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EDU1141 Australian Indigenous Studies

Subject Cat-nbr Class Term Mode Description Units Campus
EDU 1141 84073 3, 2008 EXT Australian Indigenous Studies 1.00 Toowoomba
Academic group: FOEDU
Academic org: FOE002
Student contribution band: National Priority Teaching
ASCED code: 070303

Contents


STAFFING

Examiner: Stephen Hagan
Moderator: Jon Austin


OTHER REQUISITES

State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html.


RATIONALE

Education involves, in part, the transmission of the culture of a society. Australian society is fortunate in that it supports a variety of cultural groups, each with its own system of beliefs, ways of doing things and ways of communicating. Furthermore, Australia has two cultural groups which can claim Indigenous status - the Australian Aboriginal and Australian Torres Strait Islander peoples. In order that all Australians receive a balanced education, the curriculum for all Australian schools should reflect, therefore, the existence of many cultures and societies living together on this continent. All teachers need to have an understanding and appreciation of the diversity of cultures within Australia and how they interact. A study of Indigenous Australian cultures and societies, because of their uniqueness and complexity, provides an avenue for the development and consolidation of an understanding and appreciation of all peoples, their cultures and societies. It is through a study of Indigenous Australian cultures and societies that attitudes can be challenged and a foundation set to address issues of cultural arrogance (i.e. belief in the superiority of one's own culture), ethnocentrism and ignorance facilitating progression towards mutual understanding and respect for others' cultures and societies. The course is built around themes with a central core running throughout them. The central core is the presentation of knowledge and experiences through Indigenous Australian perspectives and viewpoints. In so doing concepts may be presented in a manner that differs from the learner's understanding. The aim of presenting an Indigenous Australian perspective is to correct the imbalance in knowledge and understanding of Australia's history which has predominated since invasion. In the first half of the course, consideration is given to the concepts of culture, society and group and individual identity. An Indigenous Australian perspective on issues created by ignorance and misunderstandings about the sociological, technological and ideological aspects as they relate to indigenous cultures of the world, especially Australia, is presented. Without knowledge of the past one cannot appreciate the present or predict the future. The second half of the course investigates particular aspects of Indigenous Australian cultures including, kinship, languages, land affiliation, occupation and the Native Title debate. The impact of Government policies and practices will also be presented. With emphasis currently placed on having an understanding and appreciation of Indigenous Australia, comes the need for an understanding of Aboriginal and Torres Strait Islander cultures and projections for the future.



SYNOPSIS

The content and structure of this course is such that it is more than an historical/anthropological account of Aboriginal and Torres Strait Islander Australia. The content of the course will emphasise the need for learners to adopt an appropriate approach which reflects a sound theoretical and philosophical understanding in the area of cultural interaction pertinent to the discipline or career path. The course seeks to confront the stereotypes that have been constructed around Australia's indigenous populations, and to reconstruct those images. This will be based on knowledge and understanding of, and empathy towards, the people who are the original inhabitants of this country. Throughout the course, four major constructs will be explored: (i) contested views of traditional and contemporary Indigenous Australian cultures, societies and identity; (ii) Aboriginal and Torres Strait Islander social and political issues; (iii) policies and practices in relation to interaction with Aboriginal and Torres Strait Islander peoples; (iv) racism as a construct in government and non-government policy and practices.



OBJECTIVES

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

1.
demonstrate knowledge and understanding of aspects of Aboriginal and Torres Strait Islander identity, cultures and societies within a contemporary Australian culture (Assessments 1, 2, and 3)
2.
illustrate a respect for, and understanding of Aboriginal and Torres Strait Islander people's lifestyles and attitudes (Assessments 1, 2 and 3)
3.
demonstrate an awareness and appreciation of the socio-cultural, political and economic position of Aboriginal and Torres Strait Islander people in contemporary society (Assessments 1, 2 and 3)
4.
contribute to the enhancement of Aboriginal and Torres Strait Islander peoples' desires for access to, and participation in, education at all levels which does not deny their heritage (Assessments 1, 2 and 3)
5.
identify strategies for increasing the involvement of community-based Aboriginal and Torres Strait Islander practitioners (i.e. knowledge providers) (Assessment 1)
6.
express an understanding of current educational policies and practice in relation to Aboriginal and Torres Strait Islander people (Assessments 1, 2 and 3)
7.
Demonstrate competence in written language and scholarly writing including correct spelling, grammar and bibliographic referencing. (Assessments 1, 2 and 3)


TOPICS


Description Weighting (%)
1. Introduction to Indigenous Society - World indigenous societies and cultures
 10.00
2. Indigenous Australian Cultures - Aboriginal Australians
 10.00
3. Indigenous Australian Cultures - Torres Strait Islanders
 10.00
4. The history and impact of colonisation/invasion
 10.00
5. Government policies and practices
 10.00
6. Land rights, Terra Nullius and Native Title
 10.00
7. Indigenous Australians and the law
 10.00
8. Indigenous Australian languages, communication and protocols
 10.00
9. Indigenous Perspectives in professional Practice
 10.00
10. Where to from here? Australia's future and Indigenous Australians
 10.00

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

There are no prescribed texts for this course.



REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library/ . The gateway to education resources is here... http://www.usq.edu.au/library/faculties/education/default.htm

Commonwealth of Australia 1997, Bringing them home: national inquiry into the separation of Aboriginal and Torres Strait Islander children from their families, Australian Government Publishing Service, Canberra.

Commonwealth of Australia 2005, National report to parliament on Indigenous education and training, 2003, Department of Education, Science and Training, Canberra.

