GEOG 2150 - Indigenous Peoples and the Environment

North Terrace Campus - Semester 1 - 2020

This course will introduce students to the key ideas and events that constitute Indigenous experience today. The course will give students a full understanding of who Indigenous peoples are, their relationship to the environment, and their historical and contemporary involvement in environmental matters. Using case studies, strands within the course include: (i) developing understanding of Indigenous cultural diversity, (ii) the theoretical context of core ideas such as Indigeneity, intellectual property, and social justice (iii) examination of the ways in which Indigenous relations to the environment are constituted, (iv) the impact of colonization, (v) Indigenous involvement in environmental management - both traditional and contemporary. Co-management and community based management will be considered in this context. The course will be supported by a number of Australian case studies. It will also be supported, wherever possible by Indigenous speakers, and a field trip to some Indigenous country.

  • General Course Information
    Course Details
    Course Code GEOG 2150
    Course Indigenous Peoples and the Environment
    Coordinating Unit Geography, Environment and Population
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of Level I undergraduate study
    Incompatible GEST 2050
    Course Description This course will introduce students to the key ideas and events that constitute Indigenous experience today. The course will give students a full understanding of who Indigenous peoples are, their relationship to the environment, and their historical and contemporary involvement in environmental matters. Using case studies, strands within the course include: (i) developing understanding of Indigenous cultural diversity, (ii) the theoretical context of core ideas such as Indigeneity, intellectual property, and social justice (iii) examination of the ways in which Indigenous relations to the environment are constituted, (iv) the impact of colonization, (v) Indigenous involvement in environmental management - both traditional and contemporary. Co-management and community based management will be considered in this context. The course will be supported by a number of Australian case studies. It will also be supported, wherever possible by Indigenous speakers, and a field trip to some Indigenous country.
    Course Staff

    Course Coordinator: Associate Professor Melissa Nursey-Bray

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Evaluate the importance and relevance of Indigenous connection to place.
    2 Assess the impacts of colonisation on Indigenous peoples.
    3 Critically reflect upon key concepts such as intellectual property, traditional and contemporary Indigenous environmental management, and Indigeneity.
    4 Interpret the multiple dimensions within the relationship between Indigenous peoples and the environment.
    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)
    1, 2, 3, 4
    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, 2, 3,4
    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
    3, 4,
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3, 4,
    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
    1, 2, 3, 4
    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
    1, 2, 3, 4
  • Learning Resources
    Required Resources

    Overview
    This course will suggest a number of articles and sources for students which will be of use. Students will gain maximum benefit from reading through a suite of articles on the subject, which will be both up to date and give a broad understanding of the issues surrounding ethics and the environment. Most of these articles will provided on MYUNI. However, students are encouraged to access the suggested readings below for a good grounding in ethical issues.

    Set texts:

    Wessendorf, W. 2008. The Indigenous World 2008. Copenhagen: IWGA.

    Set texts but which can be accessed via internet:

    Declaration on the Rights of Indigenous Peoples, G.A. Res. 61/295,U.N. Doc. A/RES/47/1 (2007).

    Bird Rose. D. 1996. Nourishing Terrains, Australian Aboriginal Views of landscape and Wilderness, Canberra: AGPS. The full text can be found at http://www.environment.gov.au/heritage/ahc/publications/commission/books/pubs/nourishing-terrains.pdf

    Colchester, M. 2004. Conservation policy and indigenous peoples. 7, Environmental Science and Policy 145-153.



    Recommended Resources
    Other recommended texts:

    Baker, R, Davies, J & E. Young (eds). 2001. Working on Country, Contemporary Indigenous Management of Australia’s Land and Coastal Regions. Melbourne: Oxford University Press.

    Beltran, J & A. Phillips. 2000. Indigenous and Traditional Peoples and Protected Areas, Principles, Guidelines and Case Studies, Best Practice Protected Area Guidelines, Series No 4 IUCN. Wales: WCU and Cardiff University.

    Berkes. F 1999. Sacred ecology: traditional ecological knowledge and management systems. London: Taylor & Francis.

    Brechin, S.R., Wilhusen, P.R., Fortwangler, C.L. & P.C. West. (eds). 2003. Contested Nature. Promoting International Biodiversity with Social Justice in the Twenty-First Century, State University of New York: SUNY press.

    Butler, R. and T. Hinch. 2007. Tourism and Indigenous Peoples, issues and implications.Oxford, UK: Butterworth – Heinnmann (Elsevier).

    Howitt, R. 2001. Rethinking Resource Management: Justice, Sustainability and Indigenous Peoples. London: Routledge.

