Overview
You will deeply consider education and learning in the cultural interface, that is where Indigenous and non-Indigenous cultures have met and continue to meet. As you journey through the unit, you develop your awareness on: how rights of Indigenous Australians were disregarded under colonisation; Indigenous peoples’ struggle for justice; and how non-Indigenous colonial systems have resisted ceding control. You reflect critically and ethically on non-Indigenous systems; the need for decolonisation and how to enable the rights of First Nation people, as defined by (UNDRIP- United Nations Declaration of the Rights of Indigenous Peoples). Your learning journey is one of knowledge acquisition and enabling your critical and ethical reflection as you deeply consider colonisation and then decolonisation, including the role of discourse in this space. In this unit you will develop your conceptual thinking to enable the ideas in the unit to foster your future role as an active and socially innovative citizen and professional, capable of decolonisation and so fostering a more just society where First Nation rights, and non-Indigenous awareness and obligations, are brought to the fore.
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 - 2023
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 SUTE
Feedback was received questioning whether discussion forum requirements should be compulsory,
Review discussion forum requirements to ensure appropriate student engagement and authenticity.
Feedback from SUTE
Feedback was received that more actionable feedback and clearer assessment criteria was required.
Review feedback and assessment criteria and update and refresh where appropriate.
- Demonstrate a respectful understanding of learning, education and colonisation of First Nation Australian peoples in the cultural interface
- Analyse and engage in critical ethical reflection to show awareness of how colonisation enables/d non-Indigenous cultural hegemony, including the role of discourse
- Critically engage with the concepts of the cultural interface and decolonisation in analysis of First Nation peoples' human rights and non-Indigenous peoples ethical obligations in the context of learning
- Critically and ethically engage with the concept of decolonisation in education and learning.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Written Assessment - 60% | ||||
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 - 40% | ||||||||||
| 2 - Written Assessment - 60% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsft Office
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
b.a.mcfarlane@cqu.edu.au
Module/Topic
Module 1:
An overview: Australian First Nations societies before the First Fleet of 1788.
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Module 2:
Post invasion; values and attitudes of colonisers
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Module 3:
Oral history
A discussion of language power and perspective
A discussion of Terra Nullius and sovereignty
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Module 4:
The Frontier Wars
Massacres to assimilation
Nationalism
Integration to Reconciliation: 1970’s onwards;
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Module: 5
Personal identity and the power to define
Identity and the language of exclusion
Stolen Generations
The politics of claiming a First Nations identity in Australia
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Vacation break week
Chapter
Events and Submissions/Topic
Assessment 1 due Thursday 18th August 11.45pm
Content Analysis Report Due: Vacation Week Friday (18 Aug 2023) 11:45 pm AEST
Module/Topic
Module 6:
Culture dynamics
What does it mean to live on First Nations land?
Social and cultural reproduction
The Cultural interface: the centre of two-way communication
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Module 7:
Critical thinking around culture and racism
Racism and Culturally Responsive Pedagogy
Stereotypes of cultural and learning differences
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Module 8:
The social construction of race
The concept and historical impacts of whiteness and privilege
Racism in the curriculum
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Module 9:
Rural/remote, urban/metropolitan context
Decolonisation
First Nations education on reserves and missions
Chapter
weekly e-reading list
Events and Submissions/Topic
post contribution to general discussion forum
Module/Topic
Module 10:
Restorative justice & reconciliation
Being Sorry
Australia Day & Date
The Uluru Statement from the Heart
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Module 11:
Truth, justice and ethics in Australia
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Module/Topic
Unit review and ethical reflections. What do we now know?
Chapter
weekly e-reading list
Events and Submissions/Topic
Post contribution to general discussion forum
Assessment 2 due Thursday 6th October 11.45pm
Academic Essay Due: Week 12 Friday (6 Oct 2023) 11:45 pm AEST
Module/Topic
No exam
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Content Analysis Report - 40%
DUE: 18 August 2023, 11:45 PM AEST
The purpose of this assessment is for students to demonstrate awareness of the representation of First Nations Australians in contemporary media and the overt and covert messages the media convey. Select 3 articles, through a content analysis of the articles, students will investigate and critically analyse the portrayal of Australia's First Nations people and consider the social and cultural reproduction in Australian media articles. Write 1,600 words in total (about the articles) in the format of a written report.
