Students
ABST100 – Introducing Indigenous Australia
2014 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Tutor
Melissa Collins
Contact via melissa.collins@mq.edu.au
W3A 407
By appointment
Tutor
Amelia Corr
Contact via amelia.corr@mq.edu.au
W3A 305
By appointment
Unit Convenor
Corrinne Franklin
Contact via corrinne.franklin@mq.edu.au
W3A 314
Friday 10am-11am
Tutor
Emily Sutton
Contact via emily.sutton@mq.edu.au
Tutor
Gawaian Bodkin-Andrews
Contact via gawaian.bodkin-andrews@mq.edu.au
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit offers a broad introduction to the history and cultures of Indigenous Australia from an Indigenous standpoint. Students in this unit will study the historical impact of British colonisation on Australia's first peoples and learn about the history of Indigenous political resistance centred on land, social justice, human rights and cultural identity. Students in this unit will also be introduced to the social, cultural and political outlook of contemporary Indigenous identity and explore the impact and influence of early colonialist race theory on contemporary representations of Indigenous identity. This unit presents as a thought provoking and challenging cultural experience of Indigenous Australian history, culture and worldview and as such provides a solid theoretical foundation for anyone wishing to pursue further Indigenous studies.
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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:
- Describe the history of Indigenous Australia since British colonisation.
- Discuss the social, cultural and political issues that challenge contemporary Indigenous Australia.
- Explain contemporary Indigenous identity and Indigenous representations of Indigenous identity.
- Examine non-Indigenous constructions of Indigenous identity over time, including early colonialist race theory and its impact on contemporary representations of Indigenous identity.
- Explore societal misconceptions, ideas, attitudes and assumptions about Indigenous Australia.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Class participation | 10% | Ongoing |
| Essay | 25% | Monday 24th March, 2014 |
| Oral Presentation | 20% | TBA in class |
| Topic Analysis | 45% | Monday 16th June, 2014 |
Class participation
Due: Ongoing
Weighting: 10%
Student attendance and contributions will be assessed on an on-going basis.
This participation mark has two components:
*Class participation – attendance, reading, posing questions/identifying key themes.
*Class contribution – actively participating in classroom/online discussion.
On successful completion you will be able to:
- Describe the history of Indigenous Australia since British colonisation.
- Discuss the social, cultural and political issues that challenge contemporary Indigenous Australia.
- Explain contemporary Indigenous identity and Indigenous representations of Indigenous identity.
- Examine non-Indigenous constructions of Indigenous identity over time, including early colonialist race theory and its impact on contemporary representations of Indigenous identity.
- Explore societal misconceptions, ideas, attitudes and assumptions about Indigenous Australia.
Essay
Due: Monday 24th March, 2014
Weighting: 25%
Students will identify and discuss the local Indigenous Australian people of the land on which the student lives/works/or studies.
Further information will be available on ilearn.
On successful completion you will be able to:
- Describe the history of Indigenous Australia since British colonisation.
- Explain contemporary Indigenous identity and Indigenous representations of Indigenous identity.
- Examine non-Indigenous constructions of Indigenous identity over time, including early colonialist race theory and its impact on contemporary representations of Indigenous identity.
- Explore societal misconceptions, ideas, attitudes and assumptions about Indigenous Australia.
Oral Presentation
Due: TBA in class
Weighting: 20%
Students will present a 10 minute individual oral presentation of an assigned weekly tutorial topic.
Further information will be available on ilearn.
On successful completion you will be able to:
- Describe the history of Indigenous Australia since British colonisation.
- Discuss the social, cultural and political issues that challenge contemporary Indigenous Australia.
- Explore societal misconceptions, ideas, attitudes and assumptions about Indigenous Australia.
Topic Analysis
Due: Monday 16th June, 2014
Weighting: 45%
Students will self-select 3 weekly topics (not including the topic of their presentation) and will critically engage with and reflect upon those topics to discuss their relationship to Indigenous Australians.
Further information will be available on ilearn.
Please note that late submissions will incur a one mark per day penalty.
On successful completion you will be able to:
- Describe the history of Indigenous Australia since British colonisation.
- Discuss the social, cultural and political issues that challenge contemporary Indigenous Australia.
- Explore societal misconceptions, ideas, attitudes and assumptions about Indigenous Australia.
Delivery and Resources
Online units can be accessed at: http://ilearn.mq.edu.au/.
