Overview
In this unit you will develop insights into the contemporary issues that are faced by Indigenous people in Australia today. It will assist you to consider and develop your knowledge of Indigenous peoples' political voice and representation; law and justice; health; education; employment; the Stolen Generations; and cultural expression. You will also develop skills in evaluating political and social debates and policies concerning Indigenous peoples' human rights in the contemporary context through critical and ethical reflection.
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 1 - 2024
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 evaluation data
Feedback provided to students
The timeliness and appropriateness of feedback provided to students for each assessment will continue to be monitored by the teaching team, to ensure students are adequately prepared for each subsequent assessment.
- Identify key contemporary issues for Indigenous people in Australia
- Discuss contemporary issues for Indigenous people within the context of history, social structure and race relations
- Evaluate political debates and policies concerning Indigenous people and their relationship with non-Indigenous people
- Analyse questions of identity, voice and power in the representation of Indigenous people and issues.
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
Week 1: Introduction: theory, issues & controversies
This week provides core understandings and an important overview. You are introduced to the core theory of colonisation and settler colonialism, and the idea of the cultural interface. There is also an overview to contemporary history and issues arising.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 2: History and history writing: the power of the colonial and settler colonial perspective in shaping understandings of history
You reflect on ideas and readings to consider the power of the colonial and settler colonial perspective in shaping understandings of history. There is an overview of history, including the history wars and reflection on how this continues to shape the present, including for example, the current date of Australia day.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 3: First Nations political participation & representation: from terra nullius to the recent present
You reflect on history and the enduring impact of the legal term terra nullius through readings and ideas. Patterns and mechanisms of exclusion which were used to dispossess First Nations Australians of political citizenship are examined. An exploration of recent participation of First Nations people within the Australian political system is undertaken.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 4: Students examine First Nations Health and Well-being under settler colonialism. We consider how settler-colonialism has impacted on health and well-being
We consider health in a holistic sense: social, physical and spiritual and the social determinants of health today.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 5: Stolen Generations
You will consider the rationales underlying the removal of First Nations children from their families. The consequences of these removals for individuals, families, communities and cultures impact strongly today. Students gain awareness of intergenerational and transgenerational trauma.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Vacation
Chapter
Events and Submissions/Topic
Module/Topic
Week 6: Law and social Justice Issues impacting First Nations peoples
This week reflects on understanding crime including the over-representation of First Nations people in prisons and the implications of this in terms of deaths in custody.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Assessment 1 due 19th April
Drawing on scholarly readings, describe and discuss in an academic essay, two contemporary issues arising out of settler colonialism as per the task description Due: Week 6 Friday (19 Apr 2024) 11:45 pm AEST
Module/Topic
Week 7: Education, colonisation and human rights: decolonising education
You reflect on education as a tool of colonisation and the role of decolonisation. We examine the underlying issues related to the participation and retention of First Nations people in Australia's education system.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 8:Treaty, sovereignty and makarrata: a sovereign people
You reflect on readings and ideas on ethical responsibility on First Nations land. We consider the implications of First Nations sovereignty; a sovereignty that was never surrendered. We discuss Treaty and the issues around what a treaty might mean. What is the present and future path in Makarrata (coming together after a struggle)?
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 9: First Nations people: art, music, dance, writing & film
An exploration into how First Nations knowledges broaden understanding. You will gain awareness of the cultural explosion of Indigenous peoples' contributions to art (music, dance, writing and film) in Australia and the world.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 10: Restorative Justice and the idea of reconciliation: reflecting toward an ethical settler positioning
You will reflect on the ethics that underlie reconciliation. The concept of restorative justice is explored. Consideration is given to the issues connected to reconciliation, justice and human rights.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 11: Employment, a Human Right
The high rates of unemployment and low income levels in the First Nations population arise out of the broader social impacts of settler colonialism. We consider how access to education, marginalisation, racism and the failure of cultural recognition has impacted on work participation.
Chapter
See Moodle for readings
Events and Submissions/Topic
Post to Discussion Forum
Module/Topic
Week 12: Ethical Reflections on your learnings from the unit
This week is a reflection on your ethical reflections and journey. It is a consolidation to enable you to take your perspective now into the future of the nation-state in ideas, career and voice.
Chapter
See Moodle for requirements
Events and Submissions/Topic
Assessment 2 due 31st May
Drawing on scholarly readings, describe and discuss in an academic essay: Choice 1- Australia's First Nations prison population, and in particular the relationship between First Nations youth and the criminal justice system. OR Choice 2 -Treaty & Makarrata: a critical and ethical consideration (see task description). Due: Week 12 Friday (31 May 2024) 11:45 pm AEST
Module/Topic
No Exam
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Using references from scholarly literature in this unit or elsewhere in your research, write an academic essay that identifies and discusses two contemporary issues arising out of the impact of settler colonialism on First Nations people (approximately 725 words for each contemporary issue). Write a conclusion which sums up your two chosen issues and their impact. Below is a suggested guide to organise your essay:
· Your introduction: Outline what is settler-colonialism, and state the two issues you have chosen to write about; (250 words)
· First contemporary issue (state the issue, describe and discuss the issue and how settler-colonialism influenced this); (725 words)
· Second contemporary issue (state the issue and describe and discuss the issue and how settler-colonialism influenced this); (725 words)
· Conclusion provide a summary of what you have written; (300 words).
Post your reflection on your essay to the Discussion Forum. This is your personal reflection, it does not have a word limit and does not specifically attract marks. Share with others how you are feeling about what you have written in your essay and how you are feeling about the unit content. This is also a requirement of your assignment and marks will be deducted if your discussion post is not attached to the back of your assignment.
Word length: 2000 words.
APA referencing
Submit Assessment 1 via Moodle, as one word document which includes in the following order:
Cover sheet
Marking sheet
Your essay
Reference list
Appendix (forum post)
Week 6 Friday (19 Apr 2024) 11:45 pm AEST
Via Moodle
Week 8 Friday (3 May 2024)
Via Moodle
See Assessment criteria rubric in Moodle. Here is an overview:
- Demonstrated capacity to use AND intellectually engage with relevant quality academic peer-reviewed references & theory (articles/books) to support your answer to the topic
- Evidenced engagement demonstrated with unit readings & theory (& unit lectures/tuts as appropriate to question)
Clarity:
- Introduction: states aims, purpose and approach to question;
- Body: clear, logical developed argument;
- Conclusion: A coherent final position that reflects the arguments of the essay.
Overall: demonstrated clear critical reflection/ethical reflection: coherent, considered & informed by academic literature
Writing is at a university standard: referenced, grammatical & all parts of the question are completed. FORUM POSTING ATTACHED AS AN APPENDIX. APA referencing; font-size 11+, spelling & word length +/-10%
Referencing Style: American Psychological Association (APA 7th edition)
- Identify key contemporary issues for Indigenous people in Australia
- Discuss contemporary issues for Indigenous people within the context of history, social structure and race relations
- Evaluate political debates and policies concerning Indigenous people and their relationship with non-Indigenous people
- Analyse questions of identity, voice and power in the representation of Indigenous people and issues.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Written Assessment
First Nations people have struggled, and continue to struggle for a voice. There have been many attempts to engage governments in meaningful dialogue yet, First Nations Australians have never ceded their sovereignty. Here is a guide for structuring your essay:
Your introduction: This clearly states what it is you are writing about; (200 w)
On Australia Day in 1938 First Nations people held a Day of Mourning to draw Australia's attention to the plight of First Nations people. The current treaty document before Australia is the Uluru Statement from the Heart (2017). Outline what happened and the requests made on the 1938 Day of Mourning; (750w)
Outline the key requests of the Uluru Statement from the Heart (2017). Compare the requests of the Uluru Statement from the Heart (2017) to the requests made back on the Day of Mourning (1938). Ethically evaluate how far Australia has come towards a treaty? (850w).
Conclude your essay; (200w).
Week 12 Friday (31 May 2024) 11:45 pm AEST
In Moodle
Exam Week Friday (14 June 2024)
Via Moodle
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 & theory as appropriate to question
Demonstrated clear critical reflection/ethical reflection: coherent, considered & informed;
Clarity: e.g. states: aims, purpose and approach to question; Body: clear, logical developed 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
- Identify key contemporary issues for Indigenous people in Australia
- Discuss contemporary issues for Indigenous people within the context of history, social structure and race relations
- Evaluate political debates and policies concerning Indigenous people and their relationship with non-Indigenous people
- Analyse questions of identity, voice and power in the representation of Indigenous people and issues.
- Communication
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
- Social Innovation
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?
