PUB HLTH 3125 - Indigenous Health III

North Terrace Campus - Semester 1 - 2016

This course builds on students' understanding of the social determinants of health covered in the Level II course, the Social Foundations Health, and the particular crucial importance that they have had and continue to have in determining the health of Indigenous Australians. Added to that foundation this course also builds upon a knowledge of discourse and discursive analysis as well as exploring `culture' and `cultural difference' and what this means for health. The course will also introduce students to Indigenous methodologies. The overall aim of the course is to support students to build their competency, particularly in cross-cultural and inequitable health contexts through introducing them to the `real-life' politics of health and wellbeing for Indigenous people in Australia. The complexity of health situations can be unpacked using particular frameworks and the rationale for the choice of discursive analysis, the social determinants and Indigenous methodologies should reveal new thoughts and understandings not just about Indigenous health and wellbeing in Australia but about global health in general. As well as the `politics' of Indigenous health, this course introduces students to health, land and the arts for Indigenous people. The spiritual significance of land, health and wellbeing is also part of the `politics' of Indigenous health and this framework will provide yet another layer to the complexity of health for Indigenous people.

  • General Course Information
    Course Details
    Course Code PUB HLTH 3125
    Course Indigenous Health III
    Coordinating Unit Public Health
    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 PUB HLTH 2005 or PUB HLTH 2100 & PUB HLTH 2200 or MEDIC ST 1000B
    Assumed Knowledge PUB HLTH 1001 & PUB HLTH 1002
    Assessment Quiz, group project and presentation, journal review and essay
    Course Staff

    Course Coordinator: Dr Dylan Coleman

    Course Coordinator: Dr Dylan Coleman
    Phone: +61 8313 6878

    Learning and Teaching Team
    Phone: +61 8313 2128

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    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.
    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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, 4, 5
  • Learning Resources
    Required Resources
    Please refer to MyUni for information.
    Recommended Resources
    Online Learning
  • Learning & Teaching Activities
    Learning & Teaching Modes
    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.

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

    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.
    Learning Activities Summary
    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.
    Specific Course Requirements
    Small Group Discovery Experience
  • 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 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
    Assessment Related Requirements
    Assessment Detail
    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.
    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.

    If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution 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.
    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 ( 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.

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

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.