PC and Internet access are required. Basic computer skills (e.g. internet browsing) and skills in word processing are also a requirement.
Please consult teaching staff for any further, more specific requirements.
Unit Schedule
Weekly Lecture Schedule ABST 100 Introduction to Indigenous Australia – Semester One 2014 Room C5C – T1 12:00-2:00
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Lecture 1 7th March |
Welcome to Indigenous Studies |
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Lecture 2 14th March |
Who are Indigenous Australia: Identity
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Lecture 3 21st March |
Current Affairs: Media Watch |
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Lecture 4 28th March |
Stolen Generation: A personal experience (Aunty Elaine Chapman) |
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Lecture 5 4th April |
Indigenous Education (Associate Professor Michelle Trudgett) |
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Lecture 6 11th April |
Indigenous Education: Personal experiences (selected panel) |
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Mid-Semester Break |
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Lecture 7 2nd May |
An historical timeline: colonisation to resistance |
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Lecture 8 9th May |
Indigenous people and Health (Associate Professor Susan Page) |
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Lecture 9 16th May |
More than dots: Art and Performance |
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Lecture 10 23rd May |
Indigenous land and country (Dr. Sandie Suchet-Pearson) |
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Lecture11 30th May |
Indigenous people and the law: The Northern Territory Intervention or Stronger Futures? (Ms Holly Doel-Mackaway) |
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Lecture 12 6th June |
Race and Racism (Dr Gawaian Bodkin-Andrews)
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Lecture 13 13th June |
Indigenous Australia: Where to from here |
Weekly Tutorial Schedule ABST 100 Introduction to Indigenous Australia – Semester One 2014
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Week 1 No Tutorial 7th March |
NO TUTORIAL DODSON, M. 1994. The Wentworth lecture the end in the beginning: Re(de)finding aboriginality. Australian Aboriginal Studies, 2-13. |
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Week 2 14th March Tutorial Reading and Question: |
No Reading this week. Introductions. Assessment overview. Tutorial presentations to be assigned. What is Indigenous studies? |
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Week 3 21st March Tutorial Reading and Question: |
Student Presentations commence this week.
Name and discuss contemporary Indigenous Australians contributions to Australia, and Indigenous Australia.
HEISS, A. 2012. Introduction: Who am I? In: HEISS, A. (ed.) Am I Black enough for you? Sydney: Bantam. |
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Week 4 28th March Tutorial Reading and Question: |
Students will name and discuss a recent news article. All students to locate their own news article from recent newspapers (Koori Mail, Sydney Morning Herald, Daily Telegraph etc). Internal students should bring a copy to their tutorial class, external students are to cite their news article for other students to locate and read.
BANERJEE, S. B. & OSURI, G. 2000. Silences of the media: whiting out Aboriginality in making news and making history. Media, Culture & Society, 22, 263-284. |
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Week 5 4th April Tutorial Reading and Question: |
The Stolen Generations had a deep impact on Indigenous Australia. How and why is this still affecting Indigenous Australia today? Listen to more testimonies http://stolengenerationstestimonies.com/
READ, P. 1998. The return of the stolen generation. Journal of Australian Studies, 22, 8-19. |
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Week 6 11th April Tutorial Reading and Question: |
What strategies would you include in any educational setting that could increase participation levels of Indigenous students?
RIGNEY, L.-I. 2011. Indigenous education and tomorrow's classroom: Three questions, three answers. In: PURDIE, N., MILGATE, G. & BELL, H. R. (eds.) Two way teaching and learning: Toward culturally reflective and relevant education. Victoria: ACER Press. |
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Mid-Semester Break |
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Week 7 2nd May Tutorial Reading and Question: |
Last week we heard the education experiences of some Indigenous Elders. Discuss their experiences with reference to this weeks’ reading.
PARBURY, N. 2011. A history of Aboriginal education. In: CRAVEN, R. (ed.) Teaching Aboriginal Studies: A practical resource for Primary and Secondary Teaching. Crows Nest: Allen and Unwin. |
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Week 8 9th May Tutorial Reading and Question: |
It has been claimed that the extent of Indigenous death through massacre has been greatly exaggerated (Windshuttle 2002). Do you think this aspect of Australia’s history is an inconvenient truth?
REYNOLDS, H. 2006. Resistance: Motives and Objectives. In: REYNOLDS, H. (ed.) The other side of the frontier: Aboriginal resistance to the European invasion of Australia. Sydney: UNSW Press. |
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Week 9 16th May Tutorial Reading and Question:
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What solutions can you argue that may improve basic health lifestyles for Aboriginal peoples in city/rural/remote locations?
PHOLI, K., BLACK, D. & RICHARDS, C. 2009. Is ‘Close the Gap’ a useful approach to improving the health and wellbeing of Indigenous Australians? Australian Review of Public Affairs, 2, 1-13. |
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Week 10 23rd May Tutorial Reading and Question: |
Why are the arts important to Indigenous community vitality?
GLOW, H. & JOHANSON, K. Your Genre is Black': Indigenous Performing Arts and Policy. Platform Papers, 2009. Jan 2009, 1-66. |
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Week 11 30th May Tutorial Reading and Question: |
What are the concerns about Aboriginal Australian Native title claims in Australia? Consider the pastoral (farming) and mining industries – who actually has control over ‘Aboriginal lands’?
SEIDEL, P. 2004. Native Title: The struggle for justice for the Yorta Yorta Nation. Alternative Law Journal, 29, 70-74.
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Week 12 6th June Tutorial Reading and Question: |
Discuss Gary Johns article on The Northern Territory Intervention in Aboriginal Affairs: ‘Wicked Problem or Wicked Policy’? What factors are at play?
JOHNS, G. 2008. The Northern Territory Intervention in Aboriginal Affairs: Wicked Problem or Wicked Policy? Agenda, 15, 65-84. |
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Week 13 13th June Tutorial Reading and Question: |
How or why are Indigenous Australians targeted for racism by Australian society?
MELLOR, D. 2003. Contemporary Racism in Australia: The Experiences of Aborigines. Personality and Social Psychology Bulletin, 29, 474-486
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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 Support for Indigenous Australian students –
Warawara – Department of Indigenous Studies has an Indigenous Student Support Officer, who is able to provide social educational and personal support for all Indigenous students. For further information please contact them on (02) 9850 4209.
The Indigenous Student Support Officer is located at Warawara Department of Indigenous Studies, room 307, building W3A.
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
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Describe the history of Indigenous Australia since British colonisation.
- Discuss the social, cultural and political issues that challenge contemporary Indigenous Australia.
- Explain contemporary Indigenous identity and Indigenous representations of Indigenous identity.
- Examine non-Indigenous constructions of Indigenous identity over time, including early colonialist race theory and its impact on contemporary representations of Indigenous identity.
- Explore societal misconceptions, ideas, attitudes and assumptions about Indigenous Australia.
Assessment tasks
- Oral Presentation
- Topic Analysis
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Describe the history of Indigenous Australia since British colonisation.
- Discuss the social, cultural and political issues that challenge contemporary Indigenous Australia.
- Explain contemporary Indigenous identity and Indigenous representations of Indigenous identity.
- Examine non-Indigenous constructions of Indigenous identity over time, including early colonialist race theory and its impact on contemporary representations of Indigenous identity.
Assessment tasks
- Class participation
- Oral Presentation
- Topic Analysis
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcome
- Explore societal misconceptions, ideas, attitudes and assumptions about Indigenous Australia.
Assessment tasks
- Class participation
- Oral Presentation
- Topic Analysis
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Describe the history of Indigenous Australia since British colonisation.
- Discuss the social, cultural and political issues that challenge contemporary Indigenous Australia.
- Explain contemporary Indigenous identity and Indigenous representations of Indigenous identity.
Assessment tasks
- Class participation
- Essay
- Oral Presentation
- Topic Analysis
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- Describe the history of Indigenous Australia since British colonisation.
- Discuss the social, cultural and political issues that challenge contemporary Indigenous Australia.
- Explain contemporary Indigenous identity and Indigenous representations of Indigenous identity.
- Examine non-Indigenous constructions of Indigenous identity over time, including early colonialist race theory and its impact on contemporary representations of Indigenous identity.
- Explore societal misconceptions, ideas, attitudes and assumptions about Indigenous Australia.
Assessment tasks
- Class participation
- Essay
- Oral Presentation
- Topic Analysis
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcome
- Describe the history of Indigenous Australia since British colonisation.
Changes since First Published
| Date | Description |
|---|---|
| 09/03/2014 | added details for Amelia Corr |