Unit Guide

General Information

Unit convenor and teaching staff	Unit convenor and teaching staff Lecturer Susan Caldis susan.caldis@mq.edu.au Contact via via email by appointment Lecturer Neil Harrison neil.harrison@mq.edu.au Contact via 98508716 X5B1016 Wednesdays 4-6 Tutor Carole Wellham carole.wellham@mq.edu.au 29 Wally's Walk Wednesdays Tutor Albert Marchetto albert.marchetto@mq.edu.au 29 Wally's walk Weednesdays
Credit points	Credit points 3
Prerequisites	Prerequisites ((12cp at 100 level or above) including (EDUC105 or EDUC106 or ECH126)) or admission to BEd(Sec)
Corequisites	Corequisites
Co-badged status	Co-badged status
Unit description	Unit description This unit is designed to develop students' understanding of the issues central to the Human Society and its Environment curriculum in years K–6, and Geography and History syllabuses in years K–10. It caters for the needs of students requiring a background in this key learning area and incorporates aspects of Australian social, cultural and environmental heritage, civics and citizenship education, and global perspectives.

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:

UO1 develop an appreciation of the complex factors shaping Australian society;
UO2 acquire knowledge, skills, values and attitudes which enable informed decisions to be made about content and methodology in the Human Society and its Environment learning area across K - 10;
UO3 demonstrate an understanding of conceptual underpinnings and different perspectives about the key historical, social, cultural and environmental influences related to the study of Australian society;
UO4 identify important aspects of government policy and of the Australian political system, and its implications for HSIE education; and
UO5 demonstrate understanding and appreciation of Australia in its global context - including the concept of global citizenship and the processes of economic and cultural integration, geopolitics and cultural conflict.

Assessment Tasks

Name	Weighting	Hurdle	Due
AT1	50%	No	Semester Break
AT2	50%	No	week 13

AT1

Due: Semester Break
Weighting: 50%

Description

There is a belief amongst some of Australia’s population that the White Australia Policy was born out of fear and insecurity about those who are racially or culturally different - and some contemporary government policies still reflect this past rhetoric. There is also a belief amongst some of Australia’s population that the pathway towards developing a multicultural society has been successful and that Australia enjoys close links with many countries, particularly those of the Asian region.

Task:

Describe the nature of multiculturalism and how it has developed in Australia. (500 words).
Explain how multiculturalism in Australia has been impacted through our connections with the Asia-Pacific region (500 words).
Critically assess the Australian government policy regarding refugees and asylum seekers (1000 words).

On successful completion you will be able to:

UO1 develop an appreciation of the complex factors shaping Australian society;
UO2 acquire knowledge, skills, values and attitudes which enable informed decisions to be made about content and methodology in the Human Society and its Environment learning area across K - 10;
UO3 demonstrate an understanding of conceptual underpinnings and different perspectives about the key historical, social, cultural and environmental influences related to the study of Australian society;
UO5 demonstrate understanding and appreciation of Australia in its global context - including the concept of global citizenship and the processes of economic and cultural integration, geopolitics and cultural conflict.

AT2

Due: week 13
Weighting: 50%

Description

Australia’s national identity has been shaped over time by events, processes and people. Australia’s history (such as wartime experiences and the early exploration of the Australian continent) has created images of Australia as being a ‘classless’ or ‘egalitarian’ society, in which everyone gets a ‘fair go’ including the ‘Aussie battler’.

Task:

Describe how the concept and practice of egalitarianism has developed in Australia. (700 words)
Critically assess how globalisation has impacted “our” understanding of egalitarianism in Australia. (For example, who gets a fair-go, and why? Think about geography and those who live in regional, remote and urban locations. Consider how egalitarianism applies to particular groups in Australia, with particular reference to Aboriginal and Torres Strait Islander people). (1300 words)

On successful completion you will be able to:

UO2 acquire knowledge, skills, values and attitudes which enable informed decisions to be made about content and methodology in the Human Society and its Environment learning area across K - 10;
UO3 demonstrate an understanding of conceptual underpinnings and different perspectives about the key historical, social, cultural and environmental influences related to the study of Australian society;
UO4 identify important aspects of government policy and of the Australian political system, and its implications for HSIE education; and
UO5 demonstrate understanding and appreciation of Australia in its global context - including the concept of global citizenship and the processes of economic and cultural integration, geopolitics and cultural conflict.

