HIST 3038 - Aftermath: Aborigines in 20th Century Australia
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code HIST 3038 Course Aftermath: Aborigines in 20th Century Australia Coordinating Unit History 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 6 units of Level II undergraduate study Incompatible HIST 2070 Course Description Prior to colonisation of the continent of Australia there were some 250 pre-existing Aboriginal cultural and language groups who had successfully maintained sustainable lifeways which had a symbiotic relationship with the land, the environment, the cosmos. Following the 'frontier' period when many of these lifeways were disrupted or destroyed, the twentieth century was a time of consolidation of the nation as 'Australia'. It was also a time when Aboriginal Australians continued the struggles for social and political recognition as equal peoples of the nation. The aim of this course is to give students an understanding of Aboriginal experiences of life in twentieth century Australia. It explores a broad range of topics which were/are of continued significance to Aboriginal people. Central to the Course is the academic and socio-political positioning of the Aboriginal experience in relation to discussions on government policies, institutionalisation, Aboriginal art and literature, and Aboriginal political movements. Through a range of tasks including independent research, small group discovery workshops and engagement with external primary document repositories students will develop an informed critical understanding of the experiences of Aboriginal Australians and the impact of that history on contemporary Aboriginal populations. Students will also be engaged in developing a working knowledge of Indigenous research methodologies and the ethical requirements when writing on or researching about and with Aboriginal people as set out in National Ethics guidelines. A targeted course outcome is that students will develop skills in articulating that knowledge in everyday practice.
Course Coordinator: Dr Jenni CarusoJennifer Caruso
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Recognise the value of a wide range of methodologies, conceptual approaches and the impact of competing narratives.
2. Show sensitivity to the diversity of historical cultures and the ethical implications of historical enquiry within a global context.
3. Think independently and critically, using appropriate methodologies and technologies, to engage with historical problems.
4. Communicate effectively in a range of spoken and written formats, within the conventions of history.
5. Be able to locate, identify and analyse relevant primary and secondary sources in order to construct evidence based arguments.
6. Possess a broad body of historical knowledge ranging over time, space and cultures.
7. Contribute productively to group-based activities.
8. Demonstrate the skills of an historian which are appropriate for performing a range of professional roles, undertaking leadership positions, and sustaining lifelong learning, including: information technology skills to manage data and to communicate, skills in collaborative and self-directed problem-solving, a habit of academic rigour, and sensitivity to intercultural and ethical issues.
9. Demonstrate a critical, self-reflective approach to the study of history, based on respect and mutual responsibility.
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)
1,6 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
3,5 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
4,7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8 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
2 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 ResourcesThere are no 'required resources' that need to be purchased for this Course. All readings will be posted on Canvas in weekly folders.
Recommended ResourcesStudents will need to access and download the following Ethics Protocols documents for working with, researching and writing about Aboriginal and Torres Strait Islander peoples.
NHMRC Values and Ethics:Guidelines for Ethical Conduct in Aboriginal and Torres Strait Islander Health Research: https://www.nhmrc.gov.au/health-ethics/ethical-issues-and-further-resources/ethical-guidelines-research-involving-aboriginal-
AIATSIS Guidelines for Ethical Research in Australian Indigenous Studies: http://aiatsis.gov.au/sites/default/files/docs/research-and-guides/ethics/gerais.pdf
FLINDERS UNIVERSITY Appropriate Terminology, Representations and Protocols of Acknowledgement of Aboriginal and Torres Strait Islander Peoples: https://www.flinders.edu.au/staff-development-files/CDIP%20documents/CDIP%20Toolkit%202015/2_%20Appropriate%20Terminology,%20Indigenous%20Australians.pdf
Online LearningCourse notes and PowerPoint presentations will be uploaded to Canvas, as well as any announcements or relevant information.
Students will need to consult it regularly for updates, lecture notes and additional resources.
The University has access to a number of academic journals that have full text articles available online. Use of the 'Informit' and 'APIAS' (APA-FT) databases on the Library’s catalogue will be required to locate articles which will assist in essay writing and further knowledge of the topic.
All lectures will be recorded and accessable to all enrolled students.
Assessments will be administered through Canvas and Turnitin - students will receive detailed feedback on their assignments through these media.
Throughout the Course students will access primary source and archival databases for information relevant to assessment. This will be guided by the Course coordinator and through State Library Aboriginal Resource Officers.
Learning & Teaching Activities
Learning & Teaching Modes
This Course is delivered through contact times in Lectures and Seminars.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.1 x 1 hour lecture 12 hours per semester
1 x 2 hour seminar 24 hours per semester
WORKLOAD – SELF-DIRECTED LEARNING
4 hours reading per 48 hours per semester
4 hours research 48 hours per semester
preparation per week 24 hours per semester
Learning Activities Summary
Introduction to Course, appropriate terminology, appropriate research methods
Seminar: Aboriginal Australia pre-colonisation
Constructions of the nation of Australia prior to federation, development of policies on Aborigines; discussion on the white Australia policy
Seminar: commencing outline of assessment projects
Investigating the role of missions and the policies of protection & control of Aboriginal people in the period 1901-1930s
Seminar: discussion on the Ethics approaches to writing on/about Aboriginal people
Discussions on the forms of Aboriginal labour in the pastoral industry, the issues of rations and supply,
Seminar: Learning activity focusing on research topics and how to approach a research proposal using culturally
informed language and research methods
Examination of the role of anthropology and western science across the 20C in the categorisation of Aboriginal Australians
Seminar: The impacts in the form of assimilation.
