Unit Guide

General Information

Unit convenor and teaching staff	Unit convenor and teaching staff Unit Convenor Akesha Horton akesha.horton@mq.edu.au Contact via akesha.horton@mq.edu.au
Credit points	Credit points 4
Prerequisites	Prerequisites Admission to MIndigenousEd or PGDipIndigenousEd or PGCertIndigenousEd
Corequisites	Corequisites
Co-badged status	Co-badged status
Unit description	Unit description Education issues that influence Indigenous people in Australia, New Zealand and the United States are examined in this unit. Students will gain a solid understanding of the education similarities and differences that Indigenous communities around the globe face. This unit challenges students to analyse ways that legislation has shaped the education of such communities from a historical and contemporary context.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
Critically engage with the perspectives of other students using the prescribed online technology (i.e. Moodle)

Assessment Tasks

Name	Weighting	Due
Weekly Online Activity	30%	Sunday of each week
Digital Storytelling Piece	30%	Sunday, 27th April, 2014
Essay	40%	Sunday, 8th June 2014

Weekly Online Activity

Due: Sunday of each week
Weighting: 30%

Students are required to provide a response of approximately 250 words to the weekly online activity. There are 13 weeks in the semester and each week will be given a mark out of 10. The best 10 weeks will then be added together to give you a total mark out of 100. This will then be reduced to a percentage of 30% which will contribute to your final grade.

The penality for a late submission is one mark per day.

Weekly Topics

Week

Due Date

Activity

Sunday, 9^th March, 2014

Familiarise yourself with ilearn site. Post a brief introduction about yourself. Kindly begin by telling us a little bit about who you are (including your ancestry), what you do, and where you do it. Additionally, please share with us what you wanted to be or do with your life when you were growing up in the Introductions section. Please reflect on how your current coursework relates with your current aspirations.

Lastly, if you have not done so already, kindly upload a digital image of yourself in image upload section of your iLearn profile as well as update your iLearn profile. (Please use the Tools box located on the left side of the page to update your iLearn profile). While we cannot see each other in person, these images go a long way to establishing a vibrant online learning community.

Sunday, 16^th March, 2014

Please provide a overview of the evolution and components of the Treaty of Waitangi

Sunday, 23^rd March, 2014

Provide a summary of Newcomb's ideas about Cognitive theory and how it relates to federal Indian law.

Sunday, 30^th March, 2014

Discuss either the most striking similarity or difference between the educational histories of the Indigenous people based in Australia, New Zealand, and the United States.

Sunday, 6^th April, 2014

Should Dreamtime be included in the science curriculum? Using the information you have read this week, explain the pros and cons of including this topic in an educational curriculum

Sunday, 13^th April, 2014

Define in your own words each of these terms and explain how they differ from each other: Assimilation, Melting Pot, Differentialism, Multiculturalism, and Pluralism.

Spring Break

Sunday, 4^st May, 2014

Based on the readings and lecture materials, provide 5 characteristics of a global citizen

Sunday, 11^th May, 2014

Describe some of the challenges and benefits of creating a bilingual education program for Indigenous peoples.

Sunday, 18^th May, 2014

Based on the Weekly readings what are some of the concerns of First Peoples (in Canada) in their efforts towards self-determination?

Sunday, 25^th May, 2014

What are Pewewardy and Hammer’s recommendations for culturally responsive teaching for American Indian students? Which ones overlap with TribCrit?

Sunday, 1^st June, 2014

Describe how the education of the Maori people was impacted by the Treaty of Waitangi

Sunday, 8^th June, 2014

Describe some of the concerns and benefits of using ICTs to archive Indigenous language and culture.

Sunday, 15^th June, 2014

Based on the lectures and discussions in the course, explain how you define what it means to be a Global Indigenous Citizen. Use the information in the provided in the previous lessons to justify your definition.

Assignment 1 Marking Criteria

· It is imperative that the response be provided by to the Sunday of each week.