Commonwealth of Australia, Department of Education, Science and Training 2002, (Available: http://www.whatworks.edu.au) [Accessed 03 08 2007]

Commonwealth of Australia, Department of Education, Science and Training 2002, (Available: http://www.whatworks.edu.au) [Accessed 08 08 2007]

Copeland, M, Richards, J, & Walker, A 2006, One hour more daylight, a historical overview of aboriginal dispossession in Southern and Southwest Queensland, Social Justice Commission, Catholic Diocese, Toowoomba.

McRae, D, Ainsworth, G, Hughes, P, Price, K, Rowland, M, Warhurst, J, Woods, D & Zbar, V 2002, The Work Program Australian Curriculum Studies Association & National Curriculum Services, Canberra (Available: Commonwealth of Australia, 2002, What Works, Department of Education, Science and Training, Canberra. <http://www.whatworks.edu.au>) [Accessed 02 07 2008]

Neill, R 2002, White out: how politics is killing black Australia, Allen & Unwin, Crows Nest, NSW.

Phillips, J & Lampert, J 2005, Introductory Indigenous studies in education: the importance of knowing, Pearson Education Australia, Frenchs Forest, NSW.



STUDENT WORKLOAD REQUIREMENTS

ACTIVITY HOURS
Assessments 40.00
Directed Study 40.00
Private Study 85.00


ASSESSMENT DETAILS

Description Marks out of Wtg(%) Due date Notes
MODULE PRESENTATION 30.00 30.00 17 Nov 2008 (see note 1)
REFLECTIVE JOURNAL PART A 20.00 20.00 19 Dec 2008  
REFLECTIVE JOURNAL PART B 20.00 20.00 23 Jan 2009  
EXAMINATION 30.00 30.00 END S3 (see note 2)
NOTES
1.
Module Presentations are due during weeks 4-12. Due dates relate to the module allocated. Students please refer to introductory book for information about assessments and assessment due dates. Dates will vary according to the modules selected. Allocation of modules will be posted on Study Desk in Week 1.
2.
The examination date for this course will be set as per the official examination timetable. Students who, for reasons associated with teaching practice, disability or health reasons, feel disadvantaged may apply to the examiner for an alternative form of assessment.

IMPORTANT ASSESSMENT INFORMATION

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
  2. Requirements for students to complete each assessment item satisfactorily:
    To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item. USQ Regulation 5.6 Assessment 5.6.10 Resubmission of Assessment Items states that, "... an examiner may permit students to resubmit an assignment that has received a failing grade or a mark of less than 50%. If a student is permitted to resubmit a failed assignment, normally the only passing grade or mark allowable for the resubmitted assignment will be C- or 50% (as appropriate)."
  3. Penalties for late submission of required work:
    If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
  6. Examination information:
    In a Closed Examination, candidates are allowed to bring only writing and drawing instruments into the examination. Students who, for reasons associated with teaching practice, disability or health reasons, feel disadvantaged may apply to the examiner for an alternative form of assessment.
  7. Examination period when Deferred/Supplementary examinations will be held:
    Any Deferred or Supplementary examinations for this course will be held during the next examination period.
  8. University Regulations:
    Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm or in the current USQ Handbook.

ASSESSMENT NOTES

1. The due date for an assignment is the date by which a student must despatch the assignment to the USQ. The onus is on the student to provide proof of the despatch date, if requested by the examiner.
2. Students must retain a copy of each item submitted for assessment. This must be produced within twenty-four (24) hours of receipt of request being made by the examiner. The student must retain this copy until the grade for this course has been finalised.
3. In accordance with the University's assignment extension policy (Regulation 5.6.1), the examiner may grant an extension of the due date of an assignment in extenuating circumstances.
4. The Faculty will normally only accept assessments that have been written, typed or printed on paper-based media. The Faculty will NOT accept submission of assignments by facsimile. Students who do not have regular access to postal services or who are otherwise disadvantaged by these regulations may be given special consideration. They should contact the examiner of the course to negotiate such special arrangements.
5. In the event that a due date for an assignment falls on a local public holiday in their area, the due date for the assignment will be the next working day. Students are to note on the assignment cover the date of the public holiday for the examiner's convenience.
6. Students who have undertaken all of the required assessments in a course but who have failed to meet some of the specified objectives of a course within the normally prescribed time may be awarded the temporary grade: IM (Incomplete - Make up). An IM grade will only be awarded when, in the opinion of the examiner, a student will be able to achieve the remaining objectives of the course after a period of non-directed personal study.
7. Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded IDS (Incomplete - Deferred Examination); IDM (Incomplete - Deferred Make-up); IDB (Incomplete - Both Deferred Examination and Deferred Make-up).
8. When there is more than one marker for a single item of assessment, the distributed patterns and means for the different markers will be compared and marks adjusted if necessary.
9. Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications. A copy of the appropriate Marking Criteria must be attached to each submission.
10. All summative assessment items must be submitted. At the discrimination of the Examiner, students may be invited to re-submit an assessment piece. Any resubmissions will only receive a mark equivalent to 50% of the marks available.
11. Summative assessment items will receive a numerical score. Any ungraded assessment requirement will receive a Pass, Fail or Incomplete.

OTHER REQUIREMENTS

  1. Students will require access to e-mail and Internet access to USQConnect for this course. Notices and announcements will be posted on Study Desk. Students should access this on a regular basis.
  2. Students are to use a recognised referencing system as specified by the course examiner.
  3. Students are advised to read all relevant information contained in the course introductory book regarding assessment.
  4. IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html *If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.

This version produced 28 Aug 2009.
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