Outline

Overview

This unit explores the history of Indigenous school experience with a specific focus on settler colonial contexts (Australia, Aotearoa/NZ, Nth America). Diverse schooling experiences and institutions are examined both as instruments of colonial power and a means through which Indigenous peoples have negotiated their own goals and sought self-determination. Critical studies, emergent trans-Indigenous and decolonising approaches inform the exploration of concepts and practices of assimilation, race, and the contemporary legacies of past practice.

Unit details and rules

Academic unit	Art, Communication and English Administration
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Lorraine Towers, lorraine.towers@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Essay Essay	45%	- Due date: 21 May 2020 at 23:59	2025 words
Outcomes assessed:
Presentation	Tutorial presentation Presentation made in tutorial class.	20%	Multiple weeks	900 words nominal; 30 minutes.
Outcomes assessed:
Assignment	Tutorial paper Essay	35%	Multiple weeks	1575 words
Outcomes assessed:

Assessment summary

Presentation: Your presentation be made in class and will address:

the tutorial question/s as set out making use of the readings for the week you have been allocated

question/s that you formulate relevant to the topics/themes of the week (with approval), making use of the readings for the week you have been allocated.

Tutorial Paper: This written paper will be based on the same topic, and your research and findings you presented in your tutorial. It will be due two weeks after your presentation in order to allow you to incorporate the insights gained through the discussion in class.

Essay: This is an extended written paper based on your own research in response to a set question.
Essay questions will be distributed in week 4 of the semester.

Alternatively, if there is a topic you are interested in that is relevant to this unit, you can formulate your own question, which must be approved by your lecturer/tutor by Week 6.
An essay on a question that has not first been approved will not be marked.

Further detail on the assessment tasks will be posted on CANVAS and discussed in class.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical, original and lucid as well as professionally prepared. Superior clarity in presentation and expression with attention to detail in all aspects evident. Persuasively articulates argument displaying clear focus & academic rigour. Respectful of diverse backgrounds & experiences. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Uses recommended referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times. Exhibits a superior understanding of discipline specific content and practices required in professional settings. Displays exceptional professional and personal skills in line with established professional standards (e.g. NESA).
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent, logical and lucid as well as professionally prepared. Fluent and succinct communication style appropriate to the assessment task. Grammar, spelling, use of language and punctuation is appropriate and accurate. Communicates effectively using a variety of relevant, imaginative, fluent and professional presentation styles and communication methods. Evidence of deep reflection on the presentation. Respectful of diverse backgrounds & experiences. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications. Uses recommended referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times. Displays an excellent understanding of subject/discipline specific content and practices required in professional settings. Exhibits an array of professional and personal skills in line with established professional standards (e.g. NESA).
Credit	65 - 74	Strong organisational & conceptual skills and evidence that the task is logical and coherent and professionally prepared. Communication is mainly clear, fluent and appropriate to document. Grammar, spelling, use of language and punctuation is accurate. Uses a variety of discipline-appropriate formats to communicate confidently & effectively. Evidence of reflection on the presentation. Demonstrates sensitivity to diverse backgrounds & experiences. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Uses recommended referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations. Displays a good understanding of subject/discipline specific content and practices required in professional settings. Usually exhibits professional and personal skills in line with established professional standards (e.g. NESA).
Pass	50 - 64	Demonstrates task organisation and conceptual understanding in a style which is mostly logical, coherent and flowing. Communication is appropriate to the assessment task and is mostly fluent and clear. Grammar, spelling, use of language and punctuation mostly accurate. Communicates competently in a variety of formats appropriate to the discipline and report procedures in a structured manner using relevant information. Evidence of sensitivity to diverse backgrounds & experiences. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Uses recommended referencing style with minimal errors. Effective use of relevant quotations. Displays an understanding of most of the subject/discipline specific content and practices required in professional settings. Shows good awareness of the professional and personal skills suggested by professional bodies (e.g. NESA).
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard. Attempts are made to demonstrate a logical & coherent understanding of the assessment task but some aspects may be confused or undeveloped. Meaning apparent but not always fluently or clearly communicated. Grammar, spelling, language and/or punctuation may display minor errors. Some evidence of applying School’s style guide. Communication is unstructured and unfocused and/or in a format inappropriate to the discipline. Not all material is relevant and/or is difficult to understand. May be evidence of insensitivity to diverse backgrounds & experiences. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Many errors or no use of conventions in referencing. Fails to meet University’s academic honesty policy. Does not meet the required level of subject/discipline specific knowledge of content or practices required in professional settings.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

5% per day

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Indigenous worlds, education, and colonialism: decolonial possibilities	Lecture and tutorial (3 hr)
Week 02	Coloniality and Modernity: conquest and education	Lecture and tutorial (3 hr)
Week 03	Creating colonial order: race, character and educability	Lecture and tutorial (3 hr)
Week 04	Colonial violence and the family: experiment, concern, and social engineering	Lecture and tutorial (3 hr)
Week 05	Boarding/residential schools in North America: ‘Total Institutions’	Lecture and tutorial (3 hr)
Week 06	Schooling the body, colonizing the mind? Assimilation policies in Aotearoa/NZ and Australia	Lecture and tutorial (3 hr)
Week 07	Fighting for an education: resistance and inclusion	Lecture and tutorial (3 hr)
Week 08	Educated elites and cultural brokers	Lecture and tutorial (3 hr)
Week 09	‘Adaptation’ and ‘Domestication’	Lecture and tutorial (3 hr)
Week 10	Language and identity: conformity and challenge	Lecture and tutorial (3 hr)
Week 11	Culture, identity, schooling and power	Lecture and tutorial (3 hr)
Week 12	Decoloniality and Indigenous knowledges: educational futures	Lecture and tutorial (3 hr)
Week 13	Indigenous education and the decolonial imperative	Lecture (3 hr)

Attendance and class requirements

Attendance: students are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board which will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.
Assessment submission: students must make a submission for every assessment task in order to be able to pass the unit.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve on CANVAS.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. develop your knowledge and understanding of the history of Indigenous education in varying socio-political contexts and its legacies and implications in contemporary times
LO2. evaluate and discuss decolonial theoretical approaches, concepts and categories in the study of Indigenous education and knowledge
LO3. substantively participate in debates about the diverse experiences, motivations, strategies and consequences of Indigenous education
LO4. effectively communicate through high level oral and written communication skills
LO5. critically identify and use information from a variety of media and technologies
LO6. demonstrate personal and intellectual autonomy and curiosity for new information and perspectives
LO7. be informed, aware and respectful of social, cultural and linguistic diversity, and maintain a respectful collegiality in class.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The classes have become more interactive throughout and this is facilitated by the move back to having one location consecutive teaching hours. Students are encouraged to provide feedback on the unit modality and prescribed reading materials throughout the semester and in the USS so that the unit can be further developed.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

INDG3006: De/colonising Indigenous Education

Semester 1, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links