Students

INED804 – Global Indigenous Education

2018 – S1 External

General Information

Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff Unit Coordinator
Professor Bronwyn Carlson
W3A:411
By appointment please email to arrange
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.

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:

  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
  • Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
  • Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

General Assessment Information

Late Submission Penalty

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

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. 

Assessment Tasks

Name Weighting Hurdle Due
Task 1 30% No March 23rd 2018
PowerPoint 30% No May 4th 2018
Research Essay 40% Yes 1st June 2018

Task 1

Due: March 23rd 2018
Weighting: 30%

1500 Word Max

This is a reflective task that asks you to consider your reasons for undertaking this course and your hopes for what the teaching and learning experience might impart in relation to your future goals. You are now (hopefully) familiar with iLearn so you are asked to prepare and upload an introduction about yourself that responds to the following:

Introduce yourself.  Who are you, what do you do and where?  How have you come to be doing what you do? How do you see yourself as an Masters student studying Indigenous people and cultures?  What do you know about Global Indigeneity?   If you want, you can include a photo of yourself.  This is optional – but the idea is that we can create an online pedagogical environment that allows us to ‘see’ and know something about one another.  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.

As this is a reflective task, you will not be marked on whether you are ‘right’ or ‘wrong’ – a reflection is neither!  The task will be marked solely on your ability to write well, apply a structure to your narrative (using appropriate grammar/expression/punctuation etc) and, to tell a coherent story about yourself.


On successful completion you will be able to:
  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
  • Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
  • Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

PowerPoint

Due: May 4th 2018
Weighting: 30%

You are asked to submit a powerpoint presentation of YOUR summary of the topics to date, i.e. weeks One to Eight.  Each topic is to have TWO slides: 16 slides in total.  Slides will include text (20 pt max) and images (appropriately referenced) and will provide a clear demonstration of your understanding of the unit content so far. Consider what you have covered in terms of Global Indigeneity - what have you learnt etc. This task will be marked according to:

Your demonstrated knowledge of the unit content and your independent research  /15

Your ability to present a creative powerpoint presentation that is comprehensible, creative and interesting.   /15


On successful completion you will be able to:
  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
  • Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
  • Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

Research Essay

Due: 1st June 2018
Weighting: 40%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

2500 Word Max

You will construct you own essay question for the final essay which MUST relate to one of the topics presented by one of the guest tutors.  You will submit your proposed essay question to your tutor by May 4th, for approval prior to researching, writing and submitting your essay.  Your essay will be marked as follows:

Knowledge of the topic: attention to the content AND your own independent research /10

Critical thinking/analytical skills /10

Essay Writing skills: academic prose, structure, grammar/expression, response to question,

Referencing and Bibliography of sources /10

 


On successful completion you will be able to:
  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
  • Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
  • Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others

Delivery and Resources

Online units can be accessed at: http://ilearn.mq.edu.au/

Students are to listen to engage with all material 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.

Policies and Procedures

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).

Student Code of Conduct

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

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.

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 – 

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.

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://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.

Graduate Capabilities

PG - Capable of Professional and Personal Judgment and Initiative

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:

Learning outcomes

  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

Assessment task

  • PowerPoint

PG - Discipline Knowledge and Skills

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:

Learning outcomes

  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
  • Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
  • Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

Assessment tasks

  • Task 1
  • PowerPoint
  • Research Essay

PG - Critical, Analytical and Integrative Thinking

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:

Learning outcomes

  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
  • Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
  • Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

Assessment tasks

  • Task 1
  • PowerPoint
  • Research Essay

PG - Research and Problem Solving Capability

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:

Learning outcomes

  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
  • Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

Assessment tasks

  • PowerPoint
  • Research Essay

PG - Effective Communication

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:

Learning outcomes

  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

Assessment tasks

  • Task 1
  • PowerPoint
  • Research Essay

PG - Engaged and Responsible, Active and Ethical Citizens

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:

Learning outcomes

  • Critically examine the Declaration of Human Rights and develop a solid understanding of its impact on Indigenous people throughout the world
  • Develop a strong theoretical basis to understand historical injustices Indigenous people throughout the world have faced and the impact this has had on their education
  • Evaluate the impact language has had on education opportunities of Indigenous people throughout the world
  • Examine how the Treaty of Waitangi has influenced education outcomes of Māori people in Aotearoa, New Zealand
  • Demonstrate advanced knowledge of education issues that relate to minority groups in the United States of America
  • Critically compare the education experiences of Indigenous Australians to those of other First Nation People and demonstrate the ability to communicate them to others
  • Critically engage with the perspectives of other students using the prescribed online technology (i.e. iLearn)

Assessment task

  • Task 1

Terminology 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.