Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Danielle Montgomery
Contact via danielle.montgomery@mq.edu.au
Level 4, W3A room 409
By appointment please email to arrange
Bronwyn Carlson
|
---|---|
Credit points |
Credit points
4
|
Prerequisites |
Prerequisites
Admission to MIndigenousEd or GradDipIndigenousEd or GradCertIndigenousEd
|
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.
|
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 |
---|---|---|---|
Regular Online Activity | 30% | No | Regularly |
Digital Storytelling Piece | 30% | No | Sunday, 16 April 2017 |
Research Essay | 40% | No | Sunday, 28th May 2017 |
Due: Regularly
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.
Late submissions require disruption to study approval
Weekly Topics and Weekly Assessment Questions
Week
Due Date
Topic / Activity
1
23rd April 2017
Examining the United Nations Declaration of Human Rights of Indigenous Peoples
Familiarise yourself with iLearn site. Post a brief introduction about yourself. Begin by telling us about yourself (including your ancestry if you wish), what you do and where you do it. Please also share with us what you wanted to be or do with your life when you were growing up. Reflect on, and share how, this coursework (and any other courses you are completing) relates to your personal and/or professional aspirations.
If you have not already done so, please upload a digital image of yourself in the image upload section of your iLearn profile as well as update your iLearn profile (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 are helpful in establishing a vibrant online learning community.
2
23rd April 2017
Māori Education in New Zealand
Provide an overview of the evolution and components of the Treaty of Waitangi.
3
23rd April 2017
The Native American (American Indian) Experience: Pre-Colonization and the Invasion
Provide a summary of Newcomb's ideas about Cognitive theory and how it relates to federal Indian law.
4
23rd April 2017
The Difference and Similarities between Indigenous educational experiences in Australia, New Zealand and the United States of America
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 of America.
5
23rd April 2017
Cultural Relativism vs. Universal Human Rights
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.
6
23rd April 2017
Citizenship Education: A Global Perspective on Assimilation and Multiculturalism
Define in your own words each of these terms and explain how they differ from each other: assimilation, melting pot, differentialism, multiculturalism and pluralism.
7
23rd April 2017
An overview of Global Citizenship Education
Based on the readings and lecture materials, provide and elaborate on 5 characteristics of a global citizen.
8
16th July 2017
Bilingualism, Multilingualism and the Preservation of Dying Languages
Describe some of the challenges and benefits of creating a bilingual education program for Indigenous peoples.
9
16th July 2017
Indigenous Canadian American Resistance and Reconciliation
Based on the weekly readings what are some of the concerns of First Peoples (in Canada) in their efforts towards self-determination?
10
16th July 2017
Native American Resistance and Reconciliation
What are Pewewardy and Hammer’s recommendations for culturally responsive teaching for American Indian students? Which ones overlap with TribCrit?
11
16th July 2017
Intersecting Discourses: Closing the Gaps, Social Justice and the Treaty of Waitangi
Describe how the education of the Maori people was impacted by the Treaty of Waitangi.
12
16th July 2017
Indigenous People, Internet Communication Technologies and Popular Culture
Describe some of the concerns and benefits of using ICTs to archive Indigenous language and culture.
13
16th July 2017
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 academic sources. 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 responses can be between 225-275 words). Marks will be deducted for fewer or more words than this.
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.
Due: Sunday, 16 April 2017
Weighting: 30%
Assignment 2: Digital Storytelling Piece
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.’
Van den Berg, R 2005, ‘Aboriginal storytelling and writing’, Australian Public Intellectual Network, p.2011.
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.
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:
What to include in your digital story:
Digital Storytelling Rubric
Category
Advanced/Proficient
Competent
Functional
Developing
Purpose of Story
Establishes a purpose early on and maintains a clear focus throughout.
Establishes a purpose early on and maintains focus for most of the presentation.
There are a few lapses in focus, but the purpose is fairly clear.
It is difficult to figure out the purpose of the presentation.
Point of View
The point of view is well developed and contributes to the overall meaning of the story.
The point of view is stated but does not connect with each part of the story, although an attempt is made to connect it to the overall meaning of the story.
The point of view is stated but no attempt is made to connect it to the overall meaning of the story.
The point of view is only hinted at, or is difficult to discern.
Choice of Content
Contents create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. Provides documentation for claims.
Contents create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. Provides some documentation for claims
An attempt was made to use contents to create an atmosphere/tone but it needed more work. Image choice is logical.
Little or no attempt to use contents to create an appropriate atmosphere/tone.
Clarity of Voice
Voice quality is clear and consistently audible throughout the presentation.
Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.
Voice quality is clear and consistently audible through some (70-84%)of the presentation.
Voice quality needs more attention.
Pacing of Narrative
The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story.
Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.
Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged.
No attempt to match the pace of the storytelling to the story line or the audience.
Quality of Images
Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.
Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.
An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.
Little or no attempt to use images to create an appropriate atmosphere/tone.
Economy of Story Detail
The story is told with exactly the right amount of detail throughout. It does not seem too short - at least 5 minutes- nor does it seem too long - no longer than 8 minutes.
The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.
The story seems to need more editing. It is noticeably too long or too short in more than one section.
The story needs extensive editing. It is too long or too short to be interesting.
Grammar and Language Usage
Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development.
Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story.
Grammar and usage were typically correct but errors detracted from story
Repeated errors in grammar and usage distracted greatly from the story.
