KNL1002 Torres Strait Islander Studies

Contents

• Staffing
• Rationale
• Synopsis
• Objectives
• Topics
• Reference materials
• Student workload
• Assessment details
• Important assessment information
• Assessment notes
• Other requirements
• Production date
• PDF version

STAFFING

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 (Department of Education, Queensland, 1:94). Furthermore, Australia has two cultural groups, which can claim Indigenous status - the Australian Aborigines and the peoples of Torres Strait. All Australians need to have an understanding and appreciation of the diversity of cultures within Australia and how they interact. Torres Strait Islander cultures differ greatly from Aboriginal cultures and societies. Hence, a study of Torres Strait Islander's unique and diverse cultures and societies provides an avenue for the development and consolidation of an understanding and appreciation of all peoples, their cultures and societies. The course has three major categories that have been developed from a central core. The core is the presentation of knowledge and experiences through Torres Strait Islander perspectives and viewpoints. In so doing concepts may be presented in a manner that differs from the learner's understanding. The aim of presenting a Torres Strait Islander perspective is to correct the imbalance in knowledge and understanding of Australia's history and Indigenous groups, which has predominated since invasion.

SYNOPSIS

The content and structure of the course emphasize the need for students to adopt a greater educational stance and understanding in the area of Torres Strait Island Studies. Hence, the course seeks to broaden the awareness of students of the Torres Strait Islands and its peoples on the basis of a knowledge and understanding of, and empathy towards, those people who are the original inhabitants of the Torres Strait. Throughout the course, four major dimensions will be explored: The history and colonisation of the Torres Strait,Torres Strait Islander social, economic and legislative-political structures, Policies and practices in relation to education for Torres Strait Islander peoples, Significant Torres Strait Island cultures: customs, languages, protocols, and the Arts.

OBJECTIVES

On successful completion of this course students will be able to:

1. Demonstrate knowledge and understanding of Torres Strait Islander identity, cultures and society within a contemporary cultural context (Assessment 1, 2 and 3)
2. Explain a respect and understanding of Torres Strait Islander peoples' lifestyles and attitudes (Assessment 1, 2 and 3)
3. Discuss awareness and appreciation of the socio-cultural, political and economic position of Torres Strait Islander people in contemporary society (Assessment 2)
4. Demonstrate understanding of Torres Strait Islander peoples' desires for access to, and participation in, education which does not deny their heritage (Assessment 2)
5. Suggest strategies for increasing the involvement of community-based Torres Strait Islander people and other professionals (i.e. knowledge providers) in the Torres Strait community (Assessment 2 and 3)
6. Identify current policies and practices which relate to Torres Strait Islander peoples and their interaction with the wider Australian community. (Assessment 1, 2 and 3)

TOPICS

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).

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.

Beckett, J 1989, Torres Strait Islanders: custom and colonialism, Cambridge University Press, Cambridge.

Connolly, Sharon and Graham, Trevor (Producers) 1994, Land Bilong Islanders-a background to the historic Mabo ruling, Ronin Films, Canberra.
(Video)

Haddon, AC 1935, Ethnography, vol 2.
(Part 1)

Haddon, AC, Higston Quiggin, Rivers, WHR, Ray, SH, Myers, CS & Bruce, J 1912, Arts and Crafts, vol 5.
(1912)

Haddon, AC, Rivers, WH, Seligman, CG & Wilkin, A 1908, Sociology, magic and religion of the Western Islanders, vol 6.

Haddon, AC, Rivers, WHR & Wilkin, A 1908, Sociology, magic and religion of the Eastern Islanders, Cambridge University Press, Cambridge.
(1908)

Haddon, AC et al Reports of the Cambridge Anthropological Expedition to Torres Straits 1901-1935, vol 1.
(6 vols)

Hall, EA 1991, Aborigines and Torres Strait Islanders in the Second World War, Aborigines in the defence of Australia, D Hall, Australian National University Press, Sydney.

Loos, N and Mabo, K 1996, Edward Koiki Mabo-his struggle for land rights, University of Queensland Press, St Lucia, Queensland.

Mullins, S 1994, Torres Strait-a history of colonial occupation and culture contact 1864-1867, Central Queensland Press, Rockhampton, Queensland.

Myers, CS & McDougall, W 1901, Physiology and psychology, hearing, smell, taste etc, vol 3.
(1903)

Nakata, M 2000, History, cultural diversity and English language teaching, Multiliteracies-literacy learning and the design of social futures, B Cope and M Kalantzis, MacMillan Publishers Australia Pty Ltd, South Yarra, Victoria.

Ray, SH, Seligman, CG, Wilkin, A, Pimm, G & Haddon, AC 1907, Linguistics, vol 4.
(1907)

Rivers, WHR Physiology and psychology, introduction and vision, vol 2.
(Appendix Seligman, CG. Part 2)

Schnukal, A 1998, Broken-an introduction to the Creole language of Torres Strait, Pacific Linguistics.
(Research School of Pacific and Asian Studies, The Australian National University, Canberra.)

Sharp, N 1993, Stars of Tagai-the Torres Strait Islanders, Aboriginal Studies Press, Canberra.

Singe, J 1989, The Torres Strait-people and history, University of Queensland Press, St Lucia, Queensland.

Wilson, L 1993, Kerkar Lu-contemporary artefacts of the Torres Strait Islanders, Department of Education Publishing Services, Queensland.

STUDENT WORKLOAD REQUIREMENTS

ASSESSMENT DETAILS

NOTES

1.

2000 WORDS

2.

1500 WORDS

IMPORTANT ASSESSMENT INFORMATION

1. Attendance requirements:
   It is the students' responsibility to actively participate in all classes scheduled for them, and 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 satisfactorily complete the assignments, students must gain at least 50% of the marks available for each of the assignments.
3. Penalties for late submission of required work:
   An assignment, submitted after the due date without an extension approved by the Examiner, will attract a penalty of 10% of the assigned mark for each day (or part there of that the assignment is late.
4. Requirements for student to be awarded a passing grade in the course:
   To be assured of a passing grade for the course, students must demonstrate, via the assessment items in the Assessment Details section that they have achieved the required minimum standards in relation to the objectives of the course by: (i) satisfactorily completing all assessment items; and (ii) obtaining at least 50% of the total marks available for all assessment items. Students who do not qualify for a Passing grade may, at the discretion of the Examiner, be assigned additional work to demonstrate to the Examiner that they have achieved the standard required for a Pass. It is expected that such students will have gained at least 45% of the total marks available for all assessment items.
5. Method used to combine assessment results to attain final grade:
   Final grades for students will be determined by the addition of the marks obtained in each assessment item, weighted as in the Assessment Details section. Marking criteria will be provided in course material as mark sheets /guides or as part of assignment specifications.
6. Examination information:
   There is no examination for this course.
7. Examination period when Deferred/Supplementary examinations will be held:
   Not applicable for this course.
8. University Regulations:
   Please refer to the USQ Handbook regarding overall course assessment information. Further assessment information for this course is in the Course Introductory book.

ASSESSMENT NOTES

OTHER REQUIREMENTS

1. Students will require access to e-mail and Internet access to USQConnect for this course.
2. Students are to use a recognised referencing system as specified by the course examiner.
3. In accordance with the University's Assignment Extension Policy (Regulation 5.6.1), the Examiner of a course may grant an extension of the due date of an assignment in extenuating circumstances. This policy may be found in the USQ Handbook, and the Distance Education Student Guide for new on-campus students. All students are advised to study and follow the guidelines associated with this policy.

This version produced 27 May 2008.