Delivery and Resources

INTERNAL COURSE DELIVERY

Lectures: Mondays and Wednesdays

Tutorials: Wednesdays (starting Week 1).

External students

Attendance at All on-campus sessions is compulsory. These will be held on:

Thursday 19 April - 9.00am–12.00pm and 1.00pm–5.00pm
Saturday 19 May – 9.00am–12.00pm and 1.00pm–5.00pm

RECOMMENDED TEXTS

Prescribed Texts:

The following is available online and from the University Cooperative Bookshop and it is essential for this unit.

NESA (2015). Geography K-10. Retrieved 7 February, 2018 from: http://syllabus.nesa.nsw.edu.au/assets/geographyk10/downloads/geographyk10_full.pdf

NESA (2012). History K-6: Syllabus. Retrieved 7 February, 2018 from http://syllabus.nesa.nsw.edu.au/assets/historyk10/downloads/historyk10_full.pdf

Recommended Reading, References and Resources

Burgess, D. (2012). Teach Like A PIRATE. Dave Burgess Consulting Incorporated.

Gilbert, R. & Hoepper, B. (Eds.), (2017). Teaching humanities and social sciences: history, geography, economics & citizenship in the Australian curriculum (6e). South Melbourne (Vic): Centage Learning.

Harris, M., Nakata, M. & Carlson, B. (2013). The politics of identity: Emerging Indigeneity. Sydney: UTSePress.

Harrison, N. and Sellwood, J. (2016). Learning and Teaching in Aboriginal and Torres Strait Islander education (3e). Melbourne: Oxford University Press.

Harrison, N. (2015). Learning and Teaching on Darug country. Retrieved 20 January, 2018 from: www.learndarug.com/

Hunter, J. (2015). Technology Integration and High Possibility Classrooms: Building from TPACK. Routledge Taylor & Francis

Marr, D. (2017). ‘The White Queen’. In Quarterly Essay, issue 65.

Maude, A. (2014). Understanding and Teaching the Australian Curriculum: Geography for Primary Schools. Hawker Brownlow Education.

Maude, A. (2014). Comments on the recommendations relating to Geography in the review of the Australian Curriculum. Geographical Education, 27: 13-18.

Maude, A. M. (2013) Developing a national geography curriculum for Australia, International Research in Geographical and Environmental Education, 23:1, 40-52.

Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). Melbourne: Oxford University Press.

Taylor, T., Fahey, C., Kriewaldt, J. Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Frenchs Forest: Pearson.

Further Professional reading and references:

Altman, J. and Kerins, S. (2012). People on Country: Vital Landscapes, Indigenous Futures. Federation Press

Attwood, B. and Forster, S. (Eds.) (2003). Frontier Conflict: The Australian Experience. National Museum of Australia.

Bisley, N. (2007). Rethinking Globalisation. Palgrave Macmillan.

Butler, K. (2000). Overcoming Terra Nullius: Aboriginal perspectives in schools a site of philosophical struggle. Educational Philosophy and Theory, 32(1): 94–101.

Castles, F. G. (1991), Australia Compared: People, Policies and Politics, Allen & Unwin.

Castles, S., Cope, B., Kalantzis, M. and Morrissy, M. (1992). Mistaken Identity: Multiculturalism and the Demise of Nationalism in Australia. (3rd Ed.), Pluto Press.

Garrett, P. (2015). Peter Garrett – A Memoir: Big Blue Sky, Allen and Unwin

Clarke, A. (2008). History’s children: History wars in the classroom. Sydney: UNSW Press.

