Course Coordinator: Dr Dylan Coleman
Phone: +61 8313 6878
Email: dylan.coleman@adelaide.edu.au

Learning and Teaching Team
Phone: +61 8313 2128
Email: undergrad_enq@adelaide.edu.au

1	Demonstrate an understanding of the ongoing health issues faced by Indigenous people in Australia within a social determinants of health framework.
2	Critically analyse the population health issues for Indigenous Australians using a Discourse Analysis framework and Indigenous methodologies.
3	Demonstrate an understanding of past and current policies and their cultural, social, political, economic and health impacts on the lives of Indigenous Australians.
4	Demonstrate an understanding of the relationship of land to health for Indigenous peoples as expressed through literature, film and the visual and performing arts
5	Demonstrate an understanding of the application of cultural competency for engagement within Aboriginal communities in Australia.

Please refer to MyUni for information.

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There will be a number of learning modes in the course. The course lectures are grouped into three broad areas designed to develop a deeper understanding of Indigenous social determinants of health:
the history of Indigenous rights, self-determination and community development

a critique of government policy aimed at addressing the social determinants of Indigenous health;
current research findings and the process of engagement with and within Indigenous communities including Indigenous ethical research practice and protocols.

This will also cover discourse analysis and broad conceptual ideas relating to social determinants of Indigenous health.

Lectures will be supported by problem-solving tutorials relating to materials covered in the lectures through group work. The quiz will provide an understanding of key concepts and identify where further study is needed. The tutorial presentation will provide consolidation of material; and the journal review and essay will help to develop, consolidate and further explore ideas introduced in the course.

It is assumed that in Indigenous Health III students are active participants in the learning process, rather than passive recipients of information. It is assumed that students are willing and able to prepare fully for classes, to participate in discussions and to carry their share of the workload.

Students are expected to attend all sessions. Attendance sheets will be kept for all practicals.

Group work will occur throughout the course including online modes and group presentations.

As a general rule, in any university course you will need to allow a minimum of three independent study hours for every hour undertaken in formal class work contact. This means that, for Indigenous Health III, students will have to set aside at least a further nine hours per week for reading around topics, preparation for class activities, and work on assignments.

You are urged to bear this in mind when planning your university timetable, particularly if you are also engaged in paid employment. In our experience, students may not be able to demonstrate their full capacity if they are working full-time and studying full-time.

Topic	Lecture
Introduction and overview of course	Overview of course; Introduction to concept of cultural competency; Demographics of the Indigenous population in Australia.
Critical Discourse Analysis and Indigenous methodologies	Introduction to Critical Discourse Analysis and Indigenous methodologies: the rationale for their use in this course. Key concepts.
Health, history and the social determinants of health	Health and history: Disease and the frontier, tracing the origins of the breakdown in the social determinants of health.
Governmentalism and Society ethos	Governmentalism and Societal ethos – tracking the dominant culture’s views of Indigenous people in Australia and internationally. Race, health and legislation.
Case Study, Part 1: Northern Territory Intervention	Case study: the Northern Territory Intervention Part 1- The Initial Report and the Intervention Response: Health and wellbeing implications. The legal position.
Case Study Part 2: Northern Territory Intervention	Case study: the Northern Territory Intervention Part 2 – The Effects of the Intervention – evidence and opinion.
Case Study Part 3: Northern Territory Intervention	Case study: the Northern Territory Intervention Part 3 – Renewal of the Intervention Orders. The context of current economic and political changes and their effects.
Relationship to Land to Health and Wellbeing: Part 1	The Relationship of Land to Health and Wellbeing Part 1 – An exploration through the visual arts, literature and film.
Relationship to Land to Health and Wellbeing: Part 2	The Relationship of Land to Health and Wellbeing Part 2 – An exploration through the visual arts, literature and film.
Social Determinants of Health for Indigenous People	The social determinants of health for Indigenous People – what’s different?
Wellbeing Achievements and Failures	Current Indigenous Health and Wellbeing Achievements and Failures.
Ways forward: cultural competency	Ways Forward – Reviewing cultural competency for health practitioners.
Recap of key concepts	Recap of key concepts delivered in the course and potential future applications.

None.

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Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Online quiz	Summative	5%	1, 2, 3, 5
Seminar Group Project Paper	Summative	15%	1, 2, 3, 5
Seminar Group Project Presentation	Summative	15%	1, 2, 3, 5
Literary Journal-Style Review Paper	Summative	15%	4
Literary Journal-Style Review Presentation	Summative	10%	4
Essay		40%	1, 2, 3, 5

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Online quiz 5%
An online quiz testing the main concepts used in the first three weeks from the lectures, tutorials and readings. The concepts will be drawn from discourse analysis and Indigenous methodologies. The questions will be multiple choice and accessed on MyUni.

Seminar Group Project Paper 15%
Students will work on a group project focused on different aspects of the Northern Territory Intervention analysed using discourse analysis. In seminars during weeks 5,6,7 they will form into panels within their groups and role play the pro and anti positions on the Intervention topic they have studied. After the presentation students will submit a 750 word written report on their project.

Seminar Group Project Presentation 15%
Wiki groups will be established to monitor student contributions; each student will engage in the presentation and each will be responsible for a section of the paper.

Literary journal-style review Paper 15%
A template to guide students regarding the expectations of the review paper will be provided.

Literary journal-style review Presentation 10%
Each student will present a 1500-word review using a creative arts journal review format, of a piece of literature, music or visual arts by an Indigenous artist that outlines the connection between land and health for Indigenous people.

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds.  Supporting documentation must be provided at the time a student requests an extension.  Without documentation, extensions will not be granted.  Late requests for extension will neither be accepted nor acknowledged.

Only the Course Co-ordinator(s) may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation.  The length of any extension granted will take into account the period and severity of any incapacity or impact  on the student.  Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits.  In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted.  If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%.  If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination  period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.

Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process  <https://www.adelaide.edu.au/student/grievance/process/>.  Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance.  This must be done within 10 business days of the  date of notification of the result.  Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and  ill only be permitted for the most compelling of reasons.

This course and its teaching are evaluated using SELT surveys. The SELT results are reviewed annually by the School Learning and Teaching Committee.