learning outcomes
- L01, L02, L03, L05, L06, L07, L08, L09, L10
Task description
Word Count: 1,500 words (+/- 10%) not including citations and the bibliography.
Topics and Sources: For this assessment, you will need to respond to one of several statements that will be provided on the Blackboard site. The essay should be based on no less than 7 academic sources, with a minimum of 4 chosen from assigned readings for the respective topics.
Referencing Style: Students must use Chicago style for references and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Word Limits: 1,500 words. Word counts within ±10% of the set length (word limit) is acceptable. Word counts do not include footnotes, however, discursive footnotes are included in the word count.
Quotations are a part of the word count. Bibliographies are not included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin through Blackboard >assessment
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Academic Op-Ed #2
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
28/05/2025 2:00 pm
For topics and readings see blackboard
- Learning outcomes
- L01, L02, L03, L05, L06, L07, L08, L09, L10
Task description
Word Count: 1,500 words (+/- 10%) not including citations and the bibliography.
Topics and Sources: For this assessment, you will need to respond to one of several statements that will be provided on the Blackboard site. The essay should be based on no less than 7 academic sources, with a minimum of 4 chosen from assigned readings for the respective topics.
Referencing Style: Students must use Chicago style for references and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Word Limits: 1,500 words. Word counts within ±10% of the set length (word limit) is acceptable. Word counts do not include footnotes, however, discursive footnotes are included in the word count.
Quotations are a part of the word count. Bibliographies are not included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin through Blackboard >assessment
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Tutorial Participation Assessment Criteria
Criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Academic Op-Ed
Your op-ed will be assessed according to the following criteria:
- Ability to construct a well-defined, well-reasoned, and persuasive argument.
- Depth and breadth of knowledge and understanding of central issues.
- Critical engagement with academic sources and evidence.
- Clear and concise written expression, ability to communicate an argument effectively and in the form of an opinion piece, well presented.
- Provision of a bibliography using discipline conventions.
To achieve a grade of 7 (High Distinction, 85–100%), your op-ed should demonstrate that you have an exceptional and nuanced knowledge and understanding of the subject in question. Your argument should be clearly defined, sophisticated, and highly persuasive, demonstrating an exceptional level of critical engagement with primary and secondary source materials. Your writing will be very clear and concise and there will be minimal, if any, errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be highly appropriate for an opinion piece.
To achieve a grade of 6 (Distinction, 75–84%), your op-ed should demonstrate that you have an advanced knowledge and understanding of the subject in question. Your argument should be clearly defined and persuasive, demonstrating an advanced level of critical engagement with primary and secondary source materials. Your writing will be clear and concise and have few errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be appropriate for an op-ed piece.
To achieve a grade of 5 (Credit, 65–74%), your op-ed should demonstrate that you have a proficient knowledge and understanding of the subject in question. Your argument should be largely well-defined, demonstrating some critical engagement with primary and secondary source materials. Your writing will be largely clear and concise with few/some errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be largely appropriate for an op-ed piece.
To achieve a grade of 4 (Pass, 50–64%), your op-ed should demonstrate that you have a functional knowledge and understanding of the subject in question. Your argument will be reasonably well-defined, demonstrating a basic level of engagement with primary and secondary source materials. Your writing will be adequate with some errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be adequate for an op-ed piece.
To achieve a grade of 3 (Marginal Fail, 45–49%), your op-ed should reflect a developing knowledge and understanding of the subject in question. Your argument, while underdeveloped, will have some definition, and demonstrate a superficial level of engagement with primary and secondary source materials. Your writing will be adequate, perhaps poor, with several errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be poor and/or inappropriate for an op-ed piece.
To achieve a grade of 2 (Fail, 25-44%), your op-ed will reflect an inadequate knowledge and understanding of concepts fundamental to the subject in question. Your argument will be unsupported and/or inappropriate and lacking in coherency. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate evidence, to identify problems and issues, or to offer insights adequately. You writing will be poor with frequent errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be inappropriate for an op-ed piece.