Gittins, R. (2015). Gittins: A life among budgets, bulldust and bastardry, Allen and Unwin

Day, D. (2005). Claiming a Continent: A New History of Australia, Harper Perennial.

Davison, G. (2003), Conflict in the Museum, in Attwood, B. & Foster, S. (Eds.) Frontier Conflict: The Australian Experience. National Museum of Australia, pp. 201–214.

Elder. C. (2007). Being Australian: Narratives of National Identity. Allen & Unwin.

Gilbert, R & Hoepper, B. (eds.), (2014). Teaching humanities and social sciences: history, geography, economics & citizenship in the Australian curriculum (5e). South Melbourne (Vic): Centage Learning.

Hammar, J. (2015). Daughter of the Territory, Allen and Unwin

Healey, J. (2010). Australian National Identity. Issues in Society, Vol. 313. The Spinney Press.

Jericho, G. (2012). The Rise of the Fifth Estate: Social Media and Blogging in Australia. Scribe Publications: Brunswick.

Kelly, P. (2000), Paradise Divided: The Changes, the Challenges, the Choices for Australia. Sydney: Allen & Unwin.

Kelly, P. (2001). 100 Years: The Australian Story. Sydney: Allen & Unwin.

Kelly, P. (2009). The March of Patriots: The Struggle for Modern Australia. Melbourne University Press.

Kelly, P. (2014). Triumph and Demise: The Broken Promise of a Labor generation. Melbourne University Press.

Lawless, J & Cameron, K. (2012). Discovering history: Lower Primary. Melbourne: Pearson.

Megalogenis, G. (2012). The Australian Moment. Penguin Books Australia.

Markus, A., Jupp, J. & McDonald, P. (2009). Australia’s Immigration Revolution. Crows Nest: Allen & Unwin.

McBride S. and Wiseman J. (Eds.) (2000). Globalisation and its Discontent, Macmillan.

Megalogenis, G. (2012). The Australian Moment. Penguin Books, Melbourne.

Mudrooroo (1995), Us Mob – History, Culture, Struggle: An Introduction to Indigenous Australia. Angus and Robertson.

Price, K. (2012). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. London: Cambridge.

Report of the Civics Expert Group (Chair: Stuart Macintyre) (1994). Whereas the People … Civics and Citizenship Education. Canberra: Australian Government Publishing Service.

Singleton, G., Aitkin, D., Jinks, B. and Warhurst, J. (2000). Australian Political Institutions, Longman.

Welsh, F. (2005). Great Southern Land. London: Penguin Books.

Professional Associations

Geography Teachers Association of NSW (2018). Retrieved February 7, 2018 from http://www.gtansw.org.au/

History Teachers’ Association of Australia (2018). Australian Curriculum: History Units. Retrieved February 7, 2018 from http://www.achistoryunits.edu.au/

Key Australian website references:

Australian Broadcasting Commission (2018). Splash. Retrieved February 7, 2018 from http://splash.abc.net.au/media/-/m/29466/ramadan?source=early-primary-history

Australian Broadcasting Commission (2017). Indigenous languages map. Retrieved February 7, 2018 from http://www.abc.net.au/indigenous/map/

Harrison, N. (2015). Learning and Teaching on Darug country. Retrieved 20 January, 2018 from: www.learndarug.com/

Australian Children’s Television Foundation Education Services Australia (2018). My Place for teachers. Retrieved January 29, 2018 from http://www.myplace.edu.au/decades_timeline/1780/decade_landing_22.html?tabRank=4

