GEOG 2150 - Indigenous Peoples and the Environment

North Terrace Campus - Winter - 2018

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 Winter
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 9 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: 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
    This course will have lectures supported by problem-solving workshops. The course relies on  film as one of the main forms of information delivery as it allows Indigenous voices to be heard. Students will also receive guest lectures/sessions with /from Indigenous presenters and will be taken on a few field trips.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This intensive course is delivered over two weeks. Within this allocation, 50% of the week will be dedicated to information delivery (lectures and other forms of delivery) and 50% will be workshop sessions.

    Students will have a minimum of 36 hours contact. Additional hours will be spent in readings, essay/presentation preparation etc.
    Learning Activities Summary
    Schedule
    Part 1 Setting context
    Indigenous peoples connection to the environment

    Part 2 Indigenous peoples and colonisation (“First Australians”)
    Indigenouspeoples and contemporaryenvironmental management

    Part 3 Contemporary Indigenous involvement in the environment
    Art and Aboriginality
    “Ten Canoes”
    Specific Course Requirements
    Students will be required to attend field trips as part of the course.
    Small Group Discovery Experience
    This course relies on many small group sessions where students wil be asked to solve problems, interrogate confronting cultural issues and consider the  complexities of the relationship Indigenous people have with the environment. Activities will range from mapping Indigenous countries to considering Indigenous artworks in small groups.
  • 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
    ASSESSMENT TASK TYPE WEIGHTING COURSE LEARNING OUTCOME
    Attendance and participation Formative and summative 15% 1, 3
    Art presentation Formative and summative 35% 1, 2, 3, 4
    Workshop portfolio Formative and summative 50% 1, 2, 3, 4
    Assessment Related Requirements
    Attendance at lectures and workshops is compulsory as most of the assessment is completed in class. This is in response to preior student feedback, where people have found it hard to finalise assessment once the next semester commences.
    Assessment Detail
    Attendance and participation: students will be asked to sign an attendance sheet upon arrival at each session. Active learning is assessed in class

    Art presentation/verbal: find/choose a style of Indigenous art or a piece of art that represents a particular art form (while in-class exercises will focus on Australian Indigenous art work, students may choose any form of Indigenous art work/style). Using this artwork/style as a base:
    1.  describe the style itself, and the stories therein in relation to specific examples you might be using; 2.  describe how this art form reflects Indigenous connection to the environment (traditional, contemporary or both);
    3.  consider what are the aspects displayed and the particular dimensions of Indigeneity that it manifests.
    You will give this presentation in the last sessions of the class

    Workshop portfolio: a series of class exercises that students will complete during the course. They will be developed as a number of  discrete tasks spread out throughout the course. They include synopses of films shown in class, as well as reflections of short field trips and article reviews.


    Submission
    All work is to be submitted via MYUNI/Canvas.  Students who do not request an extension will forfeit assessment marks as  Faculty Policy dictates. 
    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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