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SUBJECT OUTLINE 013992 Aboriginal Sydney Now Course area

UTS: Education

Delivery

Spring 2020; distance mode; City

Credit points 6cp Result type

Grade, no marks

Attendance: offered via Canvas

Subject coordinator Amy Thomas I am best contacted by email, as I am usually working remotely. I generally have access to my email. I will ordinarily respond to your email within 48 hours on a weekday. If your matter is urgent please indicate this in the subject line of your email. [email protected] Student hours: Please contact me to make an appointment for a mutually suitable time to meet or phone. Link to FASS Student Study Guide: www.uts.edu.au/about/faculty-arts-and-social-sciences/study-guide

Teaching staff Amy Thomas - Tutor, Tutorial Group 1 [email protected] Lisa Oliver - Tutor, Tutorial Group 2 [email protected] Please check Canvas announcements to see which tutorial group you are placed in. As this is an online subject, please contact Amy or Lisa via email. We can make appointments for a suitable time to speak to you on the phone or in person*, if required. * In person appointments will be guided by UTS advice on Covid-19. For the latest UTS advice please refer to the following site: https://www.uts.edu.au/current-students/news/coronavirus-and-international-travel-information

Subject description This subject focuses on contemporary Aboriginal Sydney as a means for exploring current and historical ideas about culture, country and community. Within a broadly transformative, social justice framework, the subject aims to foster students' curiosity about Indigenous ways of knowing and being in Sydney today. Students use online resources including TED talks, television drama and scholarly literature to (re)discover Aboriginal Sydney. Students learn to identify ways Indigenous perspectives and knowledges intersect with their particular area of study and potential profession, and begin to develop some skills required to work collaboratively with Indigenous Australians. Throughout the subject students are encouraged to develop their analytical and critical skills.

Subject learning objectives (SLOs) a. Inquire about contemporary Indigenous notions of culture, country and community b. Discuss the implications of colonisation for contemporary Indigenous Australia c. Investigate methods that professionals from your discipline use to collaborate respectfully with Indigenous peoples d. Reflect on the relationship between culture and worldviews, including your own

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e. Analyse and effectively communicate information gleaned from primary and secondary sources relevant to Indigenous knowledges and perspectives.

Contribution to the development of graduate attributes This subject addresses the following FASS Graduate Attributes: 1. Professional Readiness 2. Critical and Creative Inquiry 4. Indigenous Competencies 6. Effective Communication

Teaching and learning strategies Teaching in this subject will occur online through Canvas. Student learning and curiosity will be guided by a set of structured, weekly activities including, listening to the recorded lectures, and viewing episodes of the television series Redfern Now. Students will also be required to read course material, and respond to online quizzes and inquiry questions. In this course, Assessment 1(A1) requires students to respond to quiz questions related to the weekly online video learning prompts and readings. For assessment 2 (A2) students will be required to complete 2 blogs, and for Assessment 3 (A3) students will respond to a question in the form of an exposition style essay.

Content (topics) The content for this subject includes an introduction to Aboriginal history and contemporary culture, country and community, with an emphasis on the Sydney area. The subject also touches on the diversity of Aboriginal and Torres Strait Islander peoples. Students begin to learn about protocols for developing professional partnerships with Aboriginal and Torres Strait Islander communities. We use theories such as human rights and social justice approaches and critical race theory. As well the subject introduces the notion of the cultural interface.

Program Week/Session

Dates

Description

Week 1 - Orientation

27 - 31 July 2020

Introduction to Aboriginal Sydney Now Notes: Logon to the Aboriginal Sydney Now Canvas. Familiarise yourself with the site. Watch the introductory presentation to meet subject teaching staff. Read the tips for managing learning in a completely online subject

2

3 - 7 August 2020

Rebutting the Myths Notes: Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

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3

10 - 14 August 2020

Family Notes: Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

4

17 - 21 August 2020

Elders and Community Notes: Blog 1 of Assessment Task 2 due Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

5

24 - 28 August 2020

Racism Notes: Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

6

31 August - 4 September 2020

Education Notes: Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

7

7 - 11 September 2020

Employment Notes: Blog 2 of Assessment Task 2 due Each week students are expected to read the set

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readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

8

21 - 25 September 2020

Art Notes: Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

9

28 September - 2 October 2020

Identity Notes: Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

10

5 - 9 October 2020

Law and Justice Notes: Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

11

12 - 16 October 2020

Diversity Notes: Each week students are expected to read the set readings, view the video-based learning material available through Aboriginal Sydney Now Canvas and complete the embedded quiz. Each week students are encouraged to collect material or ideas for assessments.