The report will be assessed on the quality of engagement with appropriate articles; quality and capacity to make links to the unit content and readings; the research on the representation of First Nations Australians; and conclusion/s.
Select 3 news articles about First Nations Australians, events or issues from Australian news outlets (e.g. newspapers). Provide a critical analysis of these articles. Include an introduction outlining the content. After you have completed the content analysis of each of the 3 articles, then write a summary conclusion of your findings. You may do the summary conclusion individually (article by article) or collectively (considering the 3 articles together).
-
You can source your articles on-line
- A reference is required for each article (include where possible the author, date, title and source). Include a link to the articles or attach them to the back of your content analysis report as an appendix.
Advice
Here are some examples of the issues the media analysis 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 indicate?
- How accurate do you believe the story is?
- What media outlet did the article appear in and how is this relevant?
- Is the article implying a hidden message about First Nations 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' First Nations people- if so how?
- Other issues or questions about the article you consider important.
All sources used must be accurately referenced using APA. Weight: 40%. Due Date: 18th August 2023 11.45pm
Vacation Week Friday (18 Aug 2023) 11:45 pm AEST
via Moodle
Week 7 Friday (1 Sept 2023)
Return via Moodle
Your report will be assessed on:
Use of correct terminology throughout;
the quality of engagement with appropriate articles;
quality and capacity to make links to the unit content and readings;
research on the representation of First Nations people;
skills of analysis and
final conclusion/s.
Word limit 1600 words presented in report format. weight 40% due Fri, 18th August 11.45pm
- Demonstrate a respectful understanding of learning, education and colonisation of First Nation Australian peoples in the cultural interface
- Analyse and engage in critical ethical reflection to show awareness of how colonisation enables/d non-Indigenous cultural hegemony, including the role of discourse
- Critically engage with the concepts of the cultural interface and decolonisation in analysis of First Nation peoples' human rights and non-Indigenous peoples ethical obligations in the context of learning
- Critically and ethically engage with the concept of decolonisation in education and learning.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
To gain awareness of First Nations people 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 mainstream Australians interact with First Nations Australians. Write a 2000 word academic essay on ONE of the following topics:
- Identify three 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 reflect on the impact of these policies/practices (collectively or individually) on relationships between First Nation people and mainstream Australians. Attach as an appendix one of your discussion forum posts which outlines your reflections on the policies or practices.
OR
- Drawing on academic literature, outline and critically reflect on: the proclamation of Terra Nullius; 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 a just constitutional future for all Australians. Attach as an appendix one of your discussion forum posts which outlines your reflections on Terra Nullius and the Uluru Statement from the Heart.
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: 60%. Due Date: Friday 6th October week 12 11.45pm.
Week 12 Friday (6 Oct 2023) 11:45 pm AEST
submit via Moodle
Exam Week Friday (20 Oct 2023)
return via Moodle
The academic essay will be assessed on the following:
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/research a minimum of FIVE scholarly sources (can include 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 –
Use of correct terminology throughout
Attention to Grammar and Spelling: including paragraph structure and clarity of expression.
Legibility and Format: line spacing, font, margins, style, etc.
Word length: 2000 words.
- Demonstrate a respectful understanding of learning, education and colonisation of First Nation Australian peoples in the cultural interface
- Analyse and engage in critical ethical reflection to show awareness of how colonisation enables/d non-Indigenous cultural hegemony, including the role of discourse
- Critically engage with the concepts of the cultural interface and decolonisation in analysis of First Nation peoples' human rights and non-Indigenous peoples ethical obligations in the context of learning
- Critically and ethically engage with the concept of decolonisation in education and learning.
- 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.
What can you do to act with integrity?
