Students

INED803 – Politics, Power and Indigenous Education

2019 – S2 Online

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Dr Colleen McGloin
Contact via via email
Head of Department
Professor Bronwyn Carlson
Contact via via email
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
This unit examines the relationship between politics, power and colonialism and education as it relates to Aboriginal and Torres Strait Islander populations. By examining a range of government policies and legislation students will gain a more detailed understanding of the social, cultural, economic and political impact on Indigenous people. This unit also focuses on contemporary and historical Indigenous led activism in relation to education.

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:

  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 3.     Examine the implications that colonialism has had on Indigenous Australians’ rights and access to education.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 5.     Demonstrated high level of written communication skills including structuring and supporting an academic argument.
  • 6.     Confidently use online communication forums and engage in informed interactive learning.

General Assessment Information

All work is to be submitted via the Turnitin function inside the ilearn site. Information about how to submit work online can be accessed through the ilearn unit.

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
Online Activity 40% No Sunday of each week
Short Essay 25% No Friday September 6th
Research Essay 35% No Friday, November 1st

Online Activity

Due: Sunday of each week
Weighting: 40%

Weekly online activity

Due:Sunday of each week

Weighting:40%

 

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).

This Assessment Task relates to the following Learning  Outcomes:

  • Explain how government policy and legislation has impacted on Indigenous Australians socially, economically, andpolitically
  • Examine the implications that colonialism has had on Indigenous Australian people’s rights toeducation
  • Critically analyse the political positions of historical and contemporary texts. Demonstrate advanced communication skills to be able to provide an informed response to such material
  • Critically engage with the perspectives of the other students using the prescribed online technology

On successful completion you will be able to:
  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 3.     Examine the implications that colonialism has had on Indigenous Australians’ rights and access to education.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 5.     Demonstrated high level of written communication skills including structuring and supporting an academic argument.
  • 6.     Confidently use online communication forums and engage in informed interactive learning.

Short Essay

Due: Friday September 6th
Weighting: 25%

Short essay

Due:6/9/2019

Weighting:25%

 

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:
  • A key moment in Indigenous political history,  or
  • A high-profile Indigenous political campaign,  or
  • A prominent Indigenous leader and her/his effects on the political landscape. Your chosen subject can be in the present day, or in the  past.

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

This Assessment Task relates to the following Learning  Outcomes:

  • Explain how government policy and legislation has impacted on Indigenous Australians socially, economically, andpolitically
  • Examine the implications that colonialism has had on Indigenous Australian people’s rights toeducation
  • Effectively utilise theories of power to analyse the impact of politics on Indigenous Australians
  • Critically analyse the political positions of historical and contemporary texts. Demonstrate advanced communication skills to be able to provide an informed response to such material

On successful completion you will be able to:
  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 3.     Examine the implications that colonialism has had on Indigenous Australians’ rights and access to education.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 5.     Demonstrated high level of written communication skills including structuring and supporting an academic argument.
  • 6.     Confidently use online communication forums and engage in informed interactive learning.

Research Essay

Due: Friday, November 1st
Weighting: 35%

Research essay

Due:1/11/2019

Weighting:35%

This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

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 thistask.

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:
  • How did the issue reach the policy  agenda?
  • How was the policy problemframed?
  • Which actors were most influential in the policy  process?
  • What role did Indigenous people have in the consultation process and/or policy-making process and the policy'simplementation?

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 Assessment Task relates to the following Learning  Outcomes:

  • Explain how government policy and legislation has impacted on Indigenous Australians socially, economically, andpolitically
  • Effectively utilise theories of power to analyse the impact of politics on Indigenous Australians
  • Critically analyse the political positions of historical and contemporary texts. Demonstrate advanced communication skills to be able to provide an informed response to such material

On successful completion you will be able to:
  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 3.     Examine the implications that colonialism has had on Indigenous Australians’ rights and access to education.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 5.     Demonstrated high level of written communication skills including structuring and supporting an academic argument.
  • 6.     Confidently use online communication forums and engage in informed interactive learning.