Organization
Clear introduction, body, and conclusion. Story flows in a logical manner
Introduction, body, and conclusion. Story flows in a somewhat logical manner
Introduction, body, and conclusion. Story flow does not flow in a logical manner
No introduction, body, and conclusion.. Little or no clear flow to the
Late submissions require approval through the disruption to study process
Due: Sunday, 28th May 2017
Weighting: 40%
Assignment 3: Research Paper—4,000 words
Write a 4,000 word research paper answering one of the following four questions:
Use Times or Times New Roman 12 point font. Include reference to at least 7 scholarly sources (i.e. academic sources such as journal articles or academic books). Government reports, non-government agency reports and newspaper articles for example are secondary sources and are not considered scholarly sources. Secondary sources may be used to support your arguments however, academic sources must be used as the primary basis for your arguments.
Rubric for choices listed above
Advanced
Proficient
Competent
Functional
Developing
Thesis
There is a clearly defined thesis presented in the introduction of the paper
There is a clearly defined thesis presented in the paper
The thesis is not fully developed
Poorly defined thesis
Not applicable
Content
Concrete, relevant details support the thesis throughout the paper. The information presented is relevant, appropriate in scope, and demonstrates a complex understanding of the topic
Content support is present but not perfected.
Content support is present but scope is too broad or too narrow
General information provided, supports are not specific
Not applicable
Organization-Structural Development of the Idea
Writer demonstrates logical and subtle sequencing of ideas through well-developed paragraphs; transitions are used to enhance organization.
Paragraph development present but not perfected.
Logical organization; organization of ideas not fully developed.
No evidence of structure or organization.
Not applicable
Conclusion
The conclusion is engaging and restates the thesis.
The conclusion restates the thesis.
The conclusion does not adequately restate the thesis.
Incomplete and/or unfocused.
Absent
Mechanics
No errors in punctuation, capitalization and spelling.
Almost no errors in punctuation, capitalization and spelling.
Many errors in punctuation, capitalization and spelling.
Numerous and distracting errors in punctuation, capitalization and spelling.
Not applicable
Usage
No errors sentence structure and word usage.
Almost no errors in sentence structure and word usage.
Many errors in sentence structure and word usage.
Numerous and distracting errors in sentence structure and word usage.
Not applicable
Citation
All cited works, both text and visual, are done in the correct format with no errors.
Some cited works, both text and visual, are done in the correct format. Inconsistencies evident.
Few cited works, both text and visual, are done in the correct format.
Absent
Not applicable
Bibliography
Done in the correct format with no errors. Includes more than 7 major references (e.g. academic journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet sites.)
Done in the correct format with few errors. . Includes 7 major references (e.g. academic journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet sites.)
Done in the correct format with some errors. Includes 5 major references (e.g. academic journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet sites.)
Done in the correct format with many errors. Includes 3 major references (e.g. academic journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet sites.)
Absent or the only sites are internet sites.
OR instead of answering one of the four questions above:
Provide a summary and critique of four journal articles published in academic journals between 2012 and 2017 dealing with any of the Global Indigenous Education topics addressed in this course. Each article should address one of the following locations with no duplication of locations: New Zealand, the United States, Canada and Australia. Explain the implications the article has for Indigenous education, as well as Indigenous languages, multiculturalism, and/or Reconciliation. 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?
3. What 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?
Late submissions require approval through the disruption to study process.
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
Archibald, J 2008 Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit, UBC Press, Vancouver (read Chapter 1).
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 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 11 – Required Readings
Hook, G R. 2006 A future for Maori education Part I: The dissociation of culture and education. Mai Review, 1(2), pp.1-14. Retrieved from http://www.review.mai.ac.nz/index.php/MR/article/view/8/197
Lourie, M., 2016. Biculturalism in education: Haere whakamua, hoki whakamuri/Going forward, thinking back. New Zealand Journal of Teachers' Work, 12(2), pp.131-148. Retrieved from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw/article/view/33
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.
Week |
Date |
Topic |
MODULE 1: INTRODUCTION and HISTORICAL OVERVIEW |
||
1 |
Sun 5 March 2017 |
Examining the United Nations Declaration of Human Rights of Indigenous Peoples |
2 |
Sun 12 March 2017 |
Māori Education in New Zealand |
3 |
Sun 19 March 2017 |
The Native American (American Indian) Experience: Pre-Colonization and the Invasion |
4 |
Sun 26 March 2017 |
The Difference and Similarities between Indigenous educational experiences in Australia, New Zealand and the United States of America |
MODULE 2: LANGUAGE, CULTURE and GLOBALISATION |
||
5 |
Sun 2 April 2017 |
Cultural Relativism vs. Universal Human Rights |
6 |
Sun 9 April 2017 |
Citizenship Education: A Global Perspective on Assimilation and Multiculturalism |
7 |
Sun 16 April 2017 |
An overview of Global Citizenship Education Assessment 2—Digital Storytelling Piece is due. |
MID-SEMESTER BREAK (17-28 April 2017) |
||
8 |
Sun 7 May 2017 |
Bilingualism, Multilingualism and the Preservation of Dying Languages |
MODULE 3: INDIGENOUS ASSIMILATION, RESISTENCE, RECONCILIATION and SELF-DETERMINATION |
||
9 |
Sun 14 May 2017 |
Indigenous Canadian American Resistance and Reconciliation |
10 |
Sun 21 May 2017 |
Native American Resistance and Reconciliation |
11 |
Sun 28 May 2017 |
Intersecting Discourses: Closing the Gaps, Social Justice and the Treaty of Waitangi Assessment 3—4,000 word essay is due. |
12 |
Sun 4 June 2017 |
Indigenous People, Internet Communication Technologies and Popular Culture |
REFLECTIONS and CONCLUSIONS |
||
13 |
Sun 11 June 2017 |
|
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.
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 postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
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.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by: