In this unit you will develop skills in Indigenous cultural literacy and in professional communication. There are two online quizzes to be completed early in the term (weeks 3 and 4), testing foundational knowledge and verifying students’ ability to proceed with the other assessment tasks.

Quiz 1 - Indigenous cultural competency (10 marks, week 3)

This quiz refers to content from the first two weeks of this unit but also requires you to make your own judgement, it is not simply about recalling information. This quiz will present short answer questions that test knowledge of learning module materials and prescribed readings.

Quiz 2 - Communicating with Mozilla Hubs (10 marks, week 4)

In this unit you will create an online virtual museum using Mozilla Hubs using skills developed in learning module 3 and required reading/viewing tasks. This quiz assesses your understanding of the fundamental skills involved and the restrictions around use of content such as cultural protocols and intellectual property. This quiz presents a combination of short answer and multiple choice questions.

• Understanding of principles and practice
• Application of knowledge to factual situations
• Understanding of the practical and professional context in which the skills are used

1500 words maximum. Due week 12

In this unit you will select an Indigenous First Nation and explore the concept of Indigenous justice based on their perspective. You will collect ten artefacts (image, text, audio, video or other digital format) and present these in a Mozilla Hubs space, accompanied by curation text that provides context (approx 100 words).

Examples:

• Maori (Aotearoa)
• First Nations (United States or Canada)
• Romani (Europe)
• Sa’mi (Finland and Norway)
• Ainu (Japan)
• Nahua (Mexico and Central America)
• Peul (Burkina Faso and Central Africa)

Your virtual exhibition must be completed and ready for assessment in week 12. You must submit the URL of your exhibition to the unit coordinator before week 10 in order for this to be included in the exhibition launch.

You will also submit a .doc version of your curation text that includes references and further academic discussion of your selected artefacts, 1500 words maximum. This is also due in week 12 and must also include the URL of your museum.

The requirements for these artefacts are established in the learning modules and will be discussed in the workshops. You are not required to present these artefacts in your museum using the same order or using the same titles. The .doc version should however present the artefacts in the order established by the learning modules and clearly state which artefact relates to which module.

Museums may be created in a team that focuses on a particular first nation if you want to, but each team member must curate their own artefacts and submit an individual .doc assignment.

• Clarity of presentation
• Connection between different artefacts, so that a viewer is able to explore a particular narrative to make sense of them
• Critical thinking in the selection and curation of artefacts
• Ability to follow the design brief including the submitting URL on time and meeting the design specifications, including spelling, IP control and referencing.

1500 words maximum, due week 13

At the end of this unit, you will reflect on your learning, using the framework established below. First, consider this quote from cultural theorist Stuart Hall:

• Certainly, the colonised other was constituted within the regimes of representation of such a metropolitan centre. Those colonised persons were placed in their otherness, in the marginality, by the nature of the “English eye,” the all-encompassing “English eye.” The “English eye” sees everything else but is not so good at recognising that it is itself actually looking at something. It becomes coterminous with sight itself. It is, of course, a structured representation nevertheless and it is a cultural representation that is always binary. That is to say, English identity is strongly centred; knowing where it is, what it is, it places everything else.

Stuart Hall, ‘The Local and the Global: Globalization and Ethnicity’, in Anne McClintock, Aarmir Mufti and Ella Shohat (eds), Dangerous Liaisons: Gender, Nation, and Postcolonial Perspectives, University of Minnesota Press, Minneapolis, 1997, p. 174.

Reflect on what you have learned about Indigenous justice and your chosen First Nation or Indigenous community using the following framework. Do not respond directly to this structure as a series of questions to be answered. Instead you should create your own thesis/central argument about Indigenous Justice, using this structure and your workbook observations as an initial starting point. This argument must be supported by reference to theory and concepts from unit readings and from your own research.

• Clear expression
• Ability to address the guided reflection framework, using an academic level of analysis
• Connection of discussion to unit themes, readings and independent research
• Ability to contextualise discussion to learning across the criminology course and other studies where applicable
• Presentation of a structured argument that includes a core thesis and conclusions

Two submissions of 1000 words maximum each, due weeks 6 and 11

The workshops in this unit will involve discussion of the weekly readings and consideration of artefacts for inclusion in your virtual museum. The assessment for this is the standard model used for CQU Criminology units.

The workbook is to be submitted in two stages, to allow for feedback. You will select three workbooks from modules 1-5 to be submitted in week 6 and three workbooks from modules 6-10 to be submitted in week 11. These assessments have a maximum of 1000 words each.

• Use creative problem solving in response to challenges.
• Report succinctly on challenge task activities and what you have learnt from them.
• Reflect on your learning process and set educational goals for the future.
• Understand how theories and concepts from the coursework integrate into practical and applied situations.
• Participate in small team activities (synchronous and asynchronous) and actively support peers’ learning.