Overview
This unit introduces you to the complexity, richness, diversity, and continuing development of Aboriginal and Torres Strait Islander peoples' context and culture. You will learn how First Nation’s perspectives deepen and enrich the lives of our nation and communities. You will be introduced to Aboriginal and Torres Strait Islander ways of knowing and being, emphasising their profound connection with land and country and the storylines that flow from them. You will compare First Nations' views on time, identity, individuality, and collective responsibility and gain an appreciation for the resilience of Aboriginal and Torres Strait Islander Peoples. You will also explore the intergenerational impact of colonisation, dispossession and displacement and the forced separation of children from their families on Aboriginal and Torres Strait Islander peoples and communities. You will examine the role social workers played in these historical events and reflect on the implications for contemporary social work practice with Aboriginal and Torres Strait Islander people today. In accordance with the Australian Association of Social Workers (AASW) Code of Ethics (2020), you will learn how to interact in a culturally safe and appropriate manner that decolonises practice for forging collaborative relationships and partnerships with Aboriginal and Torres Strait Islander peoples, countering ongoing discrimination and oppressive practices and fostering reconciliation.
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 - 2025
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 Postgraduate 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.
- Explain the diversity and richness of First Nations history and cultures.
- Critically analyse the impact of colonisation and historical policies and laws on First Nations peoples and communities.
- Critically reflect on the history of social work practice with Aboriginal and Torres Strait Islander peoples and the implications for contemporary practice
- Apply critically reflective practice skills, culturally appropriate theoretical frameworks and strategies for decolonised practice, and professional values and ethics to promote respectful partnerships with Aboriginal and Torres Strait Islander peoples and communities.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Case Study - 40% | ||||
| 3 - Reflective Practice Assignment - 20% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
s.ledger@cqu.edu.au
b.staley@cqu.edu.au
Module/Topic
Diversity of First Nations’ History and Culture
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Australian Policy and Legislation – From Protection to Reconciliation
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Truth-telling - Australian Social Work History with First Nation’s Peoples
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Intergenerational Trauma, Grief and Loss and Resilience
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Whiteness in Social Work Theory and Practice
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Vacation Week
Chapter
Please use this mid-term break as an opportunity to rest and recover. Enjoy your break!
Events and Submissions/Topic
No timetabled learning activities. Please use this week to progress your assessments.
Module/Topic
First Nations’ Ways of Being and Doing
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
First Nations Communication Practices – Stories, Yarning and Dadirri
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Theoretical Perspectives for Collaborative Practice
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Building Partnerships and Collaborative Practice with First Nations Peoples and Communities
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Allyship - Countering Racism and Discrimination
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Reconciliation in Government, Governance and Policy
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Reconciliation, Resources and Rights in First Nations Communities
Chapter
Readings and activities as outlined in Moodle.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Tutorial and Lecture Attendance
Students must attend all scheduled lectures and tutorials as the official timetable outlines. Attendance is critical to this unit, as it supports your learning, professional development, and engagement with culturally responsive social work practice. Tutorials provide structured opportunities to apply theory to practice, engage with assessment preparation, and participate in respectful, critical dialogue.
Non-attendance without an approved reason may impact your ability to meet unit learning outcomes. Please check the timetable in Moodle regularly and notify the teaching team in advance if you cannot attend due to exceptional circumstances.
1 Reflective Practice Assignment
This assessment invites you to listen deeply and respectfully to the testimony of an Aboriginal or Torres Strait or South Sea Islander person. In the first four weeks of this unit, you have explored the diversity of First Nations histories and cultures in Australia, the legacy of protectionist and assimilationist policies, the importance of truth-telling, and the impact of intergenerational trauma and resilience.
Drawing on these foundational concepts, you will respond to guided questions that help you learn and reflect on the significance of First Nations voices and their relevance to social work. This task supports your development as a culturally safe and critically aware practitioner. In your testimonial reflection, please maintain appropriate professional boundaries and be mindful of the personal information you choose to share, ensuring it aligns with ethical practice and safeguards your wellbeing when drawing on lived experience.
Instructions
1. Select one testimony from the approved list provided on Moodle.
2. Your written assessment must address the four guiding questions available on Moodle. Please ensure each question is responded to clearly and comprehensively.
Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
Week 4 Wednesday (6 Aug 2025) 4:00 pm AEST
Submission Via Moodle - Extensions: Available as per policy The 72-hour grace period applies to this assessment.
Week 6 Monday (25 Aug 2025)
Students will be notified when assessments have been marked via Moodle
Assessment 1: Learning from Testimony (20%)
- Interpret and reflect on testimonial narratives with cultural humility
- Analyse and contextualise the impact of colonisation and policy
- Critically examine social work’s historical role and implications for practice
- Apply and evaluate decolonising and reflexive frameworks
- Organise and present scholarly work using APA style, including First Nations literature
- Critically analyse the impact of colonisation and historical policies and laws on First Nations peoples and communities.
- Critically reflect on the history of social work practice with Aboriginal and Torres Strait Islander peoples and the implications for contemporary practice
- Apply critically reflective practice skills, culturally appropriate theoretical frameworks and strategies for decolonised practice, and professional values and ethics to promote respectful partnerships with Aboriginal and Torres Strait Islander peoples and communities.
2 Case Study
This assessment builds on your learning from Weeks 5 to 9 of the unit, focusing on culturally responsive, decolonising, and ethically grounded practice with First Nations individuals and families. You will apply frameworks introduced in the unit to analyse a case study involving a school-based social work role.
Instructions
You will be provided with a case scenario on Moodle, involving a First Nations individual in an education setting. As the school-based social worker, your task is to initiate culturally safe engagement and provide a respectful, critically informed case response.