· Demonstrates a clear understanding of topic.

· Evidence that student has read the related materials.

· Structure of response (i.e. a clear introduction, body and conclusion).

· Presentation (i.e. grammar and formatting).

· Make(s) (a) compelling point(s) supported by empirical evidence. Referencing in this activity is appropriate. When you reference in text, make sure you have a reference list at the bottom. The reference list will not be included in your word count for this activity.

· Restrict your responses to around 250 words. (Applying a 10% flexibility rule this means that they must be 225-275 words). Anything outside that will be deducted marks.

· Feedback will be provided at the end of semester along with a final grade for this assessment piece. You will receive a grade each week but will not receive feedback on a weekly basis unless you attempt a weekly question and do not achieve a pass grade.

· You will be able to see what the other students post for their responses only after you have posted your own response. This is to enhance student engagement and learning while ensuring a fair process for all.

Please note that late submissions will incur a one mark per day penalty.

On successful completion you will be able to:

Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
Critically engage with the perspectives of other students using the prescribed online technology (i.e. Moodle)

Digital Storytelling Piece

Due: Sunday, 27th April, 2014
Weighting: 30%

Rosemary van den Berg, a Nyoongar Elder of the south-west people in Western Australia, notes:

Aboriginal culture is an oral culture and for forty thousand years or more, it has been passed down from generation to generation. Traditionally Aboriginal story telling had many functions, and it still does. It reinforced the Aboriginal people’s ideological beliefs in the Dreamtime – the Creation and other cultural stories of the Rainbow Serpent and their environment…Aboriginal story telling gave information of where the best game and water sources were to be found; where people could venture and where they weren’t permitted to go, such places as sacred sites and where men’s and women’s businesses were conducted that was off-limits to the uninitiated. So storytelling was a learning process – children learnt from an early age how to survive their environment by listening to their elders. Aboriginal Elders, the Holders of their Culture, or Keepers of the Stories both men and women, passed their knowledge on to the younger generations and because Aboriginal cultures were oral cultures, retaining what they learned was just as important as the learning process. With no written material to refer to, Aborigines relied on memory to store all the information they gathered. Through learning and retaining what they learned through memory, they became expert in surviving their diverse environments… Over the last few decades, Aboriginal people have found a new ‘voice’ for keeping their stories alive and that is through literature: printed storytelling.

This assignment affords you the opportunity to engage in 21st century storytelling.

What is a Digital Story? From 7 Things You Should Know About Digital Storytelling Digital storytelling is the practice of combining narrative with digital content, including images, sound, and video, to create a short movie, typically with a strong emotional component. Sophisticated digital stories can be interactive movies that include highly produced audio and visual effects, but a set of slides with corresponding narration or music constitutes a basic digital story. Digital stories can be instructional, persuasive, historical, or reflective. The resources available to incorporate into a digital story are virtually limitless, giving the storyteller enormous creative latitude. Some learning theorists believe that as a pedagogical technique, storytelling can be effectively applied to nearly any subject. Constructing a narrative and communicating it effectively require the storyteller to think carefully about the topic and consider the audience’s perspective. Digital storytelling is grounded in creativity. It is a digital literacy that blends images, text, first- person narration, and music.

The creative process of creating a digital story gives powerful representation to one’s voice; a process Zhao (2008) suggests represents the knowledge that has the most worth. Thus, a key question for educators is: In what ways can digital storytelling be utilized in order to unleash the creativity of learners?

Purpose:The purpose of this assignment is for you to create your own digital story for the purposes of reflecting on topics related to Global Indigenous Education. The reason for this assignment is two-fold. When we explore the experiences of Indigenous People and Internet Communications Technology, we will see there are several arguments made for the importance of digital literacy among Indigenous people. Additionally, we will learn in Week 10, the importance of incorporating narratives into educational practices.

