This course is available for on-campus & remote (online) learning. All students participate in interactive, real-time classes.
Through critical social inquiry this course considers Indigenous perspectives and conceptions of Country, land and place, and the role of place-based learning in informing understandings of land rights issues and resource conflict. The course uses case studies from different parts of Australia, the Pacific and Asia to examine four major themes in resource negotiations with the holders of Indigenous land rights: the relationships and roles of different actors, the institutional contexts in which they negotiate, the distribution of knowledge, and the distribution of power. Using a real-time online, virtual game it considers how people who hold Indigenous land rights, the agents that target their resources for extraction or conservation, and the various agencies and organisations involved in resource governance (mining and forestry) may compete.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- Reflect on how Indigenous perspectives and conceptions of Country, land and place, and the role of place-based learning can inform understandings of land rights issues.
- Analyse and compare the social and political context of interactions between local Indigenous landowners, civil society, state and private sector actors in Australia, the Pacific and Asia.
- Demonstrate a critical understanding of how discourses of Indigenous rights are mobilised by both Indigenous people, Indigenous scholars and the state.
- Explain the significance of and parameters for equitable and informed consent negotiations over resources in Australia and the broader Asia-Pacific region.
- Contribute to the design and implementation of effective and collaborative negotiation processes between these various groups of actors.
Work Integrated Learning
Simulation/Virtual
The WIL component in this course allows you to practice decision making an an individual and in teams, with practitioner input, in a virtual environment through an extended online scenario 'game'.
Indicative Assessment
- Essay (1750 words) (30) [LO 1,2,5]
- Learning Portfolio (500 words) (10) [LO 1,3]
- Individual contribution to group negotiations (20) [LO 3,4]
- Contribution to online debrief about the role play (3 x 100-200 word posts) (10) [LO 3,4]
- Reflection paper (1500 words), which examines the role play process and outcomes in light of concepts and literature covered in the course. (30) [LO 1,2,3,4,5]
The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Workload
The standard workload for a 6 unit course is 130 hours including in-class time and independent study.
Prescribed Texts
See Wattle.
Fees
Tuition fees are for the academic year indicated at the top of the page.
Commonwealth Support (CSP) Students
If you have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). More information about your student contribution amount for each course at Fees.
- Student Contribution Band:
- 14
- Unit value:
- 6 units
If you are a domestic graduate coursework student with a Domestic Tuition Fee (DTF) place or international student you will be required to pay course tuition fees (see below). Course tuition fees are indexed annually. Further information for domestic and international students about tuition and other fees can be found at Fees.
Where there is a unit range displayed for this course, not all unit options below may be available.
| Units | EFTSL |
|---|---|
| 6.00 | 0.12500 |
Offerings, Dates and Class Summary Links
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.