Drawing on unit content, your case study analysis will respond to the following key areas:
1. Engagement and Relational Approach
Describe how you would initiate contact and build a culturally safe, trusting relationship with the family member.
2. Historical and Policy Context
Identify and explain the historical, social, and policy factors influencing the family member's situation. Include relevant examples of colonisation, intergenerational trauma, and systemic racism.
3. Critical Reflection
Reflect on how whiteness, privilege, and power may operate within the service system and your social work positioning. Include consideration of discomfort, allyship, and relational reflexivity.
4. Application of Practice Frameworks
Apply appropriate First Nations practice frameworks and theories of decolonising practice to this scenario. This should include strategies aligned with Bennett & Green’s culturally responsive principles and the Five Key Elements of Decolonising Practice.
5. Ethical and Professional Practice
Discuss how the AASW (Australian Association of Social Workers) Code of Ethics and AASW Practice Standards guide your approach to culturally appropriate practice in this scenario. Make direct links to specific standards.
Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
Week 9 Friday (19 Sept 2025) 6:00 pm AEST
Submission via Moodle - Extensions: Available as per policy The 72-hour grace period applies to this assessment.
Week 11 Monday (29 Sept 2025)
Students will be notified when assessments have been marked via Moodle
Assessment 2: Case Study Analysis (40%)
- Demonstrate culturally safe engagement and relational practice
- Analyse historical and legislative influences on practice
- Apply theoretical frameworks and ethical standards
- Critique professional positioning, whiteness, and power
- Structure and reference academic work accurately, incorporating First Nations scholarship
- Explain the diversity and richness of First Nations history and cultures.
- Critically analyse the impact of colonisation and historical policies and laws on First Nations peoples and communities.
- Apply critically reflective practice skills, culturally appropriate theoretical frameworks and strategies for decolonised practice, and professional values and ethics to promote respectful partnerships with Aboriginal and Torres Strait Islander peoples and communities.
3 Written Assessment
This assessment requires you to demonstrate how you apply culturally responsive, decolonising theory to real-time practice and critically reflect on your performance. Building on the previous case study assessment, students will participate in a short, recorded viva (5–7 minutes) with the Unit Coordinator or Lecturer, role-playing a conversation with a family member related to the case study, to establish rapport and begin a culturally safe engagement process.
Following participation in the viva, you will submit a 1000-word critical reflection analysing your practice of cultural humility, ethical standards, power and whiteness, and professional values. You must incorporate feedback from your previous assessment, apply decolonising frameworks introduced in the unit, and reference relevant to First Nations practice principles.
You are required to engage with the article by Bennett & Morse (2023), drawing on the five Ngurras (Respect, Deep Listening, Critical Reflection, Connectedness, and Advocacy) to guide and enhance your approach to culturally responsive practice.
Part A – Viva (15%)
In Week 11, you will participate in a brief recorded viva (5–7 minutes) with your Unit Coordinator or Lecturer, who will role-play a family member from the case study scenario provided on Moodle. The viva aims to demonstrate culturally safe, decolonising engagement strategies and apply professional communication and ethical practice skills in real time. You are responsible for recording your viva (e.g. using Zoom or Teams), uploading it to your CQUniversity OneDrive, and including a shareable link within your written submission for Part B.
Part B – Written Critical Reflection (25%)
After participating in the viva, you will submit a 1000-word critical reflection due Review/Exam Week. In this reflection, you will analyse your practice in relation to cultural humility, professional ethics, power and whiteness, and your positioning as a developing social worker. You are expected to incorporate feedback from your previous assessment. Critically reflect on your performance in the viva. Identify how power, whiteness, and your professional positioning influenced your interaction and learning. Apply and evaluate decolonising frameworks and ethical standards in relation to your practice, incorporating the Ngurras to frame your reflection. Conclude with a culturally informed improvement plan that addresses areas for growth in your professional practice.
You must use First Nations scholarship, including Bennett & Morse (2023), to support your analysis and demonstrate cultural humility, critical insight, and ethical engagement.
The written component is due by 6 pm AEST on Monday, October 13th, 2025 (Review/Exam Week).
Extensions
Extensions are not available according to policy. The 72-hour grace period does not apply to this assessment.
Review/Exam Week Wednesday (15 Oct 2025) 4:00 pm AEST
The viva (PArt A) will take place in Week 11 as scheduled by the Lecturer, and the 1000-word critical reflection (Part B) is due Monday 13 October, 2025 at 6:00pm AEST.
2 weeks post submission
Assessment 3: Reflective Practice Assessment (40%)
Part A – Viva (15%)
Students will participate in a 5–7 minute recorded Zoom role-play that demonstrates the following:
- Demonstrate culturally safe engagement and build rapport
(Aligned with Ngurras 1, 6, 7) - Apply ethical communication strategies
(Aligned with Ngurras 3, 7) - Integrate decolonising and culturally responsive approaches grounded in relevant social work theory, First Nations knowledge, and practice frameworks
(Aligned with Ngurras 2, 4, 5)
Part B – Written Reflection (25%)
Students will submit a 1000-word critical reflection that demonstrates the following:
- Critically reflect on power, whiteness, and professional positioning
(Aligned with Ngurras 2, 5) - Apply and evaluate decolonising frameworks and ethical standards
(Aligned with Ngurras 3, 4) - Assess personal practice and develop an improvement plan
(Aligned with Ngurras 3, 6) - Construct and support written arguments using academic conventions and First Nations scholarship
(Aligned with Ngurras 1, 4, 7)
- Explain the diversity and richness of First Nations history and cultures.
- Critically analyse the impact of colonisation and historical policies and laws on First Nations peoples and communities.
- Critically reflect on the history of social work practice with Aboriginal and Torres Strait Islander peoples and the implications for contemporary 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?