Directions:

· Use a story to explain one of the following concepts:

o cultural relativism u

o universalism

o assimilation

o multiculturalism Through the history of one of the Indigenous Peoples in the world outside of Australia, Canada, New Zealand or the United States

· Show an example of how an Indigenous practice has been acculturated into the practice of a dominant

· Tell a story explaining the educational significance of the Treaty of Waitangi pm concepts of multiculturalism in today’s society

· You are welcome to submit topic choices prior to Week 4 of the semester.

· There are a few ways you can present this digital story:

o A Narrated PowerPoint,

o PhotoStory 3,

o Windows Moviemaker,

o Prezi (create your Audio file in Audacity first and then import the sound into Picasa),

o Youtube editor

What to include in your digital story:  A title and your name  30-45 photographs  Voice narration that explains and narrates the images in a story format (i.e. a beginning introduction, a middle, an ending conclusion)

Important: Please note that sound editing and background music are two important presentation elements to any digital story. As you create your digital story for the digital storytelling assignment be sure to check, listen to, and edit your narration volume. I recommend narrating and previewing a couple of test slides to be sure the narration is at a consistently loud volume. This is especially true if you are going to use the computer's built-in microphone. You want to speak clearly and at a "conversation with friends in a crowded coffee shop" volume level. This doesn't mean you have to shout, but your volume should be loud enough to consistently hear your voice over any background music. Err on the side of being louder when you narrate.

4. Appropriate credits for all the pictures (this is best done as a slide at the end of your digital story, unless you created all your pictures/images for your digital story.)
Important: To cite a picture properly, include image author's name/website source (e.g., Photo 1: John Doe/flickr.com)

5. Music (optional but recommended)
Important: Try to avoid using copyrighted music as there are plenty of royalty free music sites on the Internet which allow you to legally use entire songs. Sites like www.freeplaymusic.com and http://www.royaltyfreemusic.com/free-music-resources.html offer a variety of musical genres. A simple Google search will help you identify other such sites. Please remember that even when you use royalty free music or "free music" you should still cite the musician(s) name(s) if given. Your citation can be formatted as follows - Digital story background music: "Free Music is Fun" by Jane Smith.
Materials needed:

1. Go to Flickr.com or another free photo or stock image search engine to find most, if not all, of the images you need for your digital story. Please know that if you use images off Flickr (or any photo sharing site) make sure you are aware of copyrights. Flickr has recently changed some of it licensing agreements. At one time, most of the images on Flickr were licensed under a Creative Commons agreement which allowed users to "copy and share alike." Now Flickr offers users the ability to either release their images under certain common usage licenses or label their images as "all rights reserved". Creative Commons spells out exactly how an image can be used and how attributes should be given. In order to be completely sure and safe with copyright - I recommend starting your Flickr searches in the Creative Commons area of the Flickr site. Go to the following links for Creative Commons' Flickr images:

· http://www.flickr.com/commons/

· http://www.flickr.com/creativecommons/

· If you choose to capture/create your own images you will need a digital camera

For more information about copyright issues and the educators "fair use" clause related to copyrights, see the following:

· http://www.educationworld.com/a_curr/curr280b.shtml

Your laptop - I suggest PC users create their digital story using PhotoStory 3, a free download. If you are a Mac user, you can use iMovie to create a digital story.PC users can use MovieMaker or download Photo Story 3: http://digitalstory.weebly.com/photo-story-3.html Mac users can use iMovie. If you use Photo Story 3 (the easiest software to use for digital stories), please follow the “how-to’s” below to create a digital story in the next section below. Powerpoint,

Most laptops have internal microphones to capture your voice narration. However, if you have access to a standard microphone headset or a USB microphone - it will enhance the sound quality of your digital story.

The penality for a late submission is one mark per day.

On successful completion you will be able to:

Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America

Essay

Due: Sunday, 8th June 2014
Weighting: 40%

Describe the ways in which you see multiculturalism and global citizenship education being “two sides of the same coin”. How do these concepts interact with the United Nations Declaration for Human Rights for Indigenous people? What parallels and contradictions exist? What role does critical multiculturalism play in the conversations around these concepts?

-OR-

Write an essay that examines the Historical Educational Background, Language Preservation Efforts and Self Determination Efforts of a country not discussed in this course(Australia, Canada, New Zealand or the United States) Include information as to how assimilation, accommodation, and/or multiculturalism efforts have impacted the Indigenous peoples you choose to research.

-OR-

Based on the lessons from class, please describe three specific barriers to preserving "dying languages". Also, based on your own research, please describe three specific interventions that are currently being used to preserve dying languages. This can include computer programs or games, website, etc... Provide information on any results of the intervention that are available as well as your ideas (based on the documentation you have provided).

-OR-

Provide a summaries and critique of four journal articles published in Academic journals between March 2012 – May 2014 dealing with any of the Global Indigenous Education topics addressed in the class. Each article should address one of the following locations with no duplication of locations: New Zealand, the United States, Canada and Australia. I Explain the implication the article has for Indigenous Education, as well as Indigenous languages, multiculturalism, and/or Reconciliation. Make sure you also address:

Your critique should include some basic information:

1. Name(s) of the author(s)

2. Title of article

3. Title of journal, volume number, date, month and page numbers

4. Include a link to the article reviewed

5. The author’s purpose, approach or methods, hypothesis, and major conclusions.

The bulk of your critique, however, should consist of your qualified opinion (supported with academic references) of the article. Read the article you are to critique once to get an overview. Then read it again, critically. At this point you may want to make some notes to yourself that allow you to address the following:

1. Is the title of the article appropriate and clear?

2. Is the abstract specific, representative of the article, and in the correct form?

3What is the purpose of the article?

4. What are the main claims the article makes?

5. What is the relationship between evidence and claims?

6. What is the rhetorical effectiveness of the article—logical, ethical, political, pedagogical, and aesthetic?

The penality for a late submission is one mark per day.

On successful completion you will be able to:

Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
Critically engage with the perspectives of other students using the prescribed online technology (i.e. Moodle)

Delivery and Resources

This unit is delivered externally. There are no on-campus sessions.

Reference list:

Week 1 – Required Readings

The United Nations 2008, The Universal Declaration of Human Rights, The United Nations, Geneva, viewed September 2011, http://www.un.org/events/humanrights/udhr60/hrphotos/declaration%20_eng.pdf

The United Nations 2007, The Declaration of Rights for Indigenous Peoples, The United Nations, Geneva, viewed September 2011, http://www.un.org/esa/socdev/unpfii/en/drip.html

Week 1 - Optional Readings

May, S & Aikman, S 2003, ‘Indigenous Education: Addressing Current Issues and Developments’ Comparative Education, vol. 39, no. 2, May, pp. 139-145

Week 2:

Week 3 – Required Readings

The United States Senate Subcommittee on Indian Education 1969, Part I – A National Tragedy: Subcommittee Findings , The United States Senate, viewed September 2011, http://www.tedna.org/pubs/Kennedy/toc.htm

Ellis, H C, 1987, ‘From the Battle in the Classroom to the Battle for the Classroom’ American Indian Quarterly, vol. 11, no. 3 Summer, pp. 255-264

Lomawaima, KT, 1993, They Called it Prairie Light: The Story of the Chilocco Indian School, The University of Nebraska Press, Lincoln.

Newcomb, S. T. (2008). Pagans in the Promised Land: Decoding the Doctrine of Christian Discovery. Golden, CO: Fulcrum.

Hill, J. S., Lau, M. Y., & Sue, D. W. (2010). Integrating trauma psychology and cultural psychology: Indigenous perspectives on theory, research, and practice. Traumatology, 16(4), 39-47.

Week 4 – Required Readings

Cole, W., & ebrary, I. (2011). Uncommon schools: The global rise of postsecondary institutions for indigenous peoples. Stanford, Calif.: Stanford University Press.

