Unit Profile Correction added on 28-06-19
Textbook & Resources
There is a required text for this unit. It is:
Ros Moriarity, Listening to Country (Sydney: Allen & Unwin, 2010). It is available to order online. It is not in the bookshop yet but has been requested.
Overview
The Foundations of Indigenous learning unit aims to facilitate an Indigenous Australian perspective to assist students in work and community contexts. Through an exploration of the cultures, history and lifestyles of Australia's Indigenous peoples prior to European invasion through to the present time, students will gain an awareness and understanding of the diversity of cultural identity and lived experiences for Indigenous Australians today. As a result, students will develop an appreciation of the related social, cultural and educational contexts.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle
Unclear and too many assignment questions
The unit questions will be changed and the assessments be reduced from 3 to 2.
- Show an awareness of aspects of Indigenous cultures and lifestyles.
- Demonstrate an understanding of how the past may influence the lived experience of Indigenous peoples in contemporary Australian society.
- Critically reflect on the representation of Indigenous Australians today.
- Appreciate the diversity of Indigenous identity and culture.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Written Assessment - 20% | ||||
2 - Written Assessment - 40% | ||||
3 - Written Assessment - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Communication | ||||
2 - Problem Solving | ||||
3 - Critical Thinking | ||||
4 - Information Literacy | ||||
5 - Team Work | ||||
6 - Information Technology Competence | ||||
7 - Cross Cultural Competence | ||||
8 - Ethical practice | ||||
9 - Social Innovation | ||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Written Assessment - 20% | ||||||||||
2 - Written Assessment - 40% | ||||||||||
3 - Written Assessment - 40% |
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Office
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
mf.odowd@cqu.edu.au
Module/Topic
Module 1: An overview: Australian Aboriginal and Torres Strait Islander societies before the First Fleet 1788.
Chapter
Events and Submissions/Topic
Module/Topic
Module 2: Early days of European occupation - behind the frontier
- Prior to invasion
- Post invasion; values and attitudes of colonisers
Chapter
Events and Submissions/Topic
Module/Topic
Module 3: Story/ his-story: language and power
Oral history
A discussion of language power and perspective
A discussion of ‘terra nullius’ and sovereignty
Chapter
Events and Submissions/Topic
Module/Topic
Module 4: language, politics & power: forming a nation & nationalism
- The Frontier Wars, massacres to assimilation;
- Integration to Reconciliation: 1970’s onwards;
- terra nullius considered & his-story considered
Chapter
Events and Submissions/Topic
AT1 due 13 August
Module/Topic
Module: 5 Identity: language & perspective inc Ros Moriarty's book
- Personal Identity & power to define;
- Identity & language of exclusion;
- Stolen Generations: attempt at stealing ID;
- ‘taken for granted language’ & Ros Moriarty
- The politics of claiming an Aboriginal identity in Australia.
Chapter
Events and Submissions/Topic
AT1 13 August
Written Assessment 1: Book Review Due: Week 5 Tuesday (13 Aug 2019) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 6: Culture & Cultural Interface: the classroom & the colonial mind
- Culture, culture changes
- What does it mean to live on Indigenous land?;
- Social and cultural reproduction;
- Cultural interface: & NI school culture and community;
Chapter
Events and Submissions/Topic
Module/Topic
Module 7:Critical thinking on culturally responsive pedagogy
- What is a learning style?;
- Critical thinking around culture and racism
- Babakiueria.
- Aboriginal learning styles, racism and Culturally Responsive Pedagogy
- Lecture by Professor Rigney
- Stereotypes of cultural and learning differences;
- Bothways philosophy;
- What works and other approaches;
- General Blog discussion.
Chapter
Events and Submissions/Topic
AT2 DUE SEPT 12
Module/Topic
Module 8: Learning race and racism
- What is race and racism?;
- The concept and historical impacts of whiteness;
- Addressing racism or the racist?;
- The making of a racist;
- Beyond identity
Chapter
Events and Submissions/Topic
AT2 DUE SEPT 12
Written Assessment 2: Content Analysis Report Due: Week 8 Thursday (12 Sept 2019) 11:45 pm AEST
Module/Topic
Module 9: Aboriginal learning in rural/remote, urban/metropolitan contexts & decolonisation
- REMOTE areas
- Decolonisation
- Aboriginal education on reserves and missions
Chapter
Events and Submissions/Topic
Module/Topic
Module 10: Restorative Justice as a path to reconciliation? the language of 'other'
- restorative justice & reconciliation;
- Being Sorry;
- Australia Day & Date
- Uluru: Statement from the Heart
- When truth, justice, mercy and peace embrace ethics
Chapter
Events and Submissions/Topic
Module/Topic
Module 11: Sharing place & what that might mean
- The failure of reconciliation & hope of restorative justice
Chapter
Events and Submissions/Topic
Module/Topic
Unit review
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment 1: Book Review - 20% - Due: Week 5 Tuesday 13-Aug-2019) 11:45 PM AEST (1000 words references are not included in word count)
The purpose of this assessment is to provide you with the opportunity to: reflect on the knowledge you have gained from your reading of this book; to demonstrate your ability to make links to the unit; and to reflect on the writer's perspective. You will read the book 'Listening to Country-A journey to the heart of what it means to belong'. In this book Ros Moriarty's recalls her experiences and those of her husband and their life together and their experiences with the Borroloola Law women.
