The aim of Australian Literature and Identity is to show you how Australia as a nation is imagined through various contemporary works of literature, particularly from the immediate post-war period until now (1945 onwards). You will explore the ways in which Australian identities are constituted, changed and challenged by these texts, through a variety of critical perspectives and contexts of reception. You will also reflect on how the texts challenge or reinforce your thinking about Australian ideologies and/or identity.

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 Student Feedback

Needs more timely content/assessment updates and more timely feedback.

Ensure unit content and assessments updates are completed prior to running the unit, and ensure feedback is delivered on time.

Feedback from Student Feedback

Students indicated that the unit coordinator used clear and knowledge explanations, challenged students to think and to question their ideologies, and created inclusive environments where students were encouraged to interact and explore these ideas.

Continue to run weekly tutorials in a manner that prioritises a safe and supportive environment that encourage engagement and opportunities for questions and personal growth.

Feedback from Student Feedback

Continue to provide shorter texts that allow for closer reading and more time to complete assessments.

Continue to review the text lists to ensure they contain a mix of short-form and long-form texts. Short-form texts such as short story anthologies allow students to reduce preliminary reading time and make way for close readings and analysis.

Feedback from Unit Coordinator reflection and informal student feedback

The updated reading list that contained a greater diversity of authors, including First Nations, gender-diverse, and ethnically diverse authors, was well-received, particularly from Indigenous students and from students who had not read First Nations authors previously.

Continue to review and revise the text list when and where needed to ensure the list is contemporary and reflective of diverse Australian voices, including First Nations authors, gender-diverse, and ethnically diverse and migrant voices.