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12

19 - 23 October 2020

Summary week Assessment 3 due this week. Notes: Make a note of three things you have learned over the course of the subject.

Final Stuvac

26 - 30 October 2020

Stuvac/final review week Notes: There is no final exam for this subject. Please ensure that all your weekly quiz responses have been completed.

Additional information If you require additional assistance this website directs you to the range of support services available at UTS. UTS HELPS - https://www.uts.edu.au/current-students/support/helps/about-helps

Assessment Assessment task 1: Weekly Online Quiz Objective(s): a, b, c, d and e Weight:

30%

Task:

Respond to the quiz questions related to the weekly online video learning prompts. Students will need to access Canvas and watch the online material in order to respond to the quiz questions.

Length:

5-10 questions each week. Students will need to watch the online video and supplementary material in order to respond to the quiz questions. This will take about an hour of your time.

Due:

Each week – completed by Sunday 23:59 pm each week

Criteria linkages:

Criteria

Weight (%)

SLOs

CILOs

Depth of understanding of Indigenous Studies concepts

50

a, b, c, e

4.

Application of theory to practice

25

d

1.

Integration of literature

25

e

2.

SLOs: subject learning objectives CILOs: course intended learning outcomes

Further Marks for the best 9 weeks will contribute to the final grade. information:

Assessment task 2: Blog Entries Objective(s): a, b, c, d and e

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Weight:

30%

Task:

Assessment 2 (A2) consists of 2 blog entries. Each blog responds to questions based on ideas raised in Redfern Now and corresponding literature. Each blog will be marked separately and the final grade for A2 is an average of the 2 blogs. Blog 1: Family, elders and community Episodes 1 and 2 of Redfern Now explore respect for Elders, and the relationship to family for Torres Strait Islander people. Choose ONE episode to consider ideas of family connectedness, sacrifice, resilience and/or respect for Elders for Aboriginal and Torres Strait Islander people. Support your response with clear engagement with subject lectures, as well as readings from the subject and other relevant scholarly sources. Blog 2: Education, organisations and racism Episode 4 of Redfern Now, ‘Stand up’, explores racism and cultural competence. Identify the specific examples of racism in this episode. Have you experienced or witnessed racism? What factors should be taken into account to ensure an active and responsive cultural inclusivity in your workplace or study space? Consider how professionals from your discipline could collaborate effectively with Aboriginal and Torres Strait Islander people. Support your response with clear engagement with subject lectures, as well as readings from the subject and other relevant scholarly sources.

Length:

400-500 words (for each blog)

Due:

Blog 1: End of Week 4, midnight (AEST) Friday, 21 August 2020. Blog 2: End of Week 7, midnight (AEST) Friday, 11 September 2020.

Criteria linkages:

Criteria

Weight (%)

SLOs

CILOs

Depth of analysis and reference to course materials

65

a, b, c, d

4.

Accuracy of referencing

10

e

1.

Clarity of expression

25

e

6.

SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Essay Objective(s): a, b, d and e Weight:

40%

Task:

The NAIDOC celebration theme for this year is Always Was, Always Will Be. The theme recognises that First Nations people have occupied and cared for this continent for over 65,000 years and that Aboriginal and Torres Strait Islander people were Australia’s first explorers, first navigators, first engineers, first farmers, first botanists, first scientists, first diplomats, first astronomers and first artists (https://www.naidoc.org.au/get-involved/2020-theme). Discuss how Aboriginal and Torres Strait Islander people continue to survive, thrive and be self-determining in Sydney now despite the implications of colonialism. In your response, refer to literature from this subject and further relevant scholarly sources.

Length:

1000 words.

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Due:

Week 12 Tuesday, 20 October 2020 at 23:59pm

Criteria linkages:

Criteria

Weight (%)

SLOs

CILOs

Insightfulness of analysis

50

a, b, d

2.

Depth of research

25

e

1.

Clarity of expression

25

e

6.

SLOs: subject learning objectives CILOs: course intended learning outcomes

Use of plagiarism detection software Written assignments will be submitted via Canvas. If you aren't already aware of the Avoiding Plagiarism tutorial and quizzes https://avoidingplagiarism.uts.edu.au/ - please take this opportunity to familiarise yourself with these helpful tools.

Moderation of marks High distinctions and Fail grades are commonly double marked. Markers use assessment criteria rubrics.

Assessment feedback Written feedback will be provided for assignments two and three. The online quizzes will direct you back to your course material for incorrect answers. Late assignments: If you require an extension you must apply to the Subject Coordinator before the due date of the assignment task. Extensions will only be given in extenuating circumstances. Penalties will apply for late submission of assignments, without an approved extension, in accordance with the Faculty of Arts and Social Sciences Student Study Guide (see link below)

Examination material or equipment There is no examination for this subject.

Required texts No essential text.

Recommended texts Recommended readings for this subject can be found on the Canvas site.

References Brown, L. (2010). Nurturing Relationships within a Space Created by" Indigenous Ways of Knowing": A Case Study. Australian Journal of Indigenous Education, 39, 15-22. Dillon, S. C. (2007). Maybe we can find Some Common Ground: Indigenous Perspectives, a Music Teacher's Story. Australian Journal of Indigenous Education, 36, 59-65. Hemming, S., & Rigney, D. (2010). Decentring the new protectors: transforming Aboriginal heritage in South Australia. International Journal of Heritage Studies, 16(1-2), 90-106. Moreton-Robinson, A. (2005). The house that Jack built: Britishness and white possession. Australian Critical Race and Whiteness Studies Association Journal, 1(1), 21-29. Nakata, M. (2007) The Cultural Interface, Australian Journal of Indigenous Education, 36, 7-14. Nakata, M. (2006) Australian Indigenous Studies: A question of Discipline. Australian Journal of Anthropology, 17 (3), 265-275. Rigney, L. I. (1999). Internationalization of an Indigenous anticolonial cultural critique of research methodologies: A 16/07/2020 (Spring 2020)

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guide to Indigenist research methodology and its principles. Wicazo sa review, 109-121. Wright, S., Lloyd, K., Suchet-Pearson, S., Burarrwanga, L., Tofa, M., & Country, B. (2012). Telling stories in, through and with Country: engaging with Indigenous and more-than-human methodologies at Bawaka, NE Australia. Journal of Cultural Geography, 29(1), 39-60.

Other resources There are a range of additional resources available in the Canvas site.

Assessment: faculty procedures and advice Please refer to the faculty's Student Study Guide for information about assessment, special consideration, student misconduct and referencing requirements.

Academic liaison officer Dr. Marivic Wyndham Phone: 02 9514 9814 Email: [email protected]

Statement on copyright Please remember that teaching materials and resources provided to you at UTS are protected by copyright. You are not permitted to re-use those for commercial purposes (including in kind benefit or gain) without permission of the copyright owner. Improper or illegal use of teaching materials may lead to prosecution for copyright infringement.

Statement on plagiarism UTS takes any form of academic misconduct very seriously. The policies and guidelines regarding plagiarism and academic integrity are enforced in this subject. Students are strongly advised to read and familiarise themselves with the university's advice on academic integrity, plagiarism and cheating.

Statement on intellectual property The University does not assert ownership of Intellectual Property created by students except under certain conditions. See the UTS Policy on Intellectual Property (5.1.6) for more information. UTS reserves the right to use students’ assessment works created as part of this subject for teaching purposes in UTS award courses and in UTS short forms of learning, advertising and promotion, including in the UTS Website and in UTSOpen, and as otherwise permitted under the UTS Policy on Intellectual Property. Students who do not want their work to be used for these purposes, must inform their lecturer of this in writing by the date formal classes for the subject end. UTS will use reasonable efforts to ensure that students are credited for their work where used for the purposes described. The student assessment work will be retained by the University until it is no longer needed for teaching, advertising and promotion or in order to comply with its reporting and legal obligations.

Statement on UTS email account Email from the University to a student will only be sent to the student's UTS email address. Email sent from a student to the University must be sent from the student's UTS email address. University staff will not respond to email from any other email accounts for currently enrolled students.

Disclaimer This outline serves as a supplement to the faculty's Student Study Guide. On all matters not specifically covered in this outline, the requirements specified in the guide apply. This outline was generated on the date indicated in the footer. Subsequent minor changes may have been made.

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