Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Coordinator
Dr Colleen McGloin
By appointment please email to arrange
Head of Department
Professor Bronwyn Carlson
W3A: 411
via email
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MIndigenousEd or MSocEntre or GradDipIndigenousEd or GradCertIndigenousEd
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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 begins by providing students with an historical context of education methods practiced by Indigenous Australians prior to European occupancy. It also examines how Western education practices and policies have influenced the lives of Indigenous Australians since colonisation. The exclusion of Indigenous Australians from various public schools systems is explored in depth.
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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:
Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
Referencing is an essential component of academic writing or presentation since it enables the reader to follow up the source of ideas and information presented in your work, and to examine the interpretation you place on the material discovered in your research. Reliable referencing clearly indicates where you have drawn your own conclusions from the evidence presented. Importantly, much of the material you will use is covered by copyright which means that you must acknowledge any source of information, including books, journals, newsprint, images and the internet.
It is obligatory for students to reference all sources used in their written work including electronic material. Students should consult the University library website for a detailed explanation and examples of how to reference electronic material correctly
Different programs use different referencing styles to reflect the needs of their discipline. It is the student’s responsibility to check which referencing style is used. Indigenous Studies use the Harvard referencing style.
Name | Weighting | Hurdle | Due |
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Anti-Racism Strategy | 30% | No | Friday 23/4/2018 |
Teaching and Learning Resource | 30% | No | Friday 11/5/2018 |
Research Essay | 40% | Yes | Friday 1/6/2018 |
Due: Friday 23/4/2018
Weighting: 30%
SCENARIO: The primary school you work at in an area of rural NSW is experiencing racism on a wide scale; many Indigenous and non-Indigenous students have reported instances of racism by both other students and by teachers. This is a primary school that has a diverse cohort of Indigenous and non-Indigenous, white students
THE TASK: You are asked to prepare a proposal for an anti-racism strategy that will be submitted for consideration to the school principal and policy committee for the purpose of developing a school wide approach to addressing and combatting racism. In your proposal, you might consider the following:
The point of this exercise is to provoke you to think creatively – and politically – about institutional racism and what can be done on a practical level to combat its prevalence.
This task is marked according to the following criteria:
Due: Friday 11/5/2018
Weighting: 30%
Building on Task One, in this assessment you are asked to create a resource for your particular (fictitious) classroom. This can be at primary or high school level. The resource will be in the form of a class reader that students will study for one class each week. Be creative! The reader can have text, visuals, exercises/scenarios, some history etc.
This will be presented and submitted in Word format.
This task is marked according to the following criteria:
Due: Friday 1/6/2018
Weighting: 40%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
The final task is a research essay that responds to one of the following questions. At this level, you are expected to incorporate independent research as well as content from the unit.
The essay will be marked as follows:
Essay Questions
Select one of the following:
Online units can be accessed at: http://ilearn.mq.edu.au/.
Students are to engage with all content on the ilearn site.
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.
Required Texts
Craven, R.(ed). (2011). Teaching Aboriginal Studies: A Practical resource for primary and secondary teaching (2nd edition). Allen and Unwin, Crows Nest.
Purdie, N., Milgate, G. & Bell, H.R. (Eds).(2011). Two Way Teaching and Learning, Australian Council for Educational Research, Victoria.
Week 1 | 26th Feb | Introductory |
Week 2 | 5 March | Origins |
Week 3 | 12 March | Traditional Indigenous Education |
Week 4 | 19 March | Indigenous Identity |
Week 5 | 26 March | Early History of Indigenous Education |
Week 6 | 2 April | Assimilation |
Week 7 | 9 April | Deficit Discourse in Education |
Week 8 | 30 April | Scientific and Institutional Racism |
Week 9 | 7 May | Culture Shock |
Week 10 | 14 May | Cultural Safety |
Week 11 | 21 May | Two Way Education |
Week 12 | 28 May | Remote Schooling |
Week 13 | 4 June | Unit Summary |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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 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:
Protocols for Indigenous Studies
In Australia there are two distinct Indigenous peoples: Aboriginal people and Torres Strait Islander people.
When writing about Aboriginal and Torres Strait Islanders do not use the acronym ‘ATSI’, write in full. Capital letters should always be used when referring to Aboriginal peoples and or Torres Strait Islander peoples.
While Aboriginal and Torres Strait Islander are acceptable terms to use, it should be recognised that these are collective terms and often used improperly to impose a single identity on the many different communities.
Aboriginal and Torres Strait Islander people generally prefer to be known by the language/cultural groups or communities, to which they belong, that is, own names rather than terms such 'the Aboriginals' or 'the Islanders'. For example, Aboriginal people in the area surrounding Macquarie University may refer to themselves as Dharug. It is important that you always check the correct name or terms to use for people in the area/region.
The use of incorrect, inappropriate or dated terminology is to be avoided as it can give offence. Many historical terms or those in common usage some years ago are now not acceptable, including terms such as 'aborigine' ‘native’, ‘savage’ and ‘primitive’. Similarly, do not use the terms ‘half-caste’, ‘part-Aborigine/Aboriginal’ or any reference to skin colour or physical features, as they do not signify that a person is Aboriginal and/or Torres Strait Islander and may cause offence. When quoting from academic or other sources that uses inappropriate, dated terminology or racists language, use (sic) directly after the inappropriate term of phrase, thus calling attention to the fact that it has been sourced from the original and that you understand it to be outdated, inappropriate or problematic in the contemporary context.