Library resources seminar; formulation of research question
Seminar: finding relevant sources for research question
Presentation from the stolen generations
Seminar: 20C emergence of Aboriginal Activism
1967 Referendum, self-determination; Native title;
Seminar: research assessment task
Stanner’s ‘great Australian silence’; ‘the history wars’;
Seminar: critical analysis of differing academic views ‘Aboriginal’ in Australian history;
Indigenous voices in the academy Indigenous academic writings/methodologies
The International decade of Indigenous peoples; the Royal commission into Aboriginal Deaths in custody
The ‘new’ century; conclusion
Small Group Discovery ExperienceStudents will engage in small group group analysis and reporting against allocated readings/topic areas. They'll also undertake group-driven library searches and interactions with the Indigenous Records officer of the State Records, as well as other group and independent research activities. All of these will be aligned to the development of written assessment pieces.
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 SummaryTutorial attendance & participation 10%
Research proposal (1500 word) 30%
Seminar presentation (1000 word) 20%
Ethics application (2000 word) 40%
Assessment Related Requirements
It is expected that at this Level students will need to engage in comprehensive self/group directed learning ensuring a more comprehensive understanding of research/writing/study in the area of Aboriginal peoples and histories in preparation for possible further study in this field of knowledge, or as a means for employment across a range of sectors including education, government and industry.
While assessment tasks are individual, students will engage in small group activities in Seminar times to work on research proposals and ethics applications. To the greater extent the first hour of the Seminar will be facilitated on campus, with students forming groups to share information and to discuss the lecture/readings contents in order to build knowledge specific to the Course Learning outcomes. It is envisaged that for the second half of seminar times, students will work individually in the Library or in State Records on sourcing information for their assessment tasks. Arrangements are being made with State Records staff to enable group or individual visits.
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOMES Tutorial attendance and participation Formative and summative 10% 4, 7 1500 word ‘research proposal’ Summative 30% 1, 2, 3, 5, 6 1000 word tutorial presentation Formative and summative 20% 1, 2, 4, 7 2000 word ‘ethics application’ Summative 40% 5, 8, 9
Tutorial attendance and participation: each week students will undertake setreadings which will form the basis of small group discussion during seminar times. Seminar times will also be allocated for individual and group preparation for the research assignments. Work during seminars will be to the greatest part be students driven, with both individual and small group discovery. 10% weighting.
Seminar Presentation: students will share and discuss their individual research proposals to assist with development and
progression of the proposal. Broad questions aimed at guiding analysis of possible topics will be provided. The presentation notes and power point will be submitted for assessment (notes: 1000 words + slides). 20% weighting.
Research Proposal: students will submit a mock ‘research proposal focusing on a specific research topic of their choosing
drawn from Course Content. 30% weighting.
Ethics Application – students will submit a ‘mock’ ethics application for their research proposal tying together the knowledge gained throughout the Course on research and ethics protocols required when working/researching on or with Indigenous Australians. 40% weighting.
SubmissionSubmission will be electronic through Canvas and Turnitin.
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.Assessment results will be made available through Access Adelaide and Canvas
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.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
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.
Academic Support with MathsAcademic Support with writing and speaking skillsCounselling Service - Personal counselling for issues affecting studyInternational Student Care - Ongoing supportStudent Care - Advocacy, confidential counselling, welfare support and adviceStudents with a Disability - Alternative academic arrangements Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
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 and eSELTS. These 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 eSELT Policy (http://www.adelaide.edu.au/policies/101/ ) course SELTs are
mandated and must be conducted at least once every 2 years. Feedback on issues raised through course eSELT surveys is made available to enrolled students through various resources . In addition aggregated course eSELT
data can be found at: http://www.adelaide.edu.au/clpd/selt/aggregates/
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
This section contains links to relevant assessment-related policies and guidelines. all university policies can be obtained from: http://www.adelaide.edu.au/policies/
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Academic Credit Arrangement PolicyAcademic Honesty PolicyAcademic Progress by Coursework Students PolicyAssessment for Coursework ProgramsCopyright Compliance PolicyCoursework Academic Programs PolicyElder Conservatorium of Music Noise Management PlanModified Arrangements for Coursework AssessmentStudent Experience of Learning and Teaching PolicyStudent Grievance Resolution Process
Occupational Health and Safety School of Humanities contingency plan & emergency procedures
Maths, writing and speaking skills http://www.adelaide.edu.au/clpd/students/
Counselling Service Personal counselling for issues affecting study http://www.adelaide.edu.au/counselling_centre/
Essay coversheet Coversheet for all History assignments
International Student Care Ongoing support
Student Care Advocacy, confidential counselling, welfare support and advice
Students with a Disability Alternative academic arrangements
Alternative Examination Arrangements Policy
Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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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