Unit rationale, description and aim

This unit investigates the nature of democracy from a variety of theoretical, historical, institutional and global perspectives. The unit examines democratic configurations from ancient Athens through to twenty-first century examples. It explores key conceptions of democracy, including liberal democracy, participatory democracy, representative democracy, deliberative democracy, agonistic democracy and monitory democracy, as well as key challenges to democracy, and the interactions between democracy and human rights. Through this, the unit aims to enable students to embrace their roles as global citizens in a world where democracy is increasingly seen as "the only game in town."

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

POLS101 Introduction to Australian Politics OR POLS104 Introduction to International Relations OR LAWS107 Introduction to Australian Public Law OR LHRG103 Legal Institutions and Human Rights

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Describe the nature and significance of democratic...

Learning Outcome 01

Describe the nature and significance of democratic politics and governance and the contexts in which they operate
Relevant Graduate Capabilities: GC1, GC2, GC9, GC11, GC12

Debates around democracy, particularly with respec...

Learning Outcome 02

Debates around democracy, particularly with respect to marginalised, disadvantaged, and vulnerable peoples and communities
Relevant Graduate Capabilities: GC1, GC5, GC6, GC7, GC8, GC9, GC10, GC12

Democracy in a way that informs students’ own prac...

Learning Outcome 03

Democracy in a way that informs students’ own practices of engaged citizenship
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC11

Demonstrate the capacity to gather, analyse and ad...

Learning Outcome 04

Demonstrate the capacity to gather, analyse and advocate ethical solutions to political problems through evidence-based argument and evaluation of primary and secondary sources
Relevant Graduate Capabilities: GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Content

Topics may include: 

  • Democracy in Australia 
  • Athenian Democracy 
  • Liberal democracy 
  • Participatory and representative democracy 
  • Deliberative democracy  
  • Agonistic democracy 
  • Monitory democracy 
  • Democratic innovations 
  • Democratic backsliding and democide 
  • Challenges to democracy: populism, extremism and authoritarianism 
  • Democracy in the United States and China  

Assessment strategy and rationale

This assessment framework develops students' understanding of democratic theory and practice through progressively complex methods mirroring real-world democratic engagement.

Assessment 1 establishes foundational knowledge of diverse political perspectives and contextual understanding. The three-quiz structure enables regular reinforcement of key concepts while accommodating the complexity of theocratic debates. This frequent testing approach helps students build the theoretical foundation necessary for more sophisticated analytical work.

Assessment 2 bridges theory and practice by requiring students to engage with current political issues through a democratic lens. The hybrid format—team preparation followed by individual real-time discussion—simulates authentic democratic discourse. This assessment develops critical thinking and communication skills essential for democratic citizenship.

Assessment 3 provides the culminating intellectual challenge, requiring students to synthesize course material into independent critical analysis of contemporary democratic threats and solutions. The open format encourages deep research and reflection, while the focus on current challenges ensures relevance and personal engagement with democratic theory.

This progression—from knowledge acquisition through active discussion to independent critical analysis—prepares students not only for advanced academic study but for informed participation in democratic society.

Overview of assessments

Assessment Task 1: Descriptive Task: Quizzes Stu...

Assessment Task 1: Descriptive Task: Quizzes

Students are required to demonstrate an understanding of diverse political perspectives in debates around democracy, as well as the context in which these debates operate, through a series of 3 quizzes throughout the semester. 

Weighting

30%

Learning Outcomes LO1, LO2
Graduate Capabilities GC1, GC2, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Assessment Task 2: Oral Interactive Analytical Ta...

Assessment Task 2: Oral Interactive Analytical Task

Students are required to engage in a realistic/life-based discussion about a current political issue and relate it to broader democratic principles. Students will prepare the material in teams but then there will be real-time oral interaction which will be secure. Exact topics will change each year. 

Weighting

30%

Learning Outcomes LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Assessment Task 3: Major Written Task   Students ...

Assessment Task 3: Major Written Task 

Students are required to research and write a substantive essay critically discussing what they perceive to be the biggest threats to democracies today, and drawing on the theories discussed in this unit, what should be done about it. Exact topics will change each year. 

Weighting

40%

Learning Outcomes LO2, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Learning and teaching strategy and rationale

This unit engages students in active learning activities, such as reading, writing, discussion and problem-solving to promote analysis, synthesis and evaluation of class content. Students encounter ideas through lectures and discuss and assimilate material through tutorial classes. Students will also act collaboratively to deliver tutorial presentations. Collaborative learning is an important component of active learning and sits within a community of inquiry theoretical framework. It provides opportunities for a group of individuals to collaborate in purposeful critical discourse and reflection to construct personal meaning and mutual understanding. 

To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc. 

Representative texts and references

Representative texts and references

Chou, M. (2013). Theorising Democide: Why and How Democracies Fail. Basingstoke: Palgrave Macmillan.

Crick, B, (2002). Democracy: A Very Short Introduction. Oxford: Oxford University Press. 

Crouch, C. (2005). Post-democracy. Cambridge: Polity. 

Dahl, Robert. 1998. On Democracy. New Haven: Yale University Press. 

Dryzek, J. and Dunleavy, P. (2009). Theories of the Democratic State. Basingstoke: Palgrave. 

Goodin, R.E. (2008). Innovating Democracy: Democracy Theory and Practice. Oxford: Oxford University Press. 

Keane, J. (2009). The Life and Death of Democracy. London: Norton & Co. 

Keane, J. (2017). When Trees Fall, Monkeys Scatter: Rethinking Democracy in China. Singapore: World Scientific. 

Mouffe, C. (2005) On the Political. London: Routledge. 

Saward, M. (2010) The Representative Claim. Oxford: Oxford University Press. 

Locations
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