PUB HLTH 7073 - Indigenous Health
North Terrace Campus - Semester 2 - 2016
General Course Information
Course Code PUB HLTH 7073 Course Indigenous Health Coordinating Unit Public Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Course Description This course offers students the opportunity to develop current public policy affecting the health of Aboriginal Australians. It uses historical, social and political analysis, & comparative studies of other indigenous populations, to provide a context for reflection on current Aboriginal health status & health needs. The course provides opportunities for students to explore a wide range of Aboriginal health programs & issues, through an intensive & multi-disciplinary teaching program & individual research.
Course Coordinator: Mr Alwin Chong
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Demonstrate knowledge of the demography of contemporary Indigenous Australians and the epidemiology of Indigenous health. 2 Analyse public policy and administrative and service provision structures which affect the health of Indigenous Australians. 3 Assess historical and political analyses and make comparisons with other Indigenous populations internationally. 4 Assemble a context for critical reflection on current health policy, health status and the needs of Indigenous people in Australia. 5 Demonstrate knowledge of a range of issues by being exposed to a range of Indigenous and non-Indigenous peoples, organizations, programs and perspectives on health. 6 Recognise that health is affected by a wide range of conditions, ideas, practices and opportunities and that for Indigenous people these may be different to the total population.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2-3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 2, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2, 3, 5 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3, 5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesA comprehensive list of required resources will be supplied on MyUni.
Recommended ResourcesIt is important prior to each session you have read the readings that are listed as “prior readings” . Please see MyUni for a list.
This course provides the structure in which you can apply the analysis that you have gained from the readings. PLEASE COME PREPARED. You will be asked questions during each session which will demonstrate whether you have read the required readings. This will be reflected in your final mark which includes a component for class participation.
Learning & Teaching Activities
Learning & Teaching ModesThe extremely poor health status of Aboriginal and Torres Strait people is a major inequity in Australian society. It is essential that Australian public health students develop a firm grasp of the issues surrounding Indigenous health including the issues in policy and research.
This course is not entirely health-focused. It provides an introduction to Indigenous culture, history, and politics which is essential for understanding how the health situation for Aboriginal people has come to be as it is today. The course aims to contextualize the issues that have impacted and continue to affect the lives, health and wellbeing of Aboriginal people in Australia. It also connects in a broad way with the recognition of the rights of Indigenous peoples at an international level. Overall the course aims to give the student an informed understanding of the social determinants of health which are starkly outlined in relation to Indigenous people.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Students are expected to commit approximately three hours per week, in addition to a two hour common lecture that includes high level participation in the weekly sessions focussing on the assessment and reporting. It is important for students to be prepared for each weekly session by reading the “weekly readings” prior to each session. This course provides the structure in which students can apply the analysis that they have gained from the readings. Students are expected to actively participate during each session which will demonstrate whether they have read the required readings.
Learning Activities Summary
Topic Lecture Introduction and overview to the course Demographic factors, current health status and social determinants of health Critical theoretical perspectives and their application to Indigenous health analysis Overview of history, culture and representation in relation to Indigenous health Representation of Aboriginal people in the media View short video, Aunty Connie (27 minutes) History and health · Housing and the history of place and
home for Aboriginal people
· Social determinants of health for
Aboriginal people and health impacts of
housing and employment
History of Aboriginal health policy Current Aboriginal and Torres Strait islander Health Policy Chronic and communicable disease Mental Health and Social and Emotional Wellbeing and Addictions The Stolen Generations: Outcomes of the HREOC Bringing Them Home report · Who Killed Malcolm Smith?
· The context of eugenics
Breakdown of Aboriginal families · Aboriginal women and children’s health
· Aboriginal men and youth health
Visit to an Aboriginal health organisation · Health Service Provision
· Primary health care and Aboriginal
community controlled health services
Aboriginal health research ethics and guidelines on Aboriginal health research Examples of current Aboriginal health research projects: Managing two worlds Indigenous people and health: global, national and local comparisons Guest speaker will deliver this lecture Review of key concepts from the course Review of key concepts from the course Review of key concepts from the course Course Evaluation conducted in class facilitated by staff member external to the course
Specific Course RequirementsUse of the terms ‘Aboriginal and Torres Strait Islander peoples’ and ‘Indigenous peoples’
(from the Aboriginal and Torres Strait Islander Commissioner’s Social Justice Report 2006)
The Aboriginal and Torres Strait Islander Social Justice Commissioner recognises the diversity of the cultures, languages, kinship structures and ways of life of Aboriginal and Torres Strait Islander peoples. There is not one cultural model that fits all Aboriginal and Torres Strait Islander peoples.