Unit Schedule

OVERVIEW OF THE WEEKLY CONTENT AND PROGRAM FOR EDUC289

WEEK	TOPIC AREA AND PRESENTER	READINGS
1	L1 Human Society and its Environment KLA: An introduction to the key concepts, perspectives, teaching methodologies and intentions of this key learning area L2 How has a national approach towards education and curriculum reform influenced teaching and learning in NSW schools?	Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). Chapter 1 For reflections and critiques: the following 2 papers should be read together Maude, A. M. (2013) Developing a national geography curriculum for Australia, International Research in Geographical and Environmental Education, 23:1, 40-52. Harrison, N. (2017). Putting oneself in the shoes of another: Issues of empathy and intercultural understanding in the Australian geography curriculum. International Research in Geographical and Environmental Education. 26:4, pp. 269-280. For L2 see the goals of education: MCCETYA (2008) Melbourne Declaration on Educational Goals for Young Australians: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
2	L3 How would you explain an Australian identity? L4 How has Australia’s identity been shaped by its physical and human environments?	David Marr (2017). ‘The White Queen’. In Quarterly Essay, issue 65. (also see week 3) Faustina Agolley, Tony Ayres, Paul Capsis, Anton Enus, Sally Goldner, Jeremy Law, Alyena Mohummadally, and Christos Tsiolkas, et. Aal (2017) Multicultural Queer Australia: Then, Now, Future. Also see Panel Discussion: https://www.eventbrite.com.au/e/multicultural-queer-australia-then-now-future-panel-discussion-registration-41230113379 Harris, M., Nakata, M. & Carlson, B. (2013). The politics of identity: Emerging Indigeneity. Sydney: UTSePress. Australian Human Rights Commission: Face the facts: cultural diversity: see… https://www.humanrights.gov.au/face-facts-cultural-diversity For L4* Rey, J. & Harrison, N. (2018). Sydney as an Indigenous place: Goanna walking brings people together. AlterNative. Doi: http://journals.sagepub.com/doi/10.1177/1177180117751930 Harrison, N. & McLean, R. (2017). Getting yourself out of the way: listening and belonging in the city. Geographical Research, 55:4, 359-368. Bawaka Country, Suchet-Pearson,S.,Wright,S.,Lloyd,K.and Burarrwanga, L., (2013). Caring as country: towards an ontology of co-becoming in natural resource management. Asia Paciﬁc Viewpoint, 54, 185–197.
3	L7 Has Australia always been a multicultural society? L8 How do we approach an increasingly conservative society in Australia? Marr (p. 3): “Aborigines are forgotten, Asians are old hat. These days Hanson targets Muslims….[on the hustings in WA she said] I’ve just been told there’s a terrorist attack that has just happened in Melbourne ….people don’t look right. They are not going to assimilate into our society. How they have different ideology, different beliefs, don’t abide by our laws, our culture, our way of life. Don’t let them in! Make this country safe for its future generations”. Marr adds: ‘But there was no terrorist link. The accused driver is from a Greek- Australian family’ (Marr, p. 3).	Marom, Lilach (2016). A New Immigrant Experience of Navigating Multiculturalism and Indigenous Content in Teacher Education. The Canadian Journal of Higher Education; vol. 46 (4): 23-40. Stephen May & Christine E. Sleeter Eds. (2010).Critical Multiculturalism: Theory and Praxis. Routledge SBS: ‘You can’t ask that’ http://iview.abc.net.au/collection/you-cant-ask-that David Marr (2017). ‘The White Queen’. In Quarterly Essay, issue 65.
4	L5 Exploring Aboriginal and Torres Strait Islander histories and cultures (1). L6 Exploring Aboriginal and Torres Strait Islander histories and cultures (2).	@IndigenousX: https://indigenousx.com.au/ For a critique see: Harrison, N. (2012). Aborigines of the Imaginary: Applying Lacan to Aboriginal education. Asia-Pacific Journal of Teacher Education, 40(1), 5-14. Fredericks, B. (2013). We don't leave our identities at the city limits': Aboriginal and Torres Strait Islander people living in urban localities. Australian Aboriginal Studies, (1), 4-16. What is working: Harrison, N. and Greenfield, M. (2011). Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52, 65-76. Harrison, N. and Sellwood, J. (2016). Learning and Teaching in Aboriginal and Torres Strait Islander education (3e). Melbourne: Oxford University Press. Chapters 1 and 2
5	L9 Is Australia’s egalitarian society a myth or a reality? L10 What could be more important than teaching content in HSIE?	A must read: “Land of the fair-go no more”. See: http://theconversation.com/land-of-the-fair-go-no-more-wealth-in-australia-is-becoming-more-unequal-63327 Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). chapter 2 Gittins, R. (2010) Is Australia the Land of Fair Go? ACTU Whitlam Lecture, Melbourne, Tuesday, November 30, 2010. Sowey, M. (2013). A Fair Australia. The Australian Collaboration. Australian Council of Social Service (2013). Poverty and its Causes: A summary. The Australian Collaboration. Also see reports and submissions: http://www.acoss.org.au/acoss-reports-submissions/
6	L11 How is Australia’s national identity informed by its literature and popular culture? L12 How has Australia’s national identity been shaped by its wartime experiences? Presented by guest lecturer Mr Alberto Marchetto	Elder, C. (2007). Being Australian: Narratives on National Identity. Crows Nest: Allen & Unwin [Part 2.7: The Cultural Nation: Art, Cinema and Music, pp. 181–211]. Bryant, N. (2009). On Framing Australia. The Australian. 21 March 2009. Keating, P. (1993) Remembrance Day Speech: Eulogy at the funeral service of the Unknown Australian Soldier, 11 Nov. 1993. http://www.awm.gov.au/media/keating.mp3
7	L13 Civics and citizenship and values education L14 Governing Australia	George Megalogenis, (2010). Trivial Pursuit: Leadership and the End of the Reform Era. In Quarterly Essay 40 (available @libary online Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). chapter 3 Yencken, D. (2010). The Role of Government in Australia. The Australian Collaboration.
8	No Lecture – Professional Experience Block
9	No Lecture – Professional Experience Block
10	No Lecture – Professional Experience Block

