CQUniversity Unit Profile
INDG19015 Aboriginal Cultures and Country
Aboriginal Cultures and Country
All details in this unit profile for INDG19015 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

In this unit you examine Aboriginal cultures and their relationships with country and Land (Land is capitalised to reflect its differing meaning for Indigenous cultures and knowledge systems). You will learn and draw on Indigenous and non-Indigenous scholarship to explore differing cultural concepts of Land: culture and country. You will develop your understanding of Aboriginal beliefs, value and knowledge systems. You will learn the importance and use of theory from colonialism, settler colonialism, decolonisation and the cultural interface to deepen your understandings of Aboriginal culture and country.

Details

Career Level: Undergraduate
Unit Level: Level 2
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125

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 1 - 2021

Online

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 40%
2. Written Assessment
Weighting: 60%

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.

Previous Student Feedback

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 Have Your Say

Feedback

Moodle site

Recommendation

It is recommended that the Moodle site is made less cluttered and more ordered.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Explain Indigenous understandings of Land
  2. Place Indigenous culture and country in the context of the cultural interface post-colonisation (settler-colonial) history, social structure and race relations
  3. Analyse questions of identity, voice and power in the representation/silencing of Indigenous peoples’ perspectives on culture and country
  4. Evaluate political and social debates about Indigenous culture and country using a cultural interface perspective.

not applicable.

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment - 40%
2 - Written Assessment - 60%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

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.

Teaching Contacts
Vicki Pascoe Unit Coordinator
v.pascoe@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Mar 2021

Module/Topic

Week 1: An introduction to the unit.

This outlines the approach to the unit. It provides an overview of the core text, language, responsibility and respect. It overviews how to navigate Moodle for this unit. It outlines the requirements so you successful. You are guided into assignment 1 and its requirements.

This week's content provides core understandings about Land (with a capital L): that is how Land is understood in Aboriginal culture and country. It is contrasted to 'land' as used in non-Indigenous culture. You are reintroduced to the Indigenous nations of Australia.

Chapter

See Moodle for required readings.

Events and Submissions/Topic

Discussion forum posting

Week 2 Begin Date: 15 Mar 2021

Module/Topic

Week 2: Indigenous belonging, culture and dreaming and the smash of invasion: attempted erasure of Indigenous people/cultures

Building on week 1 and the understanding of Land you are provided a necessary overview to the impact of invasion since 1788. You are introduced to the cultural hegemony of invasion and how Indigenous country and culture was silenced. In this you begin to understand cultural hegemony and cultural differences. These are topics core to your successful study in understanding Country.

Chapter

See Moodle for required readings

Events and Submissions/Topic

Discussion forum posting

Week 3 Begin Date: 22 Mar 2021

Module/Topic

Week 3: Countries and Boundaries: Indigenous views of Land & non-Indigenous cultural interface. An exploration in understanding Aboriginal and Torres Strait Islander people's relationship to Land including custodianship versus ownership. These are key conceptual understandings to completing the assessments.

Chapter

See Moodle for readings

Events and Submissions/Topic

Discussion forum posting 

Week 4 Begin Date: 29 Mar 2021

Module/Topic

Week 4: Identity: from colonial silencing to cultural revitalisation & decolonisation

Indigenous cultures and identity was ignored in the framing of an 'Australian' (NI) identity in interface with the colonial and settler-colonial silencing and othering in the forming of a non-inclusive Australian identity.  You consider how Land, racism and people interplay in the moves toward cultural revitalisation and decolonisation. 

Chapter

See Moodle for readings

Events and Submissions/Topic

Discussion forum posting

Assignment 1 due 12th April.

Week 5 Begin Date: 05 Apr 2021

Module/Topic

WEEK 5: 'Always was, always will be Indigenous land': from terra nullius to a land belonging to…': reimagining and reinventing Australian Culture by engaging with Land

You continue travelling deeper into understanding Land. Here you consider the politics and power of terra nullius and its meaning and politics for Aboriginal Land and culture and non-Indigenous responsibility now and into the present.

Chapter

See readings in Moodle

Events and Submissions/Topic

Discussion forum posting

Assignment 1 due 12th April

Vacation Week Begin Date: 12 Apr 2021

Module/Topic

No Module

Chapter

Events and Submissions/Topic

Assessment 1: An academic essay on your reflective Learning Journey. A written essay where there is a specific format and requirements (see task description). Due: Vacation Week Monday (12 Apr 2021) 9:45 am AEST
Week 6 Begin Date: 19 Apr 2021

Module/Topic

WEEK 6: TORRES STRAIT ISLANDER: LAND & SEA COUNTRY: ontology and epistemology

A deeper exploration of Land using an Indigenous knowledge framework, exploring what this means for all peoples being in country on Indigenous land.


Chapter

See Moodle for readings

Events and Submissions/Topic

Assignment 1 was due 12 April

Assignment 2 due 31 May 

Discussion forum posting

Week 7 Begin Date: 26 Apr 2021

Module/Topic

Week 7: Indigenous Belonging in a postcolonizing society

This considers Indigenous peoples  belonging and relationship with Land in the context of the challenges placed by migration. 

Chapter

See Moodle

Events and Submissions/Topic

Assignment 2 due 31st May

Discussion forum posting

Week 8 Begin Date: 03 May 2021

Module/Topic

Week 8 Mabo, Law and law

This week considers how Indigenous Law (capital) links to land and the impact of introduced law from the Australia state.

Chapter

See Moodle

Events and Submissions/Topic

Assignment 2 due 31st May

Discussion forum posting

Week 9 Begin Date: 10 May 2021

Module/Topic

Week 9: Cultural interface interrogating some western perspectives on land: epistemology and ontology and cosmology

This week contrasts land as an economic resource with decolonising perspectives and what this may mean for Land and Country.

Chapter

See Moodle for readings

Events and Submissions/Topic

Assignment 2 due 31st May

Discussion forum posting

Week 10 Begin Date: 17 May 2021

Module/Topic

Week 10: Songs and Songlines

An examination of how art, song, land and ceremony intersect. You also consider song as a way of understanding.

Chapter

Events and Submissions/Topic

Assignment 2 due 31st May

Discussion forum posting

Week 11 Begin Date: 24 May 2021

Module/Topic

Week 11: Belonging and belonging on Indigenous Land: belonging, treaty and Makarrata -the coming together after a struggle

This week forms a summative week as we consider Aboriginal Culture and Country and belonging. We consider Indigenous and non-Indigenous becoming and what it means for Makarrata -coming together after a struggle (Yolungu). We reflect on treaty. Critical understandings for the final assessment are stressed.

Chapter

See readings in Moodle

Events and Submissions/Topic

Assignment  2 due 31st May

Discussion forum posting

Week 12 Begin Date: 31 May 2021

Module/Topic

Week 12: REFLECTIONS ON CULTURE AND COUNTRY: Where are we now? Where will you take us?

With knowledge comes responsibility. You are encouraged to consider the implications of learning for respect and action.


Chapter

See Moodle

Events and Submissions/Topic

Assessment 2 due 31st May

Discussion Forum Posting


Assessment 2: An academic essay based on an applied ethical issue. (see task description) Due: Week 12 Monday (31 May 2021) 11:45 am AEST
Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

No exam.

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 14 Jun 2021

Module/Topic

No exam

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Assessment 1: An academic essay on your reflective Learning Journey. A written essay where there is a specific format and requirements (see task description).

Task Description

Written Assessment 1:

Drawing on your forum posts and referenced scholarly literature, your essay will: Explain what Land means to Aboriginal people and the impact non-Indigenous Colonisation and Culture has had on Aboriginal Cultures and Country. Your conclusion should be an ethical reflection on your learning journey.

Task Description

This has three parts:

1. Students are asked to post to at least 2 discussion forums over 5 weeks. Each posting contains two

things: your reflection AND how at least one academic reference influenced or developed your thinking in that weekly

topic (per posting).

2. Your Academic Essay is your response to the question: 

Explain what Land means to Aboriginal people and the impact non-Indigenous Colonisation and Culture had had on Aboriginal Cultures and Country.

Using quotes and paraphrasing from your two postings and your critical academic reading, compile your essay and detail your reflective learning journey.

3. Finally, write your ethical conclusions to your 5 week learning journey, stating how your understanding of Aboriginal culture and country has developed over the 5 weeks This section may be written in first person if you wish.

Consider using the following subheadings and word counts to assist in the organisation of your essay:

What Land means to Aboriginal people; (850 words)

The impact non-Indigenous colonisation and culture has had on Aboriginal cultures and people and country; (650 words)

Ethical conclusions on my reflective learning journey; (500 words)

Submit Assessment 1 via Moodle, as one word document which includes:

Cover sheet

Marking rubric

Your essay

Reference list

Appendices (forum posts)



Word length: 2000 words. Weight: 40%


Assessment Due Date

Vacation Week Monday (12 Apr 2021) 9:45 am AEST

Submit as one document into Moodle


Return Date to Students

Week 7 Monday (26 Apr 2021)

In Moodle


Weighting
40%

Assessment Criteria

Students will be assessed on the criteria as specified in Moodle. Here is an overview:

Full engagement with all 3 parts of the question, including discussion board forum postings;

Demonstrated capacity to use AND intellectually engage with relevant quality academic peer reviewed references (articles/books) to support your answer to the topic;

Evidenced engagement & intellectual engagement demonstrated with unit content, unit readings (unit lectures as appropriate to the question) & theory;

Demonstrated clear critical reflection/ethical reflection: coherent, considered & informed; and

Discussion board postings used and all writing is grammatical and clear at a university academic standard: i.e. question stated, question fully addressed is stated; articles/books correctly referenced; grammar; font size, spelling & word length.



Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Explain Indigenous understandings of Land
  • Place Indigenous culture and country in the context of the cultural interface post-colonisation (settler-colonial) history, social structure and race relations
  • Analyse questions of identity, voice and power in the representation/silencing of Indigenous peoples’ perspectives on culture and country
  • Evaluate political and social debates about Indigenous culture and country using a cultural interface perspective.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Cross Cultural Competence
  • Ethical practice

2 Written Assessment

Assessment Title
Assessment 2: An academic essay based on an applied ethical issue. (see task description)

Task Description

The purpose of this written assignment is to demonstrate your knowledge, understanding and critical reflection on Aboriginal and/ or Torres Strait Islander peoples' cultures, relationship and connection to country in interface with non-Indigenous peoples' responsibility, power and practices. You will draw on the readings, lectures and theory presented in Weeks 1-11 of the Moodle unit site (as relevant) and those readings you have identified. In this assignment you place your learning about Aboriginal culture, country and Land in the context of an applied ethical issue. Consider the arguments that might be made in favour of your chosen question (even if you do not agree). This means that your essay will outline two contrary positions (for and against). For example, what are the arguments for not climbing Uluru and what are the arguments for climbing Uluru. Choose one topic from below:

1. Uluru, to climb or not to climb: The climbing of Uluru has been banned, but many people still believe that everyone who visits the rock has the right to climb it. This belief is against the wishes of the traditional owners. Discuss

OR

2. Can Aboriginal fire management practices, as opposed to modern fire management techniques such as hazard reduction, contribute to a reduction in bushfires? Discuss

Word length: 2,000 words. Weight: 60%

Submit Assessment 2 via Moodle, as one word document which includes:

Cover sheet

Marking rubric

Your essay

Reference list


Assessment Due Date

Week 12 Monday (31 May 2021) 11:45 am AEST

See Moodle


Return Date to Students

Exam Week Monday (14 June 2021)

via Moodle


Weighting
60%

Assessment Criteria

Students will be assessed on the criteria as specified in Moodle. Here is an overview:

Demonstrated capacity to use AND intellectually engage with relevant quality academic peer reviewed references (articles/books) to support your answer to the topic

Evidenced engagement & intellectual engagement demonstrated with unit content, unit readings & unit lectures/tuts as appropriate to question

Demonstrated clear critical reflection/ethical reflection: coherent, considered & informed;

Clarity: e.g. states: aims, purpose and approach to question; Body of assessment: clear, logical developed referenced argument; Conclusion: A coherent final position that reflects arguments of essay; and

Writing is grammatical and clear. University academic standard evidenced: i.e. question addressed is stated; academic references; logical arguments; font size, spelling & word length +/-10


Referencing Style

Submission
Online

Submission Instructions
Submit in Moodle

Learning Outcomes Assessed
  • Explain Indigenous understandings of Land
  • Place Indigenous culture and country in the context of the cultural interface post-colonisation (settler-colonial) history, social structure and race relations
  • Analyse questions of identity, voice and power in the representation/silencing of Indigenous peoples’ perspectives on culture and country
  • Evaluate political and social debates about Indigenous culture and country using a cultural interface perspective.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Cross Cultural Competence
  • Ethical practice
  • Social Innovation

Academic Integrity Statement

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?