- Class Number 6660
- Term Code 3160
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Ashley Carruthers
- Dr Ashley Carruthers
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
Over the last forty years, a global discourse of indigeneity and indigenous peoples has emerged, originating and diffusing in the 1980s and onwards from particular nation-states. This internationalist concept of indigeneity had been centered in the United Nations, and enshrined in documents of other multilateral organisations (the World Bank, International Labor Organisation). Peoples now often regarded as `indigenous’ have long existed – but this category is relatively recent, as are many developments associated with it.
Like other such global discourses (e.g. `nationalism’), how indigeneity is understood varies across particular contexts. Its global dissemination makes such variability inevitable, and the question of how it intersects with particular socio-economic-political conjunctures, essential. Generally speaking, indigenous-settler dynamics (such as are found in Australia, North America, New Zealand, and parts of Latin America) have been, in some respects, most receptive of the collective, internationally-authored, `indigenous’ socio-political identity. For example, Australia as a state accepts the notion that it is home to `indigenous’ people. The recent concept of indigeneity has been seen as more ambiguous, unsettling, or downright threatening, hence less acceptable, in many Asian, East and South Asian, as well as African countries. This course will examine the intersections of international concept and national circumstances, both conceptually and by case studies.
This course will look at questions of the emergence of an internationalist global category from two principal directions underpinned by readings from anthropological theorists on: the reification of cultural constructs, capitalist constructions of meaning, and the exercise of powers of recognition and legitimation, the changing role of nation-states globally (Bourdieu, Foucault, Wolf); and more political-economically situated ideas concerning the current global conjuncture, how and why this particular kind of internationalist category has emerged and its intersection with what Kalb (2009) calls `“critical junctions” that link global process via particular national arenas and local histories, often hidden, to emergent and situated events and narratives…’
Students will work through a number of case studies of indigenous peoples and settings; and discuss what has happened in various cases, the extent to which the category `indigenous’ has been mobilized concerning and by particular groups, and consider what the future of this category of `indigeneity’ may be.
Upon successful completion, students will have the knowledge and skills to:Upon successful completion of this course, students will have the knowledge and skills to:
- Discuss the history of events and factors in the emergence of examples of international and national indigenous movements and activisms.
- Understand the relation of this emergence to theory and practice both in development and anthropology.
- Draw upon major theoretical debates in anthropology in terms of which this emergence has been understood, and to interpret and evaluate these theoretical approaches.
- Interpret and evaluate approaches written specifically from indigenous perspectives. Identify, locate and evaluate primary sources relating to a particular instance of state practice/process, or issues arising around it.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Emergence of an International Category of "Indigenous Peoples"|
|2||Debating the Meaning of "Indigenous"||Tutorial Participation|
|3||Indigeneity at the UN||Tutorial Participation|
|4||The Concept of "Indigeneity" in Australia||Tutorial Participation, Quiz|
|5||Cultural Revitalisation in the Wake of Repression||Tutorial Participation|
|6||Indigeneity and Development||Tutorial Participation|
|7||Treaty: New Zealand||Tutorial Participation|
|8||African Perspectives||Tutorial Participation, Essay topic and initial bibliography|
|9||Ethics and Methodologies of Research with Indigenous People||Tutorial Participation|
|10||Conservation, Resource Development, and Neoliberal Economics||Tutorial Participation, Quiz|
|11||Bolivia, Resources, Neoliberalism||Tutorial Participation|
|12||Review||Tutorial Participation, Final Essay|
Available via Wattle
|Assessment task||Value||Learning Outcomes|
|Tutorial attendance, participation and discussion worth 10%||10 %||1 ,2, 4, 5|
|In-class Quizzes||20 %||1-6|
|Essay topic and initial bibliography||30 %||3, 4, 5, 6, 7|
|Final Essay||40 %||3, 4, 5, 6, 7|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using 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. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1 ,2, 4, 5
Tutorial attendance, participation and discussion worth 10%
You will be responsible for attending a minimum of 8 tutorial sessions.
Assessment Task 2
Learning Outcomes: 1-6
Weeks 4 and 8. The quizzes will test your knowledge of preceding weeks' essential course readings, lecture materials and tutorial-based discussions and case studies.
Assessment Task 3
Learning Outcomes: 3, 4, 5, 6, 7
Essay topic and initial bibliography
Research paper topic proposal and initial annotated bibliography, due and for discussion in Week 8. This will involve your having decided on a question you will address regarding a particular indigenous group, setting or issue. (Several topics are given below, but you may also modify them or devise your own question). The important things are: to have read into a particular issue, area or group and to have developed a question for consideration at this point (before you get into writing); and to have developed a research bibliography of no fewer than 6 significant sources by this stage. In this write-up you should present your question (and justification for it, if you think it needs explanation); and your sources, briefly annotated (with a concise sentence or two) indicating how you see these as informing and relating to your question.
Assessment Task 4
Learning Outcomes: 3, 4, 5, 6, 7
An essay of 3000-3500 words (plus or minus 10%) which is the expansion of the question you will have presented briefly in tutorial/s in Week 8 (with any modifications you have had to make of it). This should include an introduction in brief abstract form; a body with main arguments; and a conclusion. Proposed submission date (to be confirmed in class) will be one week after the last class session
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Dr Ashley Carruthers