Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Corrinne Sullivan
Contact via Email or phone
W3A 407
Monday 9am-11am
Tutor
Josephine Bourne
Contact via Email
W3A 409
Tutor
Michelle Finneran
Contact via Email
Tutor
Christopher Miller
W3A 410
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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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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Class participation | 10% | No | Ongoing |
Online Quiz | 5% | No | Monday 14th August |
Essay | 20% | No | Monday 28th August, 2017 |
Reflective Essay | 25% | No | Friday 6th October, 2017 |
Topic Analysis | 40% | No | Monday 6th November, 2017 |
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.
Due: Monday 14th August
Weighting: 5%
The questions in this quiz are derived from the first lecture and the Indigenous Terminology handout (located under weblinks on the unit ilearn page). Students have one attempt to get the answers correct. Time limit is 20 minutes.
No late submissions will be excepted.
The quiz is available to take for 14 days, we will not grant make-up quizzes. So don’t leave the quiz until the last minute, in case you get sick, or there is some misadventure on the last day it’s available! Late enrolment is not grounds for requesting a make-up quiz.
Due: Monday 28th August, 2017
Weighting: 20%
Students will identify and discuss the local Indigenous Australian people of the land on which the student lives/works/or studies.
Further information about the assignment, including the criteria and standards by which your work will be assessed will be available in the ilearn site.
Please note that late submissions will incur a one mark per day penalty.
Due: Friday 6th October, 2017
Weighting: 25%
Students will write a 1500 word reflective essay drawing from their journals that focus on their learning and findings of the topics (lectures, tutorial discussion/online forum) presented to date.
Further information about the assignment, including the criteria and standards by which your work will be assessed will be available in the ilearn site.
Please note that late submissions will incur a one mark per day penalty.
Due: Monday 6th November, 2017
Weighting: 40%
Students will self-select 3 weekly topics and will critically engage with and draw upon those topics to discuss their relationship to Indigenous Australians.
Further information about the assignment, including the criteria and standards by which your work will be assessed will be available in the ilearn site.
Please note that late submissions will incur a one mark per day penalty.
Online units can be accessed at: http://ilearn.mq.edu.au/.
Students are to listen to all lectures and respond to the weekly question on ilearn.
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.
Weekly Lecture Schedule ABST 100 Introduction to Indigenous Australia –Semester Two 2017
C5C T1 Monday 11am-1pm
Lecture 1 31st July |
Welcome to Indigenous Studies |
Lecture 2 7th August |
Reading and Writing in Indigenous Studies |
Lecture 3 14th August |
Who are Indigenous Australia: Identity
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Lecture 4 21st August |
Indigenous People and the Media |
Lecture 5 28th August |
An historical timeline: colonisation to resistance |
Lecture 6 4th September |
Indigenous land and country |
Lecture 7 11th September |
Indigenous people and the law: The Northern Territory Intervention or Stronger Futures?
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Mid-Semester Break
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Lecture 8 2nd October |
PUBLIC HOLIDAY – NO LECTURE/TUTORIALS. |
Lecture 9 9th October |
Indigenous Education
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Lecture 10 16th October |
Indigenous people and Health |
Lecture11 23rd October |
Race and Racism |
Lecture 12 30th October |
Stolen Generations |
Lecture 13 6th November |
More than dots: Indigenous people and the Arts
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Weekly Tutorial Schedule ABST 100 Introduction to Indigenous Australia – Semester Two 2017
Week 1 3rd March |
Introduction and Assessment overview
What is Indigenous Studies? |
Week 2 Tutorial Reading and Question: |
Discuss three key points from the lecture ‘Reading and Writing in Indigenous Studies’ |
Week 3 Tutorial Reading and Question: |
Who are Indigenous? What is Indigenous?
Identify one great Indigenous Australian, and discuss what makes them great.
DODSON, M. 1994. The Wentworth lecture the end in the beginning: Re(de)finding [A]boriginality. Australian Aboriginal Studies, 2-13. |
Week 4 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.
How are Indigenous people represented by mainstream media? Is Indigenous media (Koori Mail, NITV) empowering for Indigenous people, why?
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. |
Week 5 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? Why was Australia invaded? What, in your opinion, was the greatest act of resistance by Indigenous Australia?
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. |
Week 6 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’? Why is land important to Indigenous Australians?
SEIDEL, P. 2004. Native Title: The struggle for justice for the Yorta Yorta Nation. Alternative Law Journal, 29, 70-74 |
Week 7 September 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. |
Mid-Semester Break |
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Week 8 Tutorial Reading and Question: |
NO TUTORIALS THIS WEEK |
Week 9 Tutorial Reading and Question: |
What strategies would you include in any educational setting (early childhood, primary, Secondary, tertiary) 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. |
Week 10 Tutorial Reading and Question: |
What solutions can you argue that may improve basic health lifestyles for Aboriginal peoples in city/rural/remote locations? Can you identify some successful health programs?
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. |
Week 11 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. |
Week 12 Tutorial Reading and Question: |
The Stolen Generations had a deep impact on Indigenous Australia. How and why is this still affecting Indigenous Australia today? Was the national apology effective? Listen to more testimonies http://stolengenerationstestimonies.com/ READ, P. 1998. The return of the stolen generation. Journal of Australian Studies, 22, 8-19. |
Week 13 9th /12th June |
NO TUTORIAL |
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_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
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 –
The University 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 (02) 9850 4209.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
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:
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:
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This graduate capability is supported by:
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This graduate capability is supported by:
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:
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: