|Unit convenor and teaching staff||
Unit convenor and teaching staff
Dr Colleen McGloin
By appointment. Please email to set up a time.
Admission to MIndigenousEd or GradDipIndigenousEd or GradCertIndigenousEd
This unit examines how politics, power and colonialism have impacted on Indigenous Australians and education. Various pieces of government legislation and practices will be critically analysed.
Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/
Marking criteria: The criteria and standards by which your work will be assessed will be available in the ilearn site.
Submitting your work: Each assessment task is to be submitted online.
Extensions will only be granted in exceptional circumstances, and will require documentary evidence such as a medical certificate to support the request for an extension. You should contact the convener as early as possible if you think you may need an extension.
Penalties for late submission: Late submissions for the online discussion activity will not be accepted without documentary evidence. Late essay submissions which are submitted after the due date, without having an extension granted by the convener, will be penalised, by 3 marks a day for each day after the due date. Any paper submitted more than 3 weeks after the due date will not be marked, and the student will be failed for the assignment.
|Weekly online activity||40%||No||Sunday of each week|
|Short essay||25%||No||22 September|
|Research essay||35%||No||10 November|
Due: Sunday of each week
At the beginning of each week, the subject coordinator will identify a point/argument in one of the readings and put this on the forum as a quotation - the reading will not be disclosed so you will need to do all of the readings in order to complete this exercise. Your task is to provide a weekly post that responds to the quote/points selected by the convener. Give each of your posts post the heading "Weekly Post" along with your name and the date of submission. You can either engage directly with the quote, or discuss it with another student on the forum by commenting on their post. Your assessment task post must be as close to 250 words as possible - check your word count before posting. As well as your official assessment task post, you are encouraged to comment and contribute to the discussion informally so we can generate a good lively debate! Your assessment task post must be written in academic prose (e.g. correct grammar, punctuation, expression will be expected) and must show scholarly engagement with the concept/s and/or the student with whom you choose to discuss. Each weekly response will be marked out of 10. Marks will be recorded by the convener each week and final marks for the completed exercise allocated to students at the end of semester.. If students have not posted by the due time and day each week, they will be given a grade of zero for that week.
Note: It is imperative that the response be provided by Sunday 5pm of each week.
Details of the online activities are posted under each weekly topic on iLearn. You will be able to see the answers provided by other students only after you have posted your response (note: there may be a 15 minute ‘turnover’ time).
Due: 22 September
The second assessment requires students to write a short essay from one of the three topics below. You are expected to draw material from modules 1, 2 and 3 as you write the essay and also, to demonstrate wider research..
1. Choose one of the following broad topics:
Make sure you choose a subject which is manageable within the constraints set out below.
2. In reflecting on your chosen subject, consider the ways in which power has been exercised and by whom. What obstacles were overcome, and how? What tactics were used, and how successful were they? What important lessons can we learn from your chosen subject?
3. Full academic referencing is required (in-text referencing is preferred) and you should include a bibliography. An abstract is not required for this essay.
4. Give your essay a title denoting the chosen topic. At this level, it is expected that academic prose comprises correct grammar, referencing, sentence structure, punctuation, page numbers, flow of argument/points etc and general high level essay writing skills
Due: 10 November
The final assessment requires students to conduct extensive independent research and present their findings in essay form. Students will identify a government policy related to Indigenous education which has been formulated and implemented by either the Commonwealth government, or by a state or territory government in Australia.
Note: You should have chosen your policy by week 8 and begun to gather appropriate research in preparation for this task.
In your essay, you should do the following things:
1. Describe and give some backdrop for the political context in which the policy was formulated.
2. You could consider the following questions, as appropriate:
3. Consider how could the policy be evaluated, in your view? Has it been a success or a failure? Give reasons/evidence for your answer.
This unit is taught externally. This unit has an unit webpage which is accessible only to currently enrolled students. Online units can be accessed at: http://ilearn.mq.edu.au
Lectures will be recorded weekly and available for download.
All required readings are available via e-Reserve through the library website, here: http://multisearch.mq.edu.au/primo_library/libweb/action/dlSearch.do?vid=MQ&institution=MQ&tab=reserve_collection&bulkSize=20&loc=adaptor,scope:(reserve)&pcAvailabiltyMode=false&query=any,contains,INED803.
Direct links and details are provided on iLearn
List of weekly readings
Ariadne Vromen, Katharine Gelber and Anika Gauja (2009) “Power and Politics” in Powerscape: Contemporary Australian Politics, Allen and Unwin
Jane Robbins and John Summers (2010) “Indigenous affairs policy” in Dennis Woodward, Andrew Parkin and John Summers (eds)Government, Politics, Power and Policy in Australia, Pearson
Tess Lea (2008) “Encountering” in Bureaucrats and Bleeding Hearts: Indigenous Health in Northern Australia, UNSW Press
Richard Broome (2010) “Resisting the invaders” in Aboriginal Australians: A History since 1788, 4th ed., Allen and Unwin
Heather Goodall (1996) “The Aborigines Protection Board” and “Escalating Pressures” in Invasion to Embassy: Land in Aboriginal Politics in New South Wales 1770-1972, Allen and Unwin
Tim Rowse (1998) “Settlements and Families” in White Flour, White Power: From Rations to Citizenship in Central Australia, Cambridge University Press
WEH Stanner (1968) “The Great Australian Silence” (Extract from The Boyer Lectures: After the Dreaming) in Robert Manne (ed) (2010)WEH Stanner: The Dreaming and other essays, Black Inc
Paul Keating (1992) “The Redfern Park Speech” in Michelle Grattan (ed) (2000) Reconciliation: Essays on Australian Reconciliation, Black Inc Melbourne (A version of this, including audio and links to video, is also available at http://australianpolitics.com/1992/12/10/paul-keatings-redfern-speech.html)
Sarah Maddison “History and Identity: What we lose by denying our past” in Beyond White Guilt: The real challenge for black-white relations in Australia, Allen and Unwin
ABC Radio National (2007) “Remote – Aboriginal communities in the bush”, Rear Vision, 1 July, at www.abc.net.au/rn/rearvision/stories/2007/1963077.htm
Coral Dow and John Gardiner-Garden (2011) “Overview of Indigenous Affairs Part 1: 1901-1991”, Parliamentary Library Background Note 10 May, at http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/BN/1011/IndigenousAffairs1
John Gardiner-Garden (2007) “The 1967 Referendum – History and Myths”, Parliamentary Library Research Brief No. 11, 2006-07 at www.aph.gov.au
Russell McGregor (2011) “After the Referendum” in Indifferent Inclusion: Aboriginal People and the Australian Nation, Aboriginal Studies Press
Alissa Macoun (2011) “Aboriginality and the Northern Territory Intervention”, Australian Journal of Political Science, 46 (3) 519-534
Tim Rowse (2000) "The modest mandate of 1967", Chapter 1 in Obliged to be Difficult: Nugget Coombs' Legacy in Indigenous Affairs, Cambridge University Press pages 17-33
Stuart Bradfield (2006) “Separatism or Status Quo? Indigenous Affairs from the Birth of Land Rights to the Death of ATSIC”, Australian Journal of Politics and History, 52(1) 80-97
John Howard, “Practical Reconciliation” in Michelle Grattan (ed) (2000) Reconciliation: Essays on Australian Reconciliation, Black Inc Melbourne (an abridged version of this speech is also available at http://australianpolitics.com/2000/05/27/john-howard-address-to-corroboree-2000.html )
Kevin Rudd (2008) “Apology to Australia’s Indigenous Peoples”, 13 February, House of Representatives, Hansard pp 167-171, available at http://parlinfo.aph.gov.au/parlInfo/genpdf/chamber/hansardr/2008-02-13/0003/hansard_frag.pdf;fileType=application%2Fpdf
Bain Attwood and Andrew Markus (2007) “The poll and its consequences” in The 1967 Referendum: Race, Power and the Australian Constitution, 2nd ed, Aboriginal Studies Press
Sarah Maddison (2010) “White Parliament, Black Politics: The Dilemmas of Indigenous Parliamentary Representation”, Australian Journal of Political Science 45(4) 663-680
Thalia Anthony (2010) “A New National Indigenous Representative Body... Again” Indigenous Law Bulletin 7(18) 5-9
National Congress of Australia’s First Peoples (2011) “What is the National Congress? Fact Sheet”, available at http://nationalcongress.com.au/about-us/
Patrick Sullivan (2011) “Accountability and Government/Citizen Relations” in Belonging Together: Dealing with the politics of disenchantment in Australian Indigenous policy, Aboriginal Studies Press, Canberra
Australian Electoral Commission (2011) “Electoral milestones – Timetable for Indigenous Australians” at http://www.aec.gov.au/Voting/indigenous_vote/indigenous.htm
You Me Unity (2011) “A National Conversation about Aboriginal and Torres Strait Islander Constitutional Recognition: Discussion Paper”, available at http://www.recognise.org.au/wp-content/uploads/shared/downloads/2653fb1b6a59a1ab8d18.pdf
Michael A Murphy (2008) “Representing Indigenous Self-Determination”, University of Toronto Law Journal 58 (185-216)
Verity Burgmann (2003) “The Aboriginal Movement” in Power, profit and protest: Australian social movements and globalisation, Allen and Unwin, Crows Nest
Marcia Langton (2008) “Trapped in the Aboriginal reality show”, Griffith Review: Re-imagining Australia, Autumn, 143-162
Kerry McCallum and Lisa Waller (2012) “Managing the optics of the Intervention”, Inside Story 22 June, at http://inside.org.au/managing-the-optics-of-the-intervention/
Dennis Foley (2010) “Can we educate and train Aboriginal leaders within our tertiary education systems?” Australian Journal of Indigenous Education 39, 138-150
Garry Foley (2011) “Black Power, land rights and Aboriginal history”, Griffith Law Review 20(3) 608-618
Peter Buckskin (2009) “Hawke and Ryan: An acceleration of Indigenous education policy” in Gerry Bloustein, Barbara Comber and Alison Mackinnon (eds) The Hawke Legacy, Wakefield Press
Tim Rowse (2010) “The Reforming State, the Concerned Public and Indigenous Political Actors”, Australian Journal of Politics and History 56 (1) 66-81
Alan Fenna (2004) "The role of the state: Ideological perspectives", Chapter 2 in Australian Public Policy, 2nd ed, Pearson Longman, pp36-70
Will Sanders (2010) "Ideology, evidence and competing principles in Australian Indigenous affairs: From Brough to Rudd via Pearson and the NTER", Australian Journal of Social Issues 45(3) 307-331
Noel Pearson (2009) “Our Right to take Responsibility” in Up from the Mission: Selected Writings, Black Inc Melbourne
Will Sanders (2008) “Equality and Difference Arguments in Australian Indigenous Affairs: examples from income support and housing”, Public Policy 3(1) 87-99
Boyd Hunter (2007) “Conspicuous compassion and wicked problems: the Howard Government’s national Emergency in Indigenous Affairs”,Agenda 14(3) 35-51 at http://epress.anu.edu.au/wp-content/uploads/2011/06/14-3-A-1.pdf
Darryl Cronin (2007) “Welfare dependency and mutual obligation: Negating Indigenous sovereignty” in Aileen Moreton-Robinson (ed)Sovereign Subjects: Indigenous Sovereignty Matters, Allen and Unwin
Sarah Maddison and Richard Denniss (2009) “State or Market 1: Ideology and Public Policy” in An Introduction to Australian Public Policy: Theory and Practice, Cambridge University Press
Catherine Althaus, Peter Bridgman and Glyn Davis (2009) “A Policy Cycle” in The Australian Policy Handbook, 4th ed, Allen and Unwin (other editions also suitable)
Tom Calma (2007) “What makes good Indigenous policy?”, Speech to IQPC Annual Conference, 1 May, available at http://pandora.nla.gov.au/pan/60441/20070703-0431/www.hreoc.gov.au/speeches/social_justice/2007/iqpc_6thconf_1may06.html
Larissa Behrendt (2012) “Avoiding an era of symbolism in Indigenous Affairs” in Antony Loewenstein and Jeff Sparrow (eds) Left Turn: Political essays for the New Left, Melbourne University Press
Toni Bauman (2007) “You mob all agree? The Chronic Emergency of Culturally Competent Engaged Indigenous Problem Solving”,Indigenous Law Bulletin 6 (29) 13-15
Claudia Scott and Karen Baehler (2010) "All about policy", Chapter 1 in Adding Value to Policy Analysis and Advice, UNSW Press, pages 9-41
Jan Gray and Quentin Beresford (2008) “A ‘formidable challenge’: Australia’s quest for equity in Indigenous education”, Australian Journal of Education 52(2) 197-223
Pat Dodson (2008) “Reconciliation” in Robert Manne (ed) Dear Mr Rudd: Ideas for a Better Australia, Black Inc Melbourne