Aboriginal and Torres Strait Islander peoples retain distinct cultural identities whether they live in urban, regional or remote areas of Australia.
Throughout this report, Aborigines and Torres Strait Islanders are referred to as ‘peoples’. This recognises that Aborigines and Torres Strait Islanders have a collective, rather than purely individual, dimension to their livelihoods. Throughout this report, Aboriginal and Torres Strait Islander peoples are also referred to as ‘Indigenous peoples’.
The use of the term ‘Indigenous’ has evolved through international law. It acknowledges a particular relationship of Aboriginal people to the territory from which they originate. The United Nations High Commissioner for Human Rights has explained the basis for recognising this relationship as follows:
Indigenous or aboriginal peoples are so-called because they were living on their lands before settlers came from elsewhere; they are the descendants – according to one definition - of those who inhabited a country or a geographical region at the time when people of different cultures or ethnic origins arrived, the new arrivals later becoming dominant through conquest, occupation, settlement or other means. Indigenous peoples have retained social, cultural, economic and political characteristics which are clearly distinct from those of the other segments of the national populations.
Throughout human history, whenever dominant neighbouring peoples have expanded their territories or settlers from far away have acquired new lands by force, the cultures and livelihoods - even the existence - of indigenous peoples have been endangered. The threats to indigenous peoples’ cultures and lands, to their status and other legal rights as distinct groups and as citizens, do not always take the same forms as in previous times. Although some groups have been relatively successful, in most part of the world indigenous peoples are actively seeking recognition of their identities and ways of life.
The Social Justice Commissioner acknowledges that there are differing usages of the terms ‘Aboriginal and Torres Strait Islander’, ‘Aboriginal’ and ‘indigenous’ within government policies and documents. When referring to a government document or policy, we have maintained the government’s language to ensure consistency.
 United Nations High Commissioner for Human Rights, Fact sheet No.9 (Rev.1), The Rights of Indigenous Peoples, www.unhchr.ch/html/menu6/2/fs9.htm
Small Group Discovery ExperienceThe course involves multi-disciplinary teaching by Aboriginal and non-Aboriginal people, and is designed to encourage high-level participation by students each week – this is enhanced by students being prepared by reading the weekly required reading prior to each session. These activities will offer students a small group discovery experience in 2015.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcome Class attendace and active participation in the weekly class discussion 5% 1-6
A two-part assignment on Indigenous health.
The first part involves an analysis of major issues highlighted in a video – this is a critical review of a short documentary film about an interaction between Aboriginal and non-Aboriginal people that is about 500-600 words. Students watch and review in class time. 10% 1 A two-part assignment on Indigenous health.
This paper should take the form of a review of the film that could be submitted to a population health journal. 25% 1, 2 Assessment 2 A 2,500 word essay on an Indigenous health issue 40% 1-6 Assessment 3 Exam 20% 1-6
Assessment Related RequirementsNone.
Assessment DetailPart 1: A two-part assignment on Indigenous health.
The critical review assignment is 500-600 words and forms the basis for part 2 of assessment 1. Assignments are handed to the course coordinators who will mark and make comments. It will be scanned and returned to students by email.
Part 2: A two-part assignment on Indigenous health.
The paper should describe how the film, Aunty Connie provides an understanding of the complexities of history and social exclusion and the continuing effects on health and wellbeing of Aboriginal people.
It should be referenced with four to six academic sources 1,000 words in length.
Assessment 2: An essay on an Indigenous health issue.
The choice of one health issue from a list of 5 or a location in a metropolitan, rural or remote setting in Australia
A two hour exam consisting of 10 short answers from 16 options – student may bring their notes and reading to the exam.
Class attendance and participation in weekly class discussions
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.
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.
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 will only be permitted for the most compelling of reasons.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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