EDC2200 Indigenous Perspectives
|Semester 2, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||11 March 2014|
Examiner: Kaye Price
Moderator: Karen Trimmer
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, with a particular emphasis on the cultures of traditional custodians of this land. Teachers and other practitioners 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 based around 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. The impact of Government policies and practices will examined with emphasis placed on having an understanding and appreciation of contemporary Indigenous Australia. With this comes the need for understanding of Aboriginal and Torres Strait Islander cultures and projections for the future. Overarching the whole course is a concern to highlight the educational implications of such knowledge and to make students aware of current systemic initiatives such as the Queensland Studies Authority's Indigenous Perspectives program. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.
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:
- demonstrate knowledge and understanding of aspects of Aboriginal and Torres Strait Islander identity, cultures and societies within a contemporary Australian context (Assignment 1)
- demonstrate a respect for, and understanding of Aboriginal and Torres Strait Islander people's lifestyles and attitudes (Assignment 1)
- demonstrate an awareness and appreciation of the socio-cultural, political and economic position of Aboriginal and Torres Strait Islander people in contemporary society (Assignment 1)
- demonstrate a commitment 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 (Assignment 1)
- express an understanding of past and current policies and practice in relation to Aboriginal and Torres Strait Islander people (Assignment 1)
- demonstrate competence in written language and scholarly writing including correct spelling, grammar and bibliographic referencing. (Assignment 1)
- demonstrate an understanding of the educational implications emanating from an appreciation of Australian Indigenous and Torres Strait Islanders cultures.(Assignment 1)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Australian Indigenous Cultures - traditions a)Introduction. to Indigenous Society b)World indigenous societies and cultures c)Indigenous Australian Cultures - Aboriginal Australians d)Indigenous Australian Cultures - Torres Strait Islanders||20.00|
|2.||Australian Indigenous Cultures - the past a)The history and impact of colonisation/invasion b)Government policies and practices c)Land rights, Terra Nullius and Native Title||20.00|
|3.||Australian Indigenous Cultures - the present a)Indigenous Australians and the law b)Indigenous Australian languages, communication and protocols||20.00|
|4.||Australian Indigenous Cultures - the future a)Where to from here? Australia's future and Indigenous Australians||10.00|
|5.||Australian Indigenous Cultures - educational implications||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=02&subject1=EDC2200)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Price, K. (Ed.) (2012), Aboriginal and Torres Strait Islander Education, Cambridge University Press, Melbourne, VIC.
Commonwealth of Australia 1997, Bringing them home: national inquiry into the separation of Aboriginal and Torres Strait Islander children from theirfamillies, Australian Government Publishing Service, Canberra.
Commonwealth of Australia 2006, National report to parliament on Indigenous education and training, 2003, Department of Education, Science and Training, Canberra.
McRae D, Ainsworth G, Hughes P, Price K, Rowland M, Warhurst J, Woods D & Zbar V 2002, The Work Program, What Works,
<http://www.whatworks.edu.au [2008, Oct 16]>.
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, NS.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||50||50||02 Sep 2013|
|ASSIGNMENT 2||50||50||28 Oct 2013|
Important assessment information
ON-CAMPUS MODE: It is the students' responsibility to attend and participate appropriately in all activities 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. ONLINE MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora 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.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
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.
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.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
Restricted Examination: Candidates are allowed to bring only writing and drawing instruments and A4 page of typed notes (single sided) which must be handed in with the examination paper at the completion of the exam.
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.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.