Cornell, S. 2006, Indigenous Peoples, Poverty and Self-Determination in Australia, New Zealand, Canada and the United States, The Native Nations Institute for Leadership, Management, and Policy (NNI), Tucson, and The Harvard Project on American Indian Economic Development (Harvard Project), Cambridge, Viewed September 2011, http://www.jopna.net/pubs/jopna%202006_02_coverandinside.pdf

Week 4 - Optional Readings

Smith, A 2009, Indigenous Peoples and Boarding Schools: A Comparative Study, The United Nations Permanent Forum on Indigenous Issues. September 2011, http://www.un.org/esa/socdev/unpfii/documents/E_C_19_2009_crp1.pdf

Welch, AR 2006, ‘Aboriginal Education as Internal Colonialism: The Schooling of an Indigenous Minority in Australia’ Comparative Education, Vol. 24, No. 2, pp. 203-215

Week 5 – Required Readings

Little Bear, L. (2000). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision. Vancouver: University of British Columbia Press.

Little Bear, L., (2009). Naturalizing Indigenous Knowledge, Synthesis Paper. (ISBN: 978-1-

926612-32-4) University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, Sask. and First Nations and Adult Higher Education Consortium, Calgary, Alta.Retrieved 13/01/2014 from www.ccl-cca.ca.

Donnelly, J 1984, ‘Cultural Relativism and Universal Human Rights’ Human Rights Quarterly, vol. 6, no.4, Nov, pp. 400-419

Pewewardy, C 2002,’ Learning Styles of American Indian/Alaskan Native Students: A Review of the Literature and Implications for Practice’ Journal of American Indian Education, vol. 41, no. 3,

Week 5 – Optional Readings

Bowen, JR 2000, ‘Should We Have a Universal Concept of 'Indigenous Peoples' Rights'?: Ethnicity and Essentialism in the Twenty-First Century’ Anthropology Today, vol. 16, no. 4, August, pp. 12-16

Gibson, MA 1976, ‘Approaches to Multicultural Education in the United States: Some Concepts and Assumptions’ Anthropology and Education Quarterly, vol 7, no. 4, November , pp. 7-18.

Lewis, BF & Aikenhead, GS 2000, Introduction: Shifting Perspectives from Universalism to Cross-Culturalism

Semali L M & J L Kincheloe, L M.1999, ‘Introduction: What is Indigenous Knowledge and Why Should We Study it?’ in LM Semali & J L Kincheloe (eds ) What Is Indigenous Knowledge? : Voices from the Academy, Garland Science Publishing, London

Tsolidis, G 2008, ‘Australian Multicultural Education: Revisiting and Resuscitating’ in G. Wan (ed.), The Education of Diverse Student Populations: A Global Perspective.

Week 6 – Required Readings

May, S 2002, ‘Accommodating Multiculturalism and Biculturalism in Aotearoa New Zealand: Implications for Language Education’ Waikato Journal of Education vol 8 pp. 5-26

Richardson, T. A. (2012). Indigenous Political Difference, Colonial Perspectives and the Challenge of Diplomatic Relations: Toward a Decolonial Diplomacy in Multicultural Educational Theory. Educational Studies, 48(5), 465-484.

St. Denis, V. (2011). Silencing Aboriginal curricular content and perspectives through multiculturalism:“There are other children here”. Review of Education, Pedagogy, and Cultural Studies, 33(4), 306-317.

Week 6 – Optional Readings

Good, A 2009, ‘Framing American Indians as the “First Americans”: Using Critical Multiculturalism to Trouble the Normative American Story’ Social Studies Research and Practice, vol 4, no.2, July, pp. 49-66.