L15 What are the contemporary challenges and opportunities associated with the interconnections between Australia and countries of the Asia region? Has this changed over time?

L16 What are the futures for Australia’s environments and communities?

Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3e). Chapter 8.

Taylor, T., Fahey, C., Kriewaldt, J. Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Chapter 18.

Flannery, T. (2008). Now or Never: A sustainable future for Australia? Quarterly Essay

Flannery, T. (2012). After the future: Australia’s new extinction crisis. Quarterly Essay

Taylor, T., Fahey, C., Kriewaldt, J. Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Chapter 19.

L17 How is Australia’s place in the world changing economically?

L18 What is cultural integration? How has this process connected and changed people and places in Australia and throughout the world?

Reynolds chapter 4 and esp. chapter 8.

Steger, B. (2008). Globalization: A very short introduction. Chapter 1: Globalization: A contested concept, pp. 1–16.

Taylor, T., Fahey, C., Kriewaldt, J. Boon, D. (2012). Place and Time: Explorations in Teaching Geography and History. Chapter 19.

L19 The changing economic and cultural significance of Sydney and its pathway towards achieving a sustainable future

Harrison, N. & McLean, R. (2017). Getting yourself out of the way: listening and belonging in the city. Geographical Research, 55:4, 359-368.

Assessment program

ASSESSMENT summary

Task

Due Date

Unit Outcomes Addressed

Brief Description of Task

Task 1

Australia’s multicultural society (50%)

18/04/18

UO1; UO2; UO3

A critical evaluation of Australian government policy

Task 2.

Australia: a country where everyone gets a fair-go! (50%)

07/06/18

UO2; UO3;

UO4;

This task focuses on the concept and reality of Australia as an ‘egalitarian’ society

Please note:

You must also meet all the attendance requirements (see Section 4).

To demonstrate your satisfactory achievement of the Unit’s Learning Outcomes both assessment tasks are to be attempted.

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:

Academic Appeals Policy
Academic Integrity Policy
Academic Progression Policy
Assessment Policy
Fitness to Practice Procedure
Grade Appeal Policy
Complaint Management Procedure for Students and Members of the Public
Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)

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.

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Learning Skills

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Student Services and Support

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Graduate Capabilities

Creative and Innovative

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.