This course introduces students to fundamental aspects of Indigenous relationships to lands, waters and cultural sites in Australia and internationally. It will provide students with an overview of Indigenous perspectives about the natural environment, knowledge systems and practices, as well as the settler state legal and policy frameworks which often obstruct Indigenous opportunities to actively engage in cultural and natural resource management. These areas of contestation and collaboration between Indigenous and non-Indigenous natural resources users are explored through a series of land and water management case studies and an examination of a range of theories on the topic. The course will also provide students with an opportunity to strengthen self-reflexive practices that are essential in engaging with Indigenous knowledge in many natural resource management issues.

Learning Outcomes

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

1. Develop an appreciation of Indigenous aspirations, perspectives and knowledge systems in relation to lands, waters, plants, animals, natural resources and cultural heritage, and explain how these may vary from western scientific, legal and managerial perspectives.
2. Be aware of connections between Indigenous peoples of Australia, Oceania (Pacific Islands) and internationally, as facilitated through Indigenous studies theories of solidarity and relationality.
3. Engage with Indigenous relational ontological perspectives, sovereignty and resurgence and how these relate to land and natural resource management issues in Australia and other settler state contexts.
4. Enhance understanding of Indigenous experiences of climate change, its impacts, the challenges it poses as well as the strategies developed by Indigenous peoples to respond.
5. Develop skills to critically analyse environmental conservation and natural resource management policies and programs and their implications for Indigenous peoples’ perspectives, initiatives, and aspirations.
6. Develop a self-reflexive practice that allows for culturally situated and place-specific engagement in environmental management issues.

Research-Led Teaching

This is a collaborative inter-cultural course taught with some of our Indigenous research partners. The course draws on our research as participatory action researchers working with Indigenous peoples.

Field Trips

There is a field trip to the XX from Xam (Day) XX (Month), returning Xpm (Day) XX (Month). (Statement about what happens in students cannot attend -- Sample: Attendance is strongly recommended but a virtual version is available to students who cannot come. Information gathered on the field trip will need to be augmented with resources provided and the student's own research.)

Please see the trip information page for more information.

Additional Course Costs

There are additional field trip fees of approximately $XX applicable to participation in this course (payment to ANU Science Shop). 

Examination Material or equipment

N/A

Recommended Resources

Recommended student system requirements 

ANU courses commonly use a number of online resources and activities including:

• video material, similar to YouTube, for lectures and other instruction
• two-way video conferencing for interactive learning
• email and other messaging tools for communication
• interactive web apps for formative and collaborative activities
• print and photo/scan for handwritten work
• home-based assessment.

To fully participate in ANU learning, students need:

• A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
• Webcam
• Speakers and a microphone (e.g. headset)
• Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
• Suitable location with minimal interruptions and adequate privacy for classes and assessments.
• Printing, and photo/scanning equipment

For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements

 

Staff Feedback

Students will be given feedback in the following forms in this course: on assignments, and in class workshops.

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Students should refer to the Wattle site for current delivery information for the course this semester. Introducing Indigenous Epistemologies and Relations Required reading (read in order): *Wolfe, P. (2016). In Whole and In Part: The Racialisation of Indigenous People in Australia. In Traces of History: Elementary Structures of Race (pp.32-54). Verso. Kimmerer, R. W. (2020). Skywoman Falling. In Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants (pp.3-10). Penguin Books. OR Whyte, K. (2018). Settler Colonialism, Ecology, and Environmental Injustice. In Environment and Society Vol 9: Indigenous Resurgence, Decolonization, and Movements for Environmental Justice (pp.125-144). Berghan Books. Teves, S. N., Smith, A., & Raheja, M. H. (2015). Introduction: Indigenous Epistemologies/Knowledges. In Native Studies Keywords (pp.309-318), edited by S. N. Teves, A. Smith, and M. H. Raheja. University of Arizona Press. Further reading: Banivanua-Mar, T. (2012). Settler-colonial Landscapes and Narratives of Possession. Arena Journal 37/38: 176-198. Million, D. (2015). Epistemology. In Native Studies Keywords (pp.339-346), edited by S. N. Teves, A. Smith and M. H. Raheja. University of Arizona Press. Teves, S. N., Smith, A., & Raheja, M. H. (2015). Introduction and Acknowledgements. In Native Studies Keywords (pp.vii-xi), edited by S. N. Teves, A. Smith, and M. H. Raheja. University of Arizona Press. Moreton-Robinson, A. (2016). Relationality: A key presupposition of an Indigenous social research paradigm. In: O'BRIEN, J. M. & ANDERSEN, C. (eds.) Sources and methods in Indigenous studies. United Kingdom: Routledge.	*Complete annotated bibliography entry on this reading
2	Westphalia and Indigenous Sovereignty Required reading (read in order): The Uluru Statement from the Heart. Access here: https://ulurustatement.org/the-statement Teves, S. N., Smith, A., & Raheja, M. H. (2015). Introduction: Sovereignty. In Native Studies Keywords (pp.3-17), edited by S. N. Teves, A. Smith, and M. H. Raheja. University of Arizona Press. *Moreton-Robinson, A. (2020). Incommensurable Sovereignties: Indigenous ontology matters. In Routledge Handbook for Critical Indigenous Studies (pp.257-268), edited by B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, and S. Larkin. Taylor & Francis Group. Further reading: Barker, J. (2017). Introduction. In Critically Sovereign: Indigenous Gender, Sexuality, and Feminist Studies, (pp.1-44), edited by J. Barker. Duke University Press. Kauanui, J. K. (2018). Paradoxes of Hawaiian Sovereignty: Land, Sex, and the Colonial Politics of State Nationalism. Duke University Press. McKinnon, C. (2020). Striking Back: The 1980s Aboriginal art movement and the performativity of sovereignty. In Routledge Handbook for Critical Indigenous Studies (pp.324-336), edited by B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, and S. Larkin. Taylor & Francis Group.	*Complete annotated bibliography entry on this reading
3	Workshop 1: Positionality / Mapping / Reflexivity / Responsibilities Required reading (read in order): *Goeman, M. (2013). Introduction: Gendered Geographies and Narrative Markings. In Mark My Words: Native Women Mapping Our Nations (pp.1-40). University of Minnesota Press. Strelein, L. (2018). Represencing Indigenous Peoples in the Landscape: the spirit of Quandamooka. In Everyday Acts of Resurgence: People, Place, Practices (pp.68-73), edited by J. Corntassel, T. Alfred, N. Goodyear-Ka'opua, N. K. Silva, H. Aikau, and D. Mucina. Daykeeper Press. Kauanui, J. K. & Warrior, R. (2018). Patrick Wolfe on Settler Colonialism. In Speaking of Indigenous Politics: Conversations with Activists, Scholars, and Tribal Leaders (pp.343-360), edited by J. K. Kauanui. University of Minnesota Press. Further reading: Banivanua-Mar, T. (2012). Belonging to Country: Racialising Space and Resistance on Queensland’s Transnational Margins, 1880-1900. Australian Historical Studies 43(2): 174-190. Goeman, M. (2013). “Someday a Story Will Come”: Rememorative Futures. In Mark My Words: Native Women Mapping Our Nations (pp.157-202). University of Minnesota Press.	*Complete annotated bibliography entry on this reading
4	Hauntologies of Climate Change: Climate Justice and Indigenous Liberation Required reading (read in order): Jetnil-Kijiner, K. and Aka Niviâna. (2019). Rise. Access here: https://350.org/rise-from-one-island-to-another/ *Whyte, K. (2020). Against Crisis Epistemology. In Routledge Handbook for Critical Indigenous Studies (pp.52-64), edited by B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, and S. Larkin. Taylor & Francis Group. Further reading: Tiatia-Seath, J., Tupou, T., & Fookes, I. (2020). Climate Change, Mental Health and Well-Being for Pacific Peoples: a literature review. The Contemporary Pacific 32(2): 399-430. Teaiwa, K. (2018). Our Rising Sea of Islands. Pan-Pacific Regionalism in the Age of Climate Change. Pacific Studies 41(½): 26-54.	*Complete annotated bibliography entry on this reading
5	Grappling with the Colonial Spatial Imaginary Required reading (read in order): * Banivanua-Mar, T. (2010). Carving Wilderness: Queensland’s National Parks and the Unsettling of Emptied Lands, 1890-1910. In Making Settler Colonial Space: Perspectives of Race, Place and Identity (pp.73-94), edited by T. Banivanua-Mar and P. Edmonds. Palgrave Macmillan. Moreton-Robinson, A. (2015). The white possessive: Property, power, and indigenous sovereignty. University of Minnesota Press. (pp.29-31) Cultures of Energy Podcast – Kyle Powys Whyte (2019). Centre for Energy and Environmental Research in the Human Sciences, Houston. Listen from 10:21. https://cenhs.libsyn.com/166-kyle-powys-white Further reading: Langton, M. (1995). Art, wilderness and terra nullius, In Ecopolitics IX - Conference Papers and Resolutions, Northern Land Council, Darwin.	*Complete annotated bibliography entry on this reading
6	Workshop 2: Reading the National Botanical Gardens Required reading (read in order): *Rose, D. B. (1996). Nourishing terrains: Australian Aboriginal views of landscape and wilderness. Australian Heritage Commission, Canberra. Adams, M. (2008). Foundational Myths: Country and conservation in Australia. Transforming Cultures eJournal, 3(1).	*Complete annotated bibliography entry on this reading
7	Resurgence and The Indigenous Estate: Opportunities and limitations for managing Country Required reading (read in order): *Corntassel, J. (2012). Re-envisioning resurgence: Indigenous pathways to decolonization and sustainable self-determination. Decolonization: Indigeneity, Education & Society, 1(1). Altman, J. C., Buchanan, G. J., & Larsen, L. (2007). The environmental significance of the Indigenous estate: Natural resource management as economic development in remote Australia. CAEPR Discussion Paper No. 286. Indigenous Protected Areas (IPAs), National Indigenous Australians Agency. Canberra. Neale, T., Carter, R., Nelson, T. and Bourke, M., 2019. ‘Walking together: a decolonising experiment in bushfire management on Dja Dja Wurrung country’. Cultural Geographies, (2019) pp. 1-19. Further reading: Smyth, D. (2009). 'Just add water? Taking Indigenous Protected Areas into sea country', in D Smyth & G Ward (eds), Protecting Country Indigenous Governance and Management of Protected Areas, proceedings of the AIATSIS Conference 2007, Australian Institute of Aboriginal and Torres Strait Islander Studies, Canberra, 95-110.	*Complete annotated bibliography entry on this reading
8	Indigenous Geographies: Map-making as caring for Country Required reading (read in order): *Yates, A. M. (2021). Transforming geographies: Performing Indigenous-Maori ontologies and ethics of more-than-human care in an era of ecological emergency. New Zealand Geographer, 77, 101-113. Potter, S., Doran, B. and Mathews, D. (2016). Modelling collective Yawuru values along the foreshore of Roebuck Bay, Western Australia using fuzzy logic. Applied Geography, 77, pp.8-19. Lovett, R., Lee, V., Kukutai, T., Cormack, D., Rainie, S. C. & Walker, J. (2019). Good data practices for Indigenous data sovereignty and governance. Good Data, 26-36. Further reading: Brown, D. & Nicholas, G., (2012). ‘Protecting indigenous cultural property in the age of digital democracy: Institutional and communal responses to Canadian First Nations and Maori heritage concerns’, Journal of Material Culture, 17(3), pp. 307-324. Howitt R., Muller S., Suchet-Pearson S. (2009). Indigenous Geographies. International Encyclopedia of Human Geography, pp. 358-364. Bang, M., Curley, L., Kessel, A., Marin, A., Suzukovich III, E. S., & Strack, G. (2014). Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land. Environmental Education Research, 20(1), 37-55. Reid, G. & Sieber, R. (2020). Do geospatial ontologies perpetuate Indigenous assimilation?Progress in Human Geography, 44, 216-234. Welcome to Maori Maps	*Complete annotated bibliography entry on this reading
9	Unpacking Traditional Ecological Knowledge (TEK) and the politics of Co-Management Required reading (read in order): *Menzies, C. R. (2006). Traditional Ecological Knowledge and Natural Resource Management. Lincoln: University of Nebraska Press. Nadasdy, P. (2005). The Anti-Politics of TEK: The Institutionalization of Co-Management Discourse and Practice [Traditional Ecological Knowledge]. Anthropologica, 47(2), 215. Borrows, J. J. (2003). Stewardship and the First Nations Governance Act. Queen's Law Journal, 29(1), 103-132. Further reading: Agrawal, A. (2005). The Politics of Indigenous Knowledge. Australian Academic & Research Libraries, 36(2), 71-81. McGregor, D. (2005). Traditional Ecological Knowledge: An Anishnabe Woman's Perspective. Atlantis, 29(2), 103-109. Cruikshank, J. (2012). Are Glaciers ‘Good to Think With’? Recognising Indigenous Environmental Knowledge. Anthropological Forum, 22(3), 239-250.. Escobar, A. (1998). Whose Knowledge, Whose Nature? Biodiversity, Conservation, and the Political Ecology of Social Movements. Journal of Political Ecology, 5, 53-82. Caruso, E. (2011). Co-Management Redux: Anti-Politics and Transformation in the Ashaninka Communal Reserve, Peru. International Journal of Heritage Studies, 17(6), 608-628. LaDuke, W. (1994). Traditional Ecological Knowledge and Environmental Futures. Colorado Journal of International Environmental Law and Policy, 5(1), 127-148. Langton, M., & Rhea, Z. M. (2005). Traditional Indigenous Biodiversity-Related Knowledge. Australian Academic & Research Libraries, 36(2), 45-69. Mulrennan, M. E., & Scott, C. H. (2005). Co-Management - An Attainable Partnership? Two Cases from James Bay, Northern Quebec and Torres Strait, Northern Queensland. Anthropologica, 47(2), 197. Nadasdy, P. (2003). Hunters and Bureaucrats: Power, Knowledge, and Aboriginal-State Relations in the Southwest Yukon: University of British Columbia Press. Nadasdy, P. (2007). Adaptive Co-Management and the Gospel of Resilience. In D. Armitage, F. Berkes, & N. Doubleday (Eds.), Adaptive Co-Management: Collaboration, Learning, and Multi-Level Governance (pp. 208-227). Vancouver: UBC Press. Reo, N. J. (2011). The Importance of Belief Systems in Traditional Ecological Knowledge Initiatives. The International Indigenous Policy Journal, 2(4). Reo, N. J., & Whyte, K. P. (2012). Hunting and Morality as Elements of Traditional Ecological Knowledge. Human Ecology, 40(1), 15-27. Weir, J. K. (2021) Terrain: De/centring environmental management with Indigenous peoples’ leadership, Borderlands, 20(1): 171-206. Whap, G. (2001). A Torres Strait Islander Perspective on the Concept of Indigenous Knowledge. The Australian Journal of Indigenous Education, 29(2), 22-29.	*Complete annotated bibliography entry on this reading
10	Water: freshwater / saltwater / fisheries Required reading (read in order): *Marshall, V. (2017). Overturning Aqua Nullius: Securing Aboriginal Water Rights. Canberra: Aboriginal Studies Press McGregor, D. (2014). Traditional Knowledge and Water Governance: The Ethics of Responsibility. AlterNative: An International Journal of Indigenous Peoples, 10(5), 493-507. Menzies, C. R. (2016). People of the Saltwater: An Ethnography of Git Lax M'oon: UNP - Nebraska. Further reading: Bundy, A., Chuenpagdee, R., Jentoft, S., & Mahon, R. (2008). If Science Is Not the Answer, What Is? An Alternative Governance Model for the World's Fisheries. 6(3), 152-155. Jackson, S. E. (1995). The Water Is Not Empty: Cross-Cultural Issues in Conceptualising Sea Space. Australian Geographer, 26(1), 87-96. Minnegal, M., & Dwyer, P. (2011). Appropriating Fish, Appropriating Fishermen: Tradable Permits, Natural Resources and Uncertainty. In V. Strang & M. Busse (Eds.), Ownership and Appropriation: Association of Social Anthropologists Monographs: Berg. Mulrennan, M. E., & Scott, C. H. (2001). Indigenous Rights and Control of the Sea in the Torres Strait. Indigenous Law Bulletin, 5(5), 11. von der Porten, S., & de Loë, R. C. (2013). Collaborative Approaches to Governance for Water and Indigenous Peoples: A Case Study from British Columbia, Canada. Geoforum, 50, 149-160. Muru-Lanning, M. L. (2017). At every bend a chief, at every bend a chief, Waikato of one hundred chiefs: Mapping the socio-political life of the Waikato River. In J. H. Wagner, J. K. Jacka (Eds.) Island Rivers: Fresh Water and Place in Oceania (pp. 137-164). ANU Press. Related URL.	*Complete annotated bibliography entry on this reading
11	Climate Change, Sovereignty and proposals for greener futures/ Relocation and relationships to place Required reading (read in order): *Whyte, K. P. (2016). Is it Colonial DéJà Vu? Indigenous Peoples and Climate Injustice. In Adamson, J., Davis, M. & Huang, H. (eds.) Humanities for the Environment: Integrating Knowledges, Forging New Constellations of Practice: pp. 88-104. New York: Earthscan. The Red Nation (2020). The Red Deal: Indigenous Action to Save our Earth. Common Notions and + Red Media. Brooklyn. Borrows, J. (2017). Foreword. In F. Dussart & S. Poirier (Eds.), Entangled Territorialities: Negotiating Indigenous Lands in Australia and Canada (pp. vii-xiii). Toronto, Buffalo and London: University of Toronto Press. Further reading: Whyte, K. P. (2017). Indigenous Climate Change Studies: Indigenizing Furtures, Decolonizing the Anthropocene. English Language Notes, 55 (1-2): 153-162. Nursey-Bray, M. & Palmer, R. (2018). Country, climate change adaptation and colonisation: insights from an Indigenous adaptation planning process, Australia. Heliyon, 4(3): 1-28. doi:10.1016/j.heliyon.2018.e00565 Thomassin, A., Neale, T., & Weir, J. K. (2018). The Natural Hazard Sector's Engagement with Indigenous Peoples: A Critical Review of Canzus Countries. Geographical Research, 57(2): 164-177. doi:doi:10.1111/1745-5871.12314 Royal Commission into National Natural Disaster Arrangements (2020). Royal Commission into National Natural Disaster Arrangements Report. Commonwealth of Australia. Dussart, F., & Poirier, S. (2017). Entangled Territorialities: Negotiating Indigenous Lands in Australia and Canada: University of Toronto Press. Howitt, R., Havnen, O., & Veland, S. (2012). Natural and Unnatural Disasters: Responding with Respect for Indigenous Rights and Knowledges. Geographical Research, 50(1), 47-59. Hatfield, S. C., Marino, E., Whyte, K. P., Dello, K. D., & Mote, P. W. (2018). Indian Time: Time, Seasonality, and Culture in Traditional Ecological Knowledge of Climate Change. Ecological Processes, 7(1), 25.	*Complete annotated bibliography entry on this reading
12	Workshop 3: Reflections and futurities Required reading (read in order): *Whyte, K. P. (2017). Indigenous Climate Change Studies: Indigenizing Futures, Decolonizing the Anthropocene. English Language Notes, 55 (1-2): 153-162. Further readings: O'Neill, C., Green, D. & Lui, W. (2012). How to make climate change research relevant for Indigenous communities in Torres Strait, Australia. Local Environment, 17(10): 1104-1120, DOI:10.1080/13549839.2012.716405. Howitt, R., & Suchet-Pearson, S. (2006). Rethinking the Building Blocks: Ontological Pluralism and the Idea of 'Management'. Geografiska annaler. Series B, human geography, 88(3), 323-335.	*Complete annotated bibliography entry on this reading

Tutorial Registration

none

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Weekly Learning Journal	30 %	*	1,3,4,5
Research Essay Proposal	10 %	31/03/2023	1,2,3,5,6
Field trip assessment	20 %	21/04/2023	1,2,3,4,5,6
Research Essay	40 %	26/05/2023	1,2,3,4,5

* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Skills website. 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.

Participation

Students are expected to actively participate and contribute to discussions. If you are unable to fulfil this requirement you will need to discuss this with a Course Convener and produce appropriate documentation (e.g. a medical certificate).

Examination(s)

n/a

Assessment Task 1

Weekly Learning Journal

Students will maintain a reflective learning journal over the course of the semester, providing students with an opportunity to develop skills in reflective writing and written expression.

Each reflection, typically written in prose, will be a response to an experience, information or something else that arose during the class that same week. This task is intended to create an opportunity for students to critically reflect on the ideas and information presented in the readings, lectures and workshops, as well as discussions in tutorials. In order to do the weekly reflection, you will need to attend the tutorial that same week. This assessment task requires that you complete and submit a reflection on time each week. This task creates a disciplined framework for regular review of class materials, to recognise the role of emotion and perspective in our learning experiences, and to facilitate your preparation for the other assessment tasks.

The minimum word length for each week's entry is 150 words. There is no maximum word length.

Students will receive one mark for each entry that responds to the above guidance and is submitted at the end of each week on time. Late submission is not possible unless you have an approved extension. 

Assessment Task 2

Research Essay Proposal

Weighting: 10%

Due: Friday 5pm, 31st March 2023 (end of week 6)

Guidelines: To prepare for the major assessment in this course, students will put together a research essay proposal by the end of week 6. This will assist in ensuring that your topic is in line with the learning outcomes for this course and that your preliminary ideas and research will yield good results for your final essay due in week 12.

 This assessment task is exploratory and foundational. Meaning that there is opportunity for you to change your topic and approach for the final research essay. Particularly after you receive your feedback.

Guiding question: How does centering Indigeneity (not just peoples, but also Indigenous epistemologies, perspectives, ontologies, experiences, knowledges etc) alter, grow, compliment, and / or disrupt the function of natural resource management practices?

 To answer this question, select ONE case study from Indigenous Australia, Oceania, or Turtle Island as the basis of your research project.

 Your research proposal should include the following:

1. Project title
2. Introduction / abstract about your intended project
3. Research question/s
4. Research plan
5. Definition of key terms
6. Bibliography of at least 3 key texts (these should incorporate texts that centre Indigenous perspectives / approaches to NRM)

 Word length: 750-1,000 words

Assessment Task 3

Field trip assessment

Weighting: 10%

Due: Friday 5pm, 21st April 2023 (end of week 7)

Please see Wattle for further information.

Assessment Task 4

Research Essay

Weighting: 40%

Due: Friday 5pm, 26th May 2023 (end of week 12)

Guidelines: Building on from the proposal, students will write a research essay that answers the guiding question through the use of their chosen case study. The essay is designed to assist students in developing critical thinking skills by drawing on examples from lectures, readings, tutorials, and workshops to present an academic argument of their own.

Guiding question: How does centering Indigeneity (this includes Indigenous epistemologies, perspectives, ontologies, experiences, knowledges etc) alter, grow, compliment, and / or disrupt the function of natural resource management practices?

To answer this question, select ONE case study from Indigenous Australia, Oceania, or Turtle Island as the basis of your research project.

Length and format: 1,700 – 2,000 words (+/- 10%), Harvard referencing system, 1.5 spaced, size 12 font, with page numbers.

Rubric: Please refer to the Wattle site

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

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

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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

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

Assignments cannot be resubmitted after the submission date.

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 Access 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