Week 7 – Required Readings

Shultz, L 2007, ‘Educating for Global Citizenship: Conflicting Agenda and Understandings’ The Alberta Journal of Educational Research, vol. 53, no 3, Fall, p 248

Lam, WSE 2006, ‘Culture and Learning in the Context of Globalization: Research Directions’ American Educational Research Association Review of Research in Education, Washington DC, viewed October, 2011, http://rre.sagepub.com/content/30/1/213

Townsend-Cross, M. (2011) Global Citizenship : No Guarantees: oppressed knowledges and privileged learners. In Townsend-Cross, M., & BA, S. (2011). Global Citizenship–No Guarantees: oppressed knowledges and privileged learners. Global Vision, Local Action: Education for Sustainable Development and Global Citizenship, 97.

Writer, J. H. (2010). Broadening the Meaning of Citizenship Education: Native Americans and Tribal Nationhood. Action in Teacher Education, 32(2), 70-81.

Week 7– Optional Readings

McLaren P, & Farahmandpur R, 2001, ‘Teaching Against Globalization and the New Imperialism: Toward a Revolutionary Pedagogy’, American Association of Colleges for Teacher Education, Washington DC, viewed on October, 2011, http://jte.sagepub.com/content/52/2/136

Olneck, M R, 1993, ‘Terms of Inclusion: Has Multiculturalism Redefined Equality in American Education?’ American Journal of Education, Vol. 101, No. 3 May, pp. 234-260

Week 8 – Required Readings

Montgomery-Anderson, 2008 ‘A Model for Indigenous Language Revival’ Indigenous Nations Journal, Vol. 6, No. 1, Spring p. 23 – 44

May, S, 2005 ‘Language Rights: Moving the Debate Forward’, Journal of Sociolinguistics vol 9 no 3, pp, 319-347

McCarty, TL, 2008, ‘Language Education Planning and Policies by and for Indigenous Peoples’ in S. May and N. H. Hornberger (eds), Encyclopedia of Language and Education, 2nd Edition, Volume 1: Language Policy and Political Issues in Education, 137–150. Springer Science+Business Media LLC.

Simpson, J. Caffery, J, & McConvell, P 2009, Gaps in Australia’s Indigenous Language Policy: Dismantling bilingual education in the Northern Territory, Australian Institute of Aboriginal and Torres Strait Islander Studies, Canberra, viewed on October, 2011, <www.aiatsis.gov.au/research_program/publications/discussion_papers>

Week 8– Optional Readings

Week 9 – Required Readings

Maina, F, 1991, ‘Cultural Relevant Pedagogy: First Nations Education in Canada’, The Canadian Journal of Native Studies vol 17, no2, pp, 293-314.

Atelo, S. 2011, ‘Pursuing First Nation Self-Determination: Realizing Our Rights And Responsibilities’, Assembly of First Nations, viewed on October, 2011, http://www.afn.ca/uploads/files/aga/pursuing_self-determination_aga_2011_eng[1].pdf

Alia, V. (2010). Chapter 3: Lessons From Canada: Amplifying Indigenous Voice: In The new media nation: Indigenous peoples and global communication (Vol. 2). Berghahn Books.

Week 9 – Optional Readings

Mendelson, M, 2006, ‘Aboriginal Peoples and Postsecondary Education in Canada’, The Caledon Institute of Social Policy, viewed on October 2011, www.caledoninst.org/Publications/PDF/595ENG.pdf

Week 10 – Required Readings

Brayboy, B., 2005. ‘Toward a Tribal Critical Race Theory in Education’, The Urban Review, Vol. 37, No. 5, pp, 425-434.

Pewewardy, C, and Hammer, P.C. 2003, ‘Culturally Responsive Teaching for American Indian Students’, Charleston WV ERIC Clearinghouse on Rural Education and Small Schools, viewed on October 2011,

Tatum, B. D. 1999,’Beyond Black and White: What Do We Mean When We Say Indian?’ in B.D. Tatum, "Why are all the Black kids sitting together in the cafeteria?": and other conversations about race. New York: BasicBooks

Week 10 – Optional Readings

Week 11 – Required Readings

Week 11 – Optional Readings

Week 12 – Required Readings

Boyle, A. & Wallace, R. (2011). Indigenous People and E-nabling Technologies: An Analysis of Recent Experiences in Northern and Central Australia. Kulumun. Journal of the Wollotuka Institute, 1(1), 1-14. Retrieved from https://novaojs.newcastle.edu.au/ojs/index.php/kulumun/article/view/53/39

Johnson, G. M. & Oliver, R. (2013). Cognition, Literacy and Mobile Technology: A Conceptual Model of the Benefits of Smartphones for Aboriginal Students in Remote Communities. EdMedia 2013, Victoria, British Columbia. Retrieved from http://m.edmedia.aace.org/papers/38038/

Shirazi, F., Ngwenyama, O., & Morawczynski, O. (2010). ICT expansion and the digital divide in democratic freedoms: An analysis of the impact of ICT expansion, education and ICT filtering on democracy.Telematics and Informatics, 27, 21-31. doi:10.1016/j.tele.2009.05.001

Week 12 – Optional Readings

L´opez, A, 2008, ‘Circling the Cross: Bridging Native America, Education, and Digital Media.’ In A, Everett (ed) Learning Race and Ethnicity: Youth and Digital Media. Cambridge: MIT Press.

Ginsburg, F, 2008, ‘Rethinking the Digital Divide.; In P. Wilson and M. Stewart (eds) Global Indigenous Media: Cultures, Poetics, and Politics. Duke University Press.

Greenwood, J. Harata Te Aika, L, and Davis N. 2011, ‘Creating Virtual Marae:An Examination of How Digital Technologies Have Been Adopted by Māori in Aotearoa New Zealand’ In P. R. Leigh (ed) International Exploration of Technology Equity and the Digital Divide: Critical, Historical and Social Perspectives. IGI Global

Week 13 – Required Reading

Echo-Hawk, W. R. (2013). Chapter 10 In the light of justice: The rise of human rights in Native America and the UN Declaration on the Rights of Indigenous Peoples. Golden, Colorado: Fulcrum Publishing.

Trask, M.B. (2012). Implementing the Declaration. In Pulitano, E., & Trask, M. (2012). Indigenous rights in the age of the UN declaration. Cambridge, UK: Cambridge, UK : Cambridge University Press, 2012.

Anaya, SJ (2000) Indigenous Peoples in International Law. Oxford University Press.

Unit Schedule

Week

Due Date

Activity

Introduction and Historical Overview

Monday 3^rd March- Sunday, 9^th March, 2014

Examining the United Nations Declaration of Human Rights of Indigenous Peoples,

Sunday, 16^th March, 2014

Māori Education in New Zealand

Sunday, 23^rd March, 2014

The Native American (American Indian) Experience: Pre-Colonization and the Invasion

Sunday, 30^th March, 2014

The Difference and Similarities between Indigenous educational experiences in Australia, New Zealand, and the United States.

Language, Culture, and Globalization

Sunday, 6^th April, 2014

Cultural Relativism vs. Universal Human Rights

Sunday, 13^th April, 2014

Citizenship Education: A Global Perspective on Assimilation and Multiculturalism

Mid Semester Break – 14^th April – 3^rd May

Sunday, 4^st May, 2014

An overview of Global Citizenship Education

Sunday, 11^th May, 2014

Bilingualism, Multilingualism and the Preservation of Dying Languages

Indigenous Assimilation, Resistance, Reconciliation and Self-Determination

Sunday, 18^th May, 2014

Indigenous Canadian American Resistance and Reconciliation

Sunday, 25^th May, 2014

Native American Resistance and Reconciliation

Sunday, 1^st June, 2014

Intersecting Discourses: Closing the Gaps, Social Justice and the Treaty of Waitangi

Sunday, 8^th June, 2014

Indigenous People, Internet Communication Technologies and Popular Culture

Reflections & Conclusions

Sunday, 15^th June, 2014

Reflections and Comparative Evaluation

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html

Grading Policy http://mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.

When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.