    Sillitoe, P, A Bicker & J Pottier. (eds). 2003. Participating in Development: Approaches to Indigenous Knowledge. London: Routledge.

    A web site relevant to intellectual property issues:

    http://www.alia.org.au/policies/atsi.protocols.html

    Useful Journals:

    Marine Policy
    Geoforum
    Society and Natural Resources
    Online Learning
    This course uses Canvas as its  main form of online learning. You wil be expected to access Canvas for the lectures, readings and other activities. 

  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

    There is no longer any 10% attendance and that 10% is added now to the engagement (5%) and the art (5%) assignments.

    Revised Assessment Schedule for Indigenous Peoples and the Environment

    Engaging with Indigenous Peoples/20%/Friday 03 April
    Course portfolio (comprises completion of 4 tasks which will be undertaken during the course). They rely on students attending the course and viewing the films/materials needed to complete the tasks/50%/Part A: Tasks 1 and 2 are due on Friday 01 May/Part B: Tasks 3 and 4 are due Friday May 22nd

    Verbal - Art and Aboriginality/30%/ In class presentations, Week 12
    Note that the 10% for assessment has been re-allocated at 5% each to the Engagement and the Art Assessments; and due dates remain the same.

    Both the portfolio and the engagement strategy will not change as they are text based. Students will still be able to view all the films/videos required to complete as they are on SBS ON Demand or in the Library.

    Students are now asked to develop 5 - 10-minute PowerPoint presentation which you will upload to MyUni, and which will be on the same theme of art and aboriginality.

    The field trip to Tandanya is now cancelled. This will now be an individual NOT a group task.

    Assignment 1: Course portfolio (50%)
    This will be a series of class exercises that students will complete during the course. They will be developed as 5 discrete tasks, worth 10% each, spread out (and submitted) throughout the unit delivery. You will be given some time to complete these tasks in class but you might like to take the opportunity to polish up on the weekend. They include:

    Part A (Tasks 1 and 2)

    Task 1 (10 points): In class you will watch the film “Ten Canoes”. Write up a review of the film with regard to what it says about Indigenous connection to the environment. In your answer please include responses to the following (you may use these headings, and I expect a minimum of 1 paragraph per section/answer): (i) a summary of how the movie demonstrated Indigenous connection to the environment, (ii) detail some of the cultural differences between this culture and your own, (iii) effectiveness of the film as a means to relay information about Aboriginality in Australia, (iv) reflection on areas you found confronting, (v) reflection on the specific cinematic techniques they used (i.e. use of humor, black and white etc), and (vi) write a final reflection on whether (or not) you think Indigenous peoples have a unique connection to the environment and what makes that the case.



    Task 2 (15 points): Choose one of the episodes of the First Australians that will be shown throughout the unit. Describe the key dimensions of colonisation that are within this episode, and then choose another international case study example. Describe both examples, and then critically reflect on the similarities and differences between the historical experience of colonization that are highlighted in each or both cases. Conclude with a reflection on what you think this means for contemporary Indigenous peoples. (minimum 2-3 pages expected including references, at minimum citation of 2 peer reviewed articles).

    Part A (Tasks 3 and 4)

    Task 3 (10 points): Indigenous people are leading the world today in terms of contemporary land and sea management, what we call Caring for Country in Australia. Using Wessendorf, and doing some research, write a 1 – 1.5 page profile of an Indigenous group (international) that have implemented a form of environmental management. You need to include (i) brief description of the group, (ii) summary of issue they are trying to solve, (iii) what program they have developed, (iv its challenges and progress and (v) end this task with a summary reflection on what dimensions/parts of the relationship to environment this shows.

    Task 4 (15 points): For this task you are required to write a short literature review of the role you think Indigenous knowledge can play in advancing (i) climate adaptation and (ii) Indigenous connection to country

    Assignment 2: Engaging with Indigenous Peoples (20%)
    Today, Indigenous people’s are working alongside many practitioners in the natural resource/environmental management space. We will do this task during the second week as part of the session dedicated to a cross cultural workshop. Using one of the project scenarios provided and using at least 1 reference, please develop an engagement/collaboration strategy for how to approach that project.

    Presentation: Art and Aboriginality (30%)
    NOW INDIVIDUAL. Find/ choose a style of Indigenous art or a piece of art that represents a particular art form (while in class exercises and the field trip will focus on Australian Indigenous art work, you may choose any form of Indigenous art work/style). Using this artwork/style as a base you will prepare and then record a presentation that will: describe the style itself, and the stories therein in relation to specific examples you might be using: describe how this art form reflects Indigenous connection to the environment traditional, contemporary or both) and;
    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    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.

  • Student Feedback

    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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  • Policies & Guidelines
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