Delivery and Resources

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)&p

Direct links and details are provided on  iLearn

 

List of weekly readings

 

Week 1

 

Required Reading:

 

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

Additional reading:

 

Tess Lea (2008) “Encountering” in Bureaucrats and Bleeding Hearts: Indigenous Health in Northern Australia, UNSW Press

Week 2

 

Required reading:

 

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

Additional reading:

 

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

Week 3

 

Required reading:

 

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

Additional reading:

 

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

Week 4

 

Required reading:

 

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

Additional reading:

 

Australian Electoral Commission (2011) “Electoral milestones – Timetable for Indigenous Australians”  athttp://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)

Week 5

 

Required reading:

 

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

Additional reading:

 

 

 

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

Week 6

 

Required reading:

 

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 IncMelbourne

Additional reading:

 

Will Sanders (2008) “Equality and Difference Arguments in Australian Indigenous Affairs: examples from income support and housing”, Public Policy3(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 Week 7

Required reading:

 

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

Additional reading:

 

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 IncMelbourne

Week 8

 

Required reading:

 

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 Times29 February, available at http://caepr.anu.edu.au/sites/default/files/Publications/topical/Hunt_Ideas.pdf

Additional reading:

 

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

Week 9

 

Required reading:

 

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

 

 

 

Additional reading:

 

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

Week 10

 

Required readings:

 

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)

Additional reading:

 

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 athttp://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

Week 11

 

Required readings:

 

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

http://pandora.nla.gov.au/pan/60141/20160322-1453/www.nla.gov.au/openpublish/index.php/aral/article/viewFile/2277/2738html.html

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

Additional reading:

 

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

Week 12 Requiredreading:

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: https://education.nt.gov.au/policies/attendanceAdditional reading:

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, ACERPress

Zane Ma Rhea (2012) “Partnership for improving outcomes in Indigenous education: relationship or business?” Journal of Education Policy 27(1)  45-66

Unit Schedule

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

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 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

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 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

If you are a Global MBA student contact globalmba.support@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

  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 3.     Examine the implications that colonialism has had on Indigenous Australians’ rights and access to education.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 6.     Confidently use online communication forums and engage in informed interactive learning.

Assessment tasks

  • Online Activity
  • Short Essay
  • Research Essay

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

  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 3.     Examine the implications that colonialism has had on Indigenous Australians’ rights and access to education.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 5.     Demonstrated high level of written communication skills including structuring and supporting an academic argument.

Assessment tasks

  • Online Activity
  • Short Essay
  • 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

  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 3.     Examine the implications that colonialism has had on Indigenous Australians’ rights and access to education.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 5.     Demonstrated high level of written communication skills including structuring and supporting an academic argument.
  • 6.     Confidently use online communication forums and engage in informed interactive learning.

Assessment tasks

  • Online Activity
  • Short Essay
  • 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

  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 5.     Demonstrated high level of written communication skills including structuring and supporting an academic argument.

Assessment tasks

  • Short Essay
  • 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

  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 5.     Demonstrated high level of written communication skills including structuring and supporting an academic argument.
  • 6.     Confidently use online communication forums and engage in informed interactive learning.

Assessment tasks

  • Online Activity
  • Short Essay
  • 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

  • 1.     Explain how government policy and legislation has and continues to impact Indigenous Australians socially, economically, and politically.
  • 2.     Demonstrate effective use of theories of power to analyse the impact of politics on Indigenous Australians.
  • 3.     Examine the implications that colonialism has had on Indigenous Australians’ rights and access to education.
  • 4.     Critically analyse the political positions of historical and contemporary texts.
  • 6.     Confidently use online communication forums and engage in informed interactive learning.

Assessment tasks

  • Online Activity
  • Short Essay
  • Research Essay

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 Islander people 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 people 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 an Aboriginal and/or Torres Strait Islander person 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.