Sarah Maddison (2009) “A history of policy failure” in Black Politics: Inside the complexity of Aboriginal political culture, Allen and Unwin
Will Sanders (2008) “In the name of failure: A generational revolution in Indigenous affairs” in Chris Aulich and Roger Wettenhall (eds)Howard’s Fourth Government: Australian Commonwealth Administration 2004-2007, UNSW Press
Janet Hunt (2008) “Failure, Evidence and New Ideas”, Canberra Times 29 February, available at http://caepr.anu.edu.au/sites/default/files/Publications/topical/Hunt_Ideas.pdf
Michael C Dillon and Neil D Westbury (2007) “The Institutional Determinants of Government Failure in Indigenous Affairs” in Beyond Humbug: Transforming government engagement with Indigenous Australia, Seaview Press, West Lakes
Helen Harper et al. (2012) “ABRACADABRA for magic under which conditions? Case studies of a web-based literacy intervention in the Northern Territory” Australian Journal of Language and Literacy 35(1) 33-50
Gary Banks (2009) “Are we overcoming Indigenous disadvantage?”, Lecture in Reconciliation Australia’s ‘Closing the Gap’ series, available at http://www.pc.gov.au/news-media/speeches/cs20090707-overcoming-indigenous-disadvantage/cs20090707.pdf
Boyd Hunter (2009) “Indigenous social exclusion: Insights and challenges for the concept of social inclusion”, Family Matters (Journal of the Australian Institute of Family Studies) 82, 52-61 (see PDF below)
Terry Dunbar and Margaret Scrimgeour (2007) “Education” in Bronwyn Carson, Terry Dunbar, Richard Chenhall and Ross Bailie (eds) Social Determinants of Indigenous Health, Allen and Unwin
Steering Committee for the Review of Government Service Provision (SCRGSP) (2011) Overcoming Indigenous Disadvantage: Key Indicators 2011, Productivity Commission available at http://www.pc.gov.au/research/ongoing/overcoming-indigenous-disadvantage/key-indicators-2011
Steering Committee for the Review of Government Service Provision (SCRGSP) (2014) Overcoming Indigenous Disadvantage: Key Indicators 2014, Productivity Commission available at http://www.pc.gov.au/research/ongoing/overcoming-indigenous-disadvantage/key-indicators-2014#thereport
Zaza Lyons and Aleksandar Janca (2012) “Indigenous children in Australia: Health, education and optimism for the future”, Australian Journal of Education 56(1) 5-21
Boyd Hunter and Kirrily Jordan (2010) “Explaining social exclusion: Towards social inclusion for Indigenous Australians”, Australian Journal of Social Issues 45(2) 243-265
Janet Hunt (2010) “Missed opportunity: The NTER and sustainable development outcomes for Aboriginal people in the Northern Territory”,Australian Journal of Social Issues 45(3) 417-431
JC Altman (2009) “Beyond Closing the Gap: Valuing Diversity in Indigenous Australia”, CAEPR Working Paper No. 54, available at http://caepr.anu.edu.au/sites/default/files/Publications/WP/CAEPRWP54.pdf
Kirrily Jordan, Hannah Bulloch and Geoff Buchanan (2010) “Statistical Equality and Cultural Difference in Indigenous Wellbeing Frameworks: A new expression of an enduring debate” Australian Journal of Social Issues 45(3) 333-362
Rosalind Kitson and Jennifer Bowes (2010) “Incorporating Indigenous ways of knowing in early education for Indigenous children”, Australasian Journal of Early Childhood 35(4) 81-89 (PDF below)
Kerryn Pholi, Dan Black and Craig Richards (2009) “Is ‘Close the Gap’ a useful approach to improving the health and wellbeing of Indigenous Australians?” Australian Review of Public Affairs 9(2) 1-13 at http://www.flinders.edu.au/medicine/fms/sites/southgate_old/documents/journal%20club/2011/Articles/Pholi%20-%20Is%20Close%20the%20gap%20a%20useful%20approach.pdf
Julia Gillard PM (2012) Prime Ministerial Statement: “Closing the Gap”, 15 February 2012, at http://webarchive.nla.gov.au/gov/20140803084214/http://pmtranscripts.dpmc.gov.au/browse.php?did=18388
Julia Gillard PM (2012) Closing the Gap: Prime Minister's Report at http://webarchive.nla.gov.au/gov/20120317053118/http://www.fahcsia.gov.au/sa/indigenous/pubs/closing_the_gap/Pages/ctg_pm_report_2012.aspx
Tony Abbott PM (2014) Closing the Gap: Prime Minister's Report, at http://www.dpmc.gov.au/resource-centre/indigenous-affairs/closing-gap-prime-ministers-report-2014
Tony Abbott PM (2015) Closing the Gap: Prime Minister's Report, at http://www.dpmc.gov.au/resource-centre/indigenous-affairs/closing-gap-prime-ministers-report-2015
Malcolm Turnbull PM (2016) Closing the Gap - Prime Minister's Report 2016, available at http://www.dpmc.gov.au/resource-centre/indigenous-affairs/closing-gap-prime-ministers-report-2016
Brian Devlin (2011) “The status and future of bilingual education for remote Indigenous students in the Northern Territory”, Australian Review of Applied Linguistics 34(3) 260-279
Tom Calma (2008) “Sustaining Indigenous Education, Language and Culture”, Public Administration Today, No 17, Oct-Dec, 17-23, 32
David P Wilkins (2008) “W(h)ither language, culture and education in remote Indigenous communities in the Northern Territory?”, Australian Review of Public Affairs, at http://pandora.nla.gov.au/pan/45089/20090206-0144/www.australianreview.net/digest/2008/10/wilkins.html
Graham McKay (2011) “Policy and Indigenous Languages in Australia”, Australian Review of Applied Linguistics 34(3) 297-319
Gillian Wigglesworth, Jane Simpson and Deborah Loakes (2011) “NAPLAN language assessments for Indigenous children in remote communities: Issues and problems”, Australian Review of Applied Linguistics 34(3) 320-343
Brian Devlin (2011) “A bilingual education policy issue: Biliteracy versus English-only literacy” in Nola Purdie, Gine Milgate and Hannah Rachel Bell (eds) Two Way Teaching and Learning: Toward Culturally Reflective and Relevant Education, ACER Press
Sarah Prout (2009) “Policy, practice and the ‘revolving classroom door’: Examining the relationship between Aboriginal spatiality and the mainstream education system”, Australian Journal of Education 53(1) 39-53
Tess Lea, Helen Thompson, Eva McRae-Williams and Aggie Wegner (2011) “Policy fuzz and fuzzy logic: researching contemporary Indigenous education and parent-school engagement in north Australia”, Journal of Education Policy 26(3) 321-339
Chris Sarra (2011) “Fixing student attendance without cutting welfare payments: a much cheaper, more effective way” (Video blog post) at http://chrissarra.wordpress.com/2011/12/02/fixing-student-attendance-without-cutting-welfare-payments-a-much-cheaper-more-effective-way
Department of Prime Minister and Cabinet (DPMC) (2014) Improving School Enrolment and Attendance through Welfare Reform Measure (SEAM), website at https://www.dpmc.gov.au/indigenous-affairs/education/school-enrolment-and-attendance-measure
Current NT Government school attendance policies:
Chris Sarra (2011) “Transforming Indigenous education” in Nola Purdie, Gine Milgate and Hannah Rachel Bell (eds) Two Way Teaching and Learning: Toward Culturally Reflective and Relevant Education, ACER Press
Zane Ma Rhea (2012) “Partnership for improving outcomes in Indigenous education: relationship or business?” Journal of Education Policy 27(1) 45-66
Week 1: Politics and Power
Week 2: History - Invasion, Protection, Assimilation
Week 3: History - Referendum to Intervention
Week 4: Power and political representation
Week 5: Activism and leadership
Week 6: Power and Ideology
Week 7: Making (Indigenous) policy
Week 8: Policy Failure? Implementing and Evaluating Indigenous Policy
Week 9: Overcoming Indigenous disadvantage with education?
Week 10: "Closing the Gap"
Week 11: Case study - Bilingualism in the Northern Territory
Week 12: Case Study - School Attendance
Week 13: Conclusion
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/
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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.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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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:
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: