Majority perceptions of Aborigines and Torres Strait Islanders matter in the Australian democracy. This course explores the ways that Aboriginal and Torres Strait Islander people draw on a range of personal, social and cultural resources to compensate for adversities brought about by colonisation.  

Studying the archival and oral history of Aborigines and Torres Strait Islanders since European contact, this course explores agency, successes and joys as well as the ways that people live with the challenges and traumas of history. The course prompts reflection on the ways in which histories are created and mobilised in communities and encourages deep engagement with Aboriginal and Torres Strait Islander peoples’ experiences.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. explore and reflect on key events in Aboriginal and Torres Strait Islander history and use what is learned to generate and build on ideas;
2. relate learning about Aboriginal and Torres Strait Islander history to aspects of personal and professional lives as a way to develop an awareness of self and care for others;
3. adapt to unfamiliar learning environments; and
4. listen to other voices and ask deep and effective questions about familiar patterns of thinking about Aboriginal and Torres Strait Islander people.

Research-Led Teaching

This course uses Wiradjuri and other Aboriginal ways of learning and teaching developed out of a current Indigenous Resurgence project. Students will learn using, among others concepts such as winunguy and membering and remembering.

Required Resources

None

Recommended Resources

None

Staff Feedback

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

Student Feedback

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	From Ngerkanbu time to Maradhal time to the disappearing Aborigine.
5	The Struggle to be Seen.	Assessment 1: Manifesto due during Wk7 seminar.
9	Resetting the image: Winunguy and Indigenous Resurgence.	Assessment 2: Take-home test due 10am Tuesday, 1 June, 2021.

Tutorial Registration

N/A

Assessment Summary

Assessment task	Value	Learning Outcomes
Manifesto	40 %	1, 2, 3, 4
Take-home test	60 %	1, 2, 3, 4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

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:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

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

Manifesto

Weighting: 40% (including 10% peer assessment).

Word limit: 2000 words.

Due Date: Due in Class (Week 7).

Return Date: Approximately 2 weeks after submission.

Outcomes: This assessment addresses learning outcomes 1, 2, 3 and 4.

Details of task: A manifesto is a declaration of a person’s, a group’s, or an organisation’s principles and vision. It reveals what is known and believed as well as intent, purpose or a plan for the future. Karl Marx’s Communist Manifesto and Martin Luther King Junior’s, ‘I have a dream’ speech, Apple’s, ‘Think Different’ advertisement are a few well-known examples of manifestos. Historically, Aboriginal and Torres Strait Islander (ATSI) people used manifestos to communicate with non-ATSI people. We will discuss significant manifestos created by ATSI people in classes. Your task is to work in a group of up to 5 to write a 2000-word manifesto on behalf of an actual organisation that works with ATSI people. For example, you might choose to write a manifesto for the New South Wales Aboriginal Education Consultative Group Inc. (the NSWAECG constitution is posted on the course Wattle site). In this task your group will harness and use many viewpoints to create a public declaration of the organisation’s principles and vision. These principles and vision must be informed by the past. 

Assessment Criteria: I will grade each manifesto and award 30% of the grade. In addition, each person in the group will assess the contribution of each group member to the group effort (10%). Your individual grade will be based on both assessments.  

I will grade the manifesto according to how well it deals with the course learning outcomes. You should be able to refer to key concepts and terms from the course material. I will look for evidence that you have understood and draw effectively on material, ideas, and concepts that are central to the course. It will be graded on how well it demonstrates your ability to think relationally and contextually. Relational and contextual thinking will be explained, modelled and practiced in classes. It will also be graded on the range of thinking, how well you reflect upon materials covered in the course, whether your use of ideas and concepts are imaginative or derivative as well as the overall quality, coherence and clarity of writing, quality of expression, overall style and presentation. Range refers to drawing on a wide variety of ideas and concepts from different disciplines and contexts. You should strive to draw from a wide variety of sources, texts, media, resources and experiences. The ideas and concepts you find should be combined in original ways to create new ways of seeing things. 

 

Note: The various components of assessment described above do not have equal weight. Calculating your grade is not a matter of ticking off each section as addressed. You may be able to compensate for issues in one area by high performance in another. 

 

Each group member will score the contribution of other group members in each of the 5 categories below. An average (out of 10) of all other groups members' scores will be used to calculate your individual grade from his task. 

 

Participation: participated fully and always on task.

Leadership: assumed leadership in appropriate ways when necessary, helped stay on track, encouraged group participation and offered solutions where required.

Listening: listened carefully to others’ ideas.

Co-operation: treated others respectfully and shared workload fairly.

Time management: completed assigned tasks on time.

Assessment Task 2

Take-home test

Weighting: 60%

Word limit: 3000 words.

Due Date: 10am, Tuesday 1 June, 2021.

Return Date: Approximately 2 weeks after submission.

Outcomes: This assessment addresses learning outcomes 1, 2, 3 and 4.

Details of task: There will be a one-question take-home test at the end of the semester. In this task, you will write about how your thinking has changed during the course. You choose the format of your answer. It may be in the format of a letter, a newspaper article, a blog, an opinion piece, a report or an essay.

Assessment Criteria: Your response will be graded on how well it demonstrates the knowledge and skills described in the course learning outcomes. Especially how well you reflect upon and evaluate the changes in your thinking about Aboriginal and Torres Strait Islander history. It will demonstrate how extensively you have travelled through the subject to learn about key events in ATSI history. Strive to draw from a wide variety of sources, refer to key terms and concepts used in ATSI history. Draw on material, ideas, and concepts that are central to the course. Think relationally and contextually about the information you encounter.

Your response will be graded on how well you explain and defend your way of seeing things. Draw on a wide variety of ideas and concepts from different disciplines, fields of study and contexts to help make sense of material encountered in ATSI history. Ask questions of and make judgements about the information you encounter by relating it to personal experience, to other contexts, as well as to prior learning. Break down ideas into simpler parts that you then use to support and illustrate new ideas. You might think of this task as telling the story of your study of ATSI history. Find your own metaphors and examples to explain what the stories you hear in the course tell you. Describe and discuss the connections you make between the ideas and concepts covered in the course and how they relate to your own experience and prior knowledge. Your response will be graded on how well you reflect upon materials covered in the course, how imaginative you are in your use of ideas and concepts and the overall quality of writing.

Submit your typed response as a single word document on Wattle. You might want to refer to particular content from the course such as lectures, seminar discussions, speakers and authors and works you encounter throughout the semester. If you do this, it is not essential that you reference with footnotes and a bibliography. Just refer to it in the text of your response. You might choose to make general references to content. It’s up to you. I am interested in what’s happened in your head as a result of our semester together.

Estimated return date:

Approximately 2 weeks after submission.

Academic Integrity

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.

Online Submission

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.

Hardcopy Submission

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.

Late Submission

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.

Referencing Requirements

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.

Returning Assignments

Assessment grade and feedback will be returned via ANU email address.

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.

Resubmission of Assignments

Resubmission are not permitted.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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