Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Tristan Kennedy
Contact via Email
6 First Walk W3A - 407
By Appointment
Bronwyn Carlson
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Credit points |
Credit points
6
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Prerequisites |
Prerequisites
39cp at 100 level or above
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Corequisites |
Corequisites
ANTH305 or EDUC388 or ENVG340 or LAW468 or GEOP340
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Co-badged status |
Co-badged status
ABST721
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Unit description |
Unit description
This unit examines contemporary and historical research practices and explores decolonising and Indigenist research methodologies. This unit also provides students with the skills and knowledge to engage in ethical research with Aboriginal and Torres Strait Islander people and communities. Students are guided by a range of documents outlining ethical research practices including, the Australian Institute of Aboriginal and Torres Strait Islander research guidelines, the National Health and Medical Research Council’s, Values and Ethics: Guidelines for Ethical Conduct in Aboriginal and Torres Strait Islander Health Research (Values and Ethics) and Macquarie University Ethics Approval process.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Participation | 30% | No | On-Going |
Book Review | 30% | No | Monday 16th September |
Research Proposal | 40% | No | Friday 8th November |
Due: On-Going
Weighting: 30%
Active participation is expected of all students. A high grade in this task will be achieved by actively attending / accessing lectures and completing tutorial tasks each week.
The requirements will be further discussed in week one.
Due: Monday 16th September
Weighting: 30%
In this task you will select one Indigenous research methods text from a list provided. You will be required to do a short presentation in class and submit a written review.
The criteria and standards by which your work will be assessed will be available on the ilearn site.
LATE SUBMISSIONS LOSE ONE MARK PER DAY.
Due: Friday 8th November
Weighting: 40%
This assessment task requires you to develop a 2500 word research proposal. You will draw on your background research in the previous two assessment tasks.
Further information, including the criteria and standards by which your work will be assessed will be available in the iLearn site.
LATE SUBMISSIONS LOSE ONE MARK PER DAY.
Useful Readings (See iLearn for weekly readings)
Allen, C., 2007, ‘Rere Ke/Moving Differently: Indigenizing Methodologies for Comparative Indigenous Literary Studies’, Journal of New Zealand Literature, 24:2, pp. 1-26.
Andersen, C., 2009, ‘Critical Indigenous Studies: From difference to density’, Cultural Studies Review, 15:2, pp. 80-100.
Ball, J., & Janyst, P., 2008, ‘Enacting research ethics in partnerships with indigenous communities in Canada: “Do it in a good way”, Journal of Empirical Research on Human Research Ethics, 3:2, pp. 33-51.
Bessarab D., & Ngandu, B., 2010, ‘Yarning About Yarning as a Legitimate Method in Indigenous Research’, International Journal of Critical Indigenous Studies, 3:1, pp. 37-50.
Bin-Sallik, M., 2003, ‘Cultural Safety: Let’s Name it!’, Australian Journal of Indigenous Education, 32, pp. 21-28.
Castejon, V., K. Hughes, O. Haag, & A. Cole, 2014, Ngapatji Ngapatji: In turn, in turn: Ego-histoire, Europe and Indigenous Australia, ANU Press: Canberra.
Czaykowska-Higgins, E., ‘Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian Indigenous communities’, Language Documentation & Conservation, 3:1, pp. 15-50.
Deborah McGregor. "Coming full circle: Indigenous knowledge, environment, and our future." American Indian Quarterly. 28.3/4: 2004.
Foley, D., 2003, ‘Indigenous Epistemology and Indigenous Standpoint Theory’, Social Alternatives, 22:1, pp. 44-52.
Harkin, N., 2017, ‘On Responsibility’, Overland, 226, 51.
Henderson, R., Simmons, D. S., Bourke, L., & Muir, J. 2002, ‘Development of guidelines for non-Indigenous people undertaking research among the Indigenous population of north-east Victoria, Medical Journal of Australia, 176:10, pp. 482-485.
Hitchcock, R., 2002, ‘Repatriation, indigenous peoples, and development lessons from Africa, North America, and Australia, Pula: Botswana Journal of African Studies, 15:1, pp. 57-66.
Kavelin, C., 2008, ‘Universities as the Gatekeepers of the Intellectual Property of Indigenous People's Medical Knowledge’, The Australian Journal of Indigenous Education, 37, pp. 34-45.
Martin, K., 2008, Please Knock Before You Enter: Aboriginal regulation of outsiders and the implications for researchers, Post Pressed: Teneriffe, QLD.
Moreton-Robinson, A., 2015, ‘Toward a new research agenda: Foucault, whiteness, and sovereignty’, The White Possessive: Property, Power, and Indigenous Sovereignty, University of Minnesota Press.
Nakata, M., et al., 2012, ‘Decolonial goals and pedagogies for Indigenous studies’, Decolonization: indigeneity, education & society, 1:1, pp. 120-140.
Nakata, M., 2007, Disciplining the savages, savaging the disciplines, Aboriginal Studies Press: Canberra, ACT.
Nakata, M., 2006, ‘Australian Indigenous Studies: A Question of Discipline’, The Australian Journal of Anthropology, 17:3, pp. 265-275.
Porsanger, J., 2004, ‘An Essay about Indigenous Methodology’, Nordlit : Tidsskrift i litteratur og kultur, 8:1, pp. 105-120.
Reilly, M., 2011, 'Māori Studies, Past and Present: A Review', The Contemporary Pacific, 23:2, pp. 340-370.
Rigney, L., 1999, ‘Internationalization of an Indigenous Anticolonial Cultural Critique of Research Methodologies: A Guide to Indigenist Research Methodology and Its Principles, Wicazo Sa Review, 14:2, pp.109-121.
Tuhiwai Smith, L., 2012, Decolonizing Methodologies: research and indigenous peoples, Zed Books: New York.
Tuhiwai Smith, L., 2012, ‘Towards Developing Indigenous Methodologies: Kaupapa Maori Research’ in Tuhiwai Smith, Decolonizing Methodologies, Zed Books, New York, pp. 297-314.
Warrior, R., 2009. ‘Native American Scholarship and the transnational turn’, Cultural Studies Review, 15:2, pp. 119-131.
Wilson, S., 2008, Research is Ceremony: indigenous research methods, Fernwood Publishing: Black Point, N.S.
Wilson, S., 2001, ‘What is Indigenous Research Methodology?, Canadian Journal of Native Education, 25:2, pp. 175-179.
Weekly Schedule ABST302
Week 1 29th July |
Introduction - Indigenous Studies as a Discipline |
Week 2 5th - 9th August |
Indigenous Studies Seminar (All Week) |
Week 3 12th August |
Indigenous Studies Methodologies |
Week 4 19th August |
From Researched to Researcher |
Week 5 26th August |
Reading Week |
Week 6 2nd September |
Book Review Presentations & Research Proposals |
Week 7 9th September |
Indigenous Knowledges |
Mid-Semester Break 16th September - 27th September
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Week 8 30th September |
Indigenous Research Ethics and Dissemination |
Week 9 7th October |
Public Holiday (No Lecture) |
Week 10 14th October |
Transformative Research |
Week 11 21st October |
Digital Research |
Week 12 28th October |
Research Proposal Workshop |
Week 13 4th November |
Reflection and Feedback |
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 published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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
If you are a Global MBA student contact globalmba.support@mq.edu.au
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When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
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Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
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As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
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We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
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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.