To achieve a grade of 1 (Low Fail, 0–24%), your op-ed will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your op-ed will demonstrate an absence of research, evaluation of evidence, and lack of argumentation. Written expression and style will be poor or inappropriate.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Do not rely on Grade Centre in Blackboard. Look at your assessment grade and feedback in Turnitin.
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
- Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Week 1: Thinking about religion, violence and peace This lecture will introduce the course and assessment expectations. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Week 2: Religious Fundamentalism This lecture explores the idea of religious fundamentalism as it emerged in the twentieth century and in a diversity of forms, some violent. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Week 3: New Atheism This lecture will explore theories of religious violence, focusing on New Atheist arguments and contrasting these with Rene Girard's theory of violence found in memetic desire. The lecture aims to develop students' critical reasoning and analytical skills, encouraging students to evaluate arguments about religion and violence based on the underlying assumptions implicit within. That is, explanations of religion and violence are always theories about what religion is, something that there is much disagreement about. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Week 4: Secular violence The modern idea of religious violence is a just that: a modern idea, forged in the fires of the Enlightenment in Europe. This lecture will challenge students to rethink their assumptions about religious violence through critically analysing the formation of the secular through the development of the modern nationstate that have given rise to the "myth of religious violence". Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Week 5: New Religious Movements & Conspirituality Theorists surmised that the late 20th century would see the demise of religion in public life, but religion persisted through some dramatic developments and events. New Religious Movements (NRMs) exploded onto the scene and with a few instances of violence, became swept up into wider narratives and moral panics around religion. This lecture will explore the relationship between NRMs, violence, and wider social and political responses, giving rise to thinking more widely about religion in society today. We also discuss the emergence of conspirituality, where spirituality meets conspiracy theory. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Week 6: Suffering and the Problem of Evil Many religious traditions have developed from the raw experience of suffering, and today's conflicts are often rooted in suffering and generate suffering. This lecture will explore how religions have responded to suffering and evil, and how it animates human conflict today. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Week 7: Social Justice This lecture explores social justice in an age of wokism and anti-wokism. It explores the political movements behind wokism and push-back against social justice campaigns. Drawing on historical and contemporary examples of social justice campaigns related to settler colonialism and social injustice, this lecture will challenge students to think about social justice from a range of perspectives and consider the recurring structural impediments to equality and justice. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Week 8: Gender, Freedom, and Oppression Does religion oppress women? What role does fashion play in subverting patriarchal norms? How is modesty a political act? In this lecture we explore the relationship between gender and violence through several case studies. We are first challenged to consider the feminist project through embodiment, agency, tradition and modernity within female piety movements in Judaism, Christianity and Islam. We then explore further examples from India, Pakistan and Afghanistan. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 9 (28 Apr - 04 May) |
Lecture |
Week 9: Hate & Social Cohesion This lecture explores the roots of hate and shows its harm to social cohesion and to flourishing democratic multicultural societies. It discusses Islamophobia, racism, and anti-semitism in contemporary and historical context, giving students an understandng of the history of the terms and their legal status. Learning outcomes: L10 |
Week 10 (05 May - 11 May) |
No student involvement (Breaks, information) |
Public holiday no lecture Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 11 (12 May - 18 May) |
Lecture |
Week 11: Religious Nationalism This lecture introduces students to religious nationalism as it has marked contemporary politics around the world. From the rise of the Moral Majority in the US to Hindu Nationalism in India, religious nationalism illustrates how religion and politics are far from separate but intimately entangled. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 12 (19 May - 25 May) |
Lecture |
Week 12: Science Fiction and Prophesy This lecture takes a look Science Fiction motifs, in fiction, film and popular science, to explore the traces of prophesy and eschatology (end times) in popular culture. From the distopic visions of the end of the earth through Artificial Intelligence (AI) to the prophetic visionary of Elon Musk's technological advancements, this lecture will explore how science and technology merge with religion and spirituality to articulate visions of utopias and dystopias, expressing themes that have been central to religions for thousands of years. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09 |
Week 13 (26 May - 01 Jun) |
Lecture |
Week 13: Climate Justice This lecture will explore environmental activism from the perspective of different religious and secular outlooks, showing how humans relate to nature and recognising that climate destruction will exacerbate political conflicts and economic disparities in the future. Learning outcomes: L09 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.