General Assessment Information

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. 

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phrase, thus calling attention to the fact that it has been sourced from the original and that you understand it to be outdated, inappropriate or problematic in the contemporary context.

For more information please refer to the Terminology Guide available in iLearn.

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. 

READINGS ABST1020 S2 2021 – UNIT GUIDE INFORMATION

THEME 1: NGURRA

Read 1 of the following:

• Attenbrow, V. (2010). In: Sydney’s Aboriginal Past: Investigating the archaeological and historical records. Pp. 17-45
• Currie, J. (2008). In: Bo-ra-ne Ya-goo-na Par-ry-boo-go Yesterday Today Tomorrow: An Aboriginal history of Willoughby. Pp. 3-18
• Knox, K. and Stockton, E. (2019). Aboriginal Heritage of the Blue Mountains: Recent Research and Reflections. Chapter 1.

THEME 2: PRESENCES

Read 2 of the following:

• Attenbrow, V. (2010).). (Chapter 4) In: Sydney’s Aboriginal Past: Investigating the archaeological and historical records. Pp. 37-46.
• Currie, J. (2008). In: Bo-ra-ne Ya-goo-na Par-ry-boo-go: Yesterday Today Tomorrow. An Aboriginal history of Willoughby. Pp 58-71
• Rey (2019)  Tracking Voices: Dharug women’s perspectives on , places, and practices. pp.148-155

THEME 3: PLACES

Read 2 of the following:

• Karskens, G. (2020). People of the River. Ch. 1: pp.17-38

• Attenbrow, V. (2010).  (Chapter 5). In: Sydney’s Aboriginal Past: Investigating the archaeological and historical records. Pp. 47-56

• Kohen, J. & Brook, J. (1991). In: The Parramatta Native Institution and the Black Town: a history. Kensington, N.S.W.: New South Wales University Press. Pp. 54-89.

• Kohen, J. & Brook, J. (1991). In: The Parramatta Native Institution and the Black Town: a history. Kensington, N.S.W.: New South Wales University Press. Pp. 132-157.

THEME 4: PEOPLE

Read Carlson & 1 of the following:

• Carlson, Bronwyn.  [online]. In: Carlson, Bronwyn. Politics of Identity: Who counts as Aboriginal today? The. Canberra, ACT: Aboriginal Studies Press, 2016: 1-15.
• Karskens, G. (2020). People of the River, Chapter 11: Family Survival. Pp. 362 -394.
• Attenbrow, V. (2010). In: Sydney’s Aboriginal Past: Investigating the archaeological and historical records. Pp. 47-56
• Currie, J. (2008). In: Bo-ra-ne Ya-goo-na Par-ry-boo-go: Yesterday Today Tomorrow. An Aboriginal history of Willoughby. Pp 31- 57.

THEME 5: WHY BOTHER?

Read 2 of 3:

• Rey, J. and Harrison, N. (2018). Sydney as an Indigenous place: “Goanna walking” brings people together. AlterNative: An International Journal of Indigenous Peoples. doi: 10.1177/1177180117751930
• Arabena, Kerry (2015). In: Becoming Indigenous to the Universe: reflections on living systems, indigeneity and citizenship. North Melbourne, Vic. Australian Scholarly Publishing, pp. 1-15.
• Steffenson, V. (2020). Fire Country. Ch: 22: Healing People with Country pp171-182

THEME 6: FUTURES?

Read 2 OF THE FOLLOWING

• Rey, J. (2019) Dharug Custodial Leadership: Uncovering Country in the City. https://journals.uvic.ca/index.php/winhec/article/view/18941

• Steffenson, V. (2020). Fire Country. Ch. 24: Living Knowledge. Pp 184-205

• THEME 7: LEAVING PLACE

Choose 2 of the following:

• Larson, S. and Johnson, J. (2017). (Daniel Wildcat) In: Being Together in Place: Indigenous Co-existence in a more than human world. pp. ix-xii.
• Larson, S. and Johnson, J. (2017). In: Being Together in Place: Indigenous Co-existence in a more than human world. pp. 1-22.
• Larson, S. and Johnson, J. (2017). In: Being Together in Place: Indigenous Co-existence in a more than human world. pp.184-202.
• Rey, J. (2019). In: Country Tracking Voices: Dharug women’s perspectives on presences, places and practices (Thesis). Pp. 310 – 346

• Re-Read: the articles and materials that have been provided. 

ABST1020 S2, 2021

See iLearn site for details.