Select ONE question below ONE ONLY
CHOICE ONE
1. You are to write a review of this book in the context of your study. You provide a very brief summary of the content. You then reflect on the book focusing on some of the key issues it raised for you and draw connections to the unit content. The issues may be: the cultural challenges, the impact of history, and role of racism and how these impact on lived experiences. You will consider Ros's writing as a perspective and the limits and challenges this poses. Your conclusion will include a reflection on how the book has assisted your learning and understanding of the Aboriginal culture discussed and also the cultural interface of First Nation and non-Indigenous people. You should draw on at least two references to demonstrate your intellectual engagement with the subject and the unit content with the book's content. The word count for the Book Review is 1000 words.
CHOICE 2
2. Alternative book review assessment
Write a book review. Your review will provide:
- a brief and concise summary of the book that demonstrates your knowledge of its content;
- your perspective (your embedded argument) on the merit of the book- the perspective will include a rationale for your argument about the merit of the book e.g. how was it positive and valuable or powerful or not positive and not valuable or variable. In this you should
- reflect on personal experiences of your formal and informal education in Australia about Australian Indigenous peoples and culture;
- include two references; AND
- evidence your knowledge arising from reading and engagement with this unit.
(If you were not born in Australia and university is your first formal experience of education in Australia you need to state this and then address the impact of the book and its connections to the unit and readings on your understanding of Australia).
Week 5 Tuesday (13 Aug 2019) 11:45 pm AEST
In Moodle
Week 7 Tuesday (3 Sept 2019)
In moodle
Your book review for your assignment must include the Cover and Criteria sheet found in the Assessment block on the Moodle site.
IMPORTANT view and download the rubric for the precise criteria which include but are not limited to:
Content quality: of main points, of reflections, of referencing your argument; and of your analysis of perspective.
Clarity: logical structure, appropriate terminology
Conclusion: Coming to a final position.
Basics of Presentation – Grammar, spelling, paragraph structure, legibility and Format: line spacing, font, margins, style, etc. Word length: (within 10% of word limit)
- Show an awareness of aspects of Indigenous cultures and lifestyles.
- Demonstrate an understanding of how the past may influence the lived experience of Indigenous peoples in contemporary Australian society.
- Critically reflect on the representation of Indigenous Australians today.
- Appreciate the diversity of Indigenous identity and culture.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
Written Assessment 2: Content Analysis Report - 40% - DUE: 12 Sept -2019 11:45 PM AEST
The purpose of this assessment is for you to demonstrate your awareness of the representation of Aboriginal and/ or Torres Strait Islander Australians in contemporary media and the overt and covert messages the media convey. Through a content analysis of the articles you will investigate and critically analyse the portrayal of Australia's First Nations people and consider the social and cultural reproduction in Australian media articles (You may also consider the media outlets for these stories/reports- if appropriate). You should write 1400 words in total (about the articles) in the format of a written report.
Your report will be assessed on quality of your engagement with appropriate articles; quality and capacity to make links to the unit content and readings; your research on representation of Indigenous Australians; and your conclusion/s. Both assessments require a bibliography that includes as a minimum: date, media outlet and, if possible author.
You have a choice of two questions. Choose only 1 question
Choice 1
1. Select 4 news articles about Aboriginal and/ or Torres Strait Islander Australians, events or issues from Australian news outlets (e.g. newspapers). You are to provide a critical analysis of these articles. You are to include an introduction outlining the content; a content analysis that considers the representation including the language/ discourse. After you have completed the content analysis of each of the 4 articles you then write a summary conclusion of your findings. You may do the summary conclusion individually (article by article) or in groups; or collectively (considering the 4 articles together).
- You are welcome to source your articles on-line (include the article website location address in you report) or in hard copy (include the hard copies in an appendix to your report).
- A bibliography is required for each article (include as far as possible the source, title and author).
- See advice below choice 2 to guide your work.
Alternative Assignment Choice 2
2. Select two media articles that offer differing perspectives on Indigenous Australians. The articles you chose should be of sufficient length and quality to enable you to undertake a detailed content analysis and comparison of the two pieces of writing or visual representations. The articles you select must provide contrasting perspectives on the same or a similar topic/theme. Critically discuss each article and consider the use of language. Then compare and contrast the content and how they portray Aboriginal and/ or Torres Strait Islander Australians peoples and/or their/your history and culture.
Advice
Here are some examples of the issues your media analysis in question 1 or 2 could consider:
- Does the article portray a negative or positive image?
- How much space is devoted to the article; is it in a prominent or less obvious position, and what does this impute?
- How accurate do you believe the story was?
- What media outlet did the article appear in and how is this relevant?
- Is the article implying a hidden message about Indigenous people? If so how or why?
- Does the article reinforce any stereotypes: if so are they positive or negative or ambiguous?
- Is there overt or covert racism?
- Does the language 'other' Indigenous Australian people- if so how?
- Other issues or questions about the article you consider are important.
Remember there is a 1400 word count.
Assessment Criteria - as per the Assessment 2 Criteria Cover Sheet. Please use document INDG11006 Assessment 2 Criteria Cover Sheet located below as the beginning pages for your assignment and complete the cover sheet. This helps to facilitate quicker marking.
Week 8 Thursday (12 Sept 2019) 11:45 pm AEST
In Moodle
Week 10 Thursday (26 Sept 2019)
In Moodle
Your report will be assessed on quality of your engagement with appropriate articles; quality and capacity to make links to the unit content and readings; your research on representation of Indigenous Australians; and your skills of analysis and your conclusion/s. Attention to grammar and spelling is expected to be a university standard. Word length: (within 10% of word limit).
You must download the exact marking criteria as provided in Moodle
- Show an awareness of aspects of Indigenous cultures and lifestyles.
- Demonstrate an understanding of how the past may influence the lived experience of Indigenous peoples in contemporary Australian society.
- Appreciate the diversity of Indigenous identity and culture.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
To gain awareness of Aboriginal and Torres Strait Islander Australians and their cultures, it is important to understand how the past may influence the lived experience of First Nations people in contemporary Australian society. The past also impacts on how many non-Indigenous people interact with First Australians- learnings are powerful, endure and have to be seen to be changed. Write a 2000 word academic essay on ONE of the following topics:
- Identify three major policies or practices that have been discussed in the unit. Your major focus should be to describe and critically analyse each policy/practice for its impact on First Nation Australians. Finally critically reflection on the impact of these policies/practices (collectively or individually) on relationships and learnings between First Nation and non-Indigenous Australians. Your conclusion should include an ethical reflection on the policies/ practices you have reviewed and how your 'learnings' will enable your practice.
- You are an educator in your current citizenry and in your profession or future profession. The unit's content should have had an impact on your thinking and understanding. With reference to the unit content, unit literature and broader literature, describe and critically discuss three or four themes/subjects from the unit . Finally, as part of your conclusion, ethically reflect on how your thinking has changed your understanding and how you envisage your new knowledge will influence your practice.
- Drawing on academic literature outline and critically reflect on: the premises of 'terra nullius' when proclaimed; and the key reasons terra nullius was overthrown in the High Court. Then briefly outline the key requests of the Uluru Statement from the Heart. Finally, in the context of both discussions, critically and ethically reflect on your view of a just constitutional future for non-Indigenous and First Nation Australians.
- Drawing on two, three or four documents critically consider how, in each document, non-Indigenous discourse and politics shapes and enables non-Indigenous power and the enduring discrimination and marginalisation of First Nation Australians.
Students need to research the literature and use at least five sources for their assignment. All sources used must be accurately referenced using APA. Weight: 40%.
Week 12 Monday (7 Oct 2019) 11:45 pm AEST
In Moodle
Exam Week Monday (21 Oct 2019)
In Moodle
Content – 35% Presentation and Development: of main points and arguments/ approach relevant to topic. Use of key concepts: from the unit relevant to the topics. Introduction: state aims, purpose, structure and background of the paper. Breadth of reading: a minimum of FIVE books, journals, websites. Analysis of major findings: use of appropriate examples and supporting evidence points or arguments presented. Conclusion: Coming to a final position on the topic with overview and summary of main points/ arguments of paper. Presentation – 5% Attention to Grammar and Spelling: including paragraph structure and clarity of expression. Legibility and Format: line spacing, font, margins, style, etc. Word length: (within 10% of word limit)
- Demonstrate an understanding of how the past may influence the lived experience of Indigenous peoples in contemporary Australian society.
- Critically reflect on the representation of Indigenous Australians today.
- Appreciate the diversity of Indigenous identity and culture.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.