Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

NB: INFORMATION IN THIS UNIT OUTLINE IS SUBJECT TO CHANGE PRIOR TO COMMENCEMENT OF SEMESTER

Indigenous Australian peoples have distinctive cultures and histories, informed by unique knowledge transferred and mediated within and between communities prior to, and since, European colonisation. Indigenous knowledge, whilst the objective of numerous research quests since colonisation, has rarely informed the conceptualisation and methodology of research, as "research" is yet another tool of the academy dominated by non-Indigenous paradigms. A "terra nullius" assumption, that Indigenous knowledge has nothing to offer research approaches, still dominants the Australian academic landscape. This unit attempts to illuminate how existing western paradigms, through "legitimate" research power and control mechanisms, serve to position Indigenous knowledge as the "objective" of research, thus marginalising Indigenous people from the creation of "new" Indigenous knowledge. Dominant research paradigms must be subverted so that Indigenous worldviews and methodologies instead become central in all research endeavours. A primary tool for subverting dominant research paradigms is the observation of Indigenous research ethics.

Aims

This unit aims to build upon introductory knowledge of research on Australian Indigenous peoples and issues within the global colonial context. The content materials aim to contest the tenets of social research and aims to develop the following attributes and competencies in students:

• Re-examine and critique their understandings about typical research methodologies with respect to Indigenous worldviews and experiences with 'western' research methodologies; and



• Apply their knowledge of Indigenous research methodologies in the negotiation and possible application of Indigenous research ethics and protocols.

Generic skills for effective study and future research are also enhanced by teaching and learning approaches that encourage students to:

• Seek and assess research information from a variety of sources, with particular emphasis on Indigenous research publications; and


• To critically analyse the ways in which research knowledge is derived and implemented in Indigenous research settings.


• Apply their knowledge of Indigenous research methodologies in the negotiation and possible application of Indgenous research ethics and protocols.

Objectives

On successful completion of this unit, students should be able to:-

• Critically analyse and discuss the processes of marginalisation, and reproduction of the dominant worldview, operating in mainstream, 'western' research paradigms;


• Critically analyse and discuss the processes by which Indigenous worldviews can be actively 'de-marginalised' and centralised in the conceptualisation of research;


• Justify the logic behind community protocol processes through which Indigenous research should be negotiated;


• Propose ways to conduct research by abiding by Indigenous research ethics and protocols through a critical review of the literature and research methodology.

Content

The content of the unit includes unpacking and Critiqueing of the following:

• Research as colonisation. Research understandings and concepts of world views.


• Social Darwinism/Scientific Racism, Origin and purpose of methodologies.


• Understanding of alternative world views.


• Standpoint theory, Cultural underpinnings of research.


• Theories of post-colonialism and neo colonialism and decoloniality.


• Recentering Indigenous Knowledges- power and control issues, 'unauthenticating' ways of mainstream thinking, knowing and doing.


• Key rquirements for community 'benefits', common 'benefits' for research and responibilities to communities. Individual and communal intellectual property and authority to remove community knowledge.


• Ethics and protocols and what informs them.


• 'Mainstream' research methodologies within Indigenous Paradigms.


• Indigenous methodologies in knowledge construtction.Successful case studies and projects using Indigenous, Indigenist and Decolonial research methodologies.

Approaches to Teaching and Learning

Teaching and Learning approaches include a mixture of lectures, tutorials and on-line, interactive activities. Emphasis will be placed on student critique, research, investigation and presentations. This unit will not be about Indigenous knowledge as "national exotica", therefore students will not be spectators but active participants in the learning process. You are strongly encouraged to engage in class and on-line discussions, as exploring your own perceptions - and discovering misperceptions about research- are central to facilitating a deeper and broader understanding of Indigenous knowledge and research ethics.
Teaching and Learning approaches include a series of online lectures and tutorial activites with interactive opportunities throughout the semester via the Blackboard site. The external mode also includes a 4 day block teaching mode in class free period, comprising lectures, tutorials and student seminars. Emphasis will be placed on critical reading, critique of Indigenous research, students' own investigation and presentations. This unit will not be about Indigenous knowledge as 'national exotica', therefore students will not be spectators but active participants in the learning process. Students are strongly encouraged to engage on-line discussions, as exploring your own perceptions - and discovering misperceptions about research- are central to facilitating a deeper and broader understanding of Indigenous knowledge and research ethics.

Assessment

Students will have the opportunity to create their own assessment pathways, of equal weighting, through the following options.-

Assessment name: Discussion Forum
Description: Combination of student-lead discussions on the Blackboard site, responses online to readings and tutorial activities. (Due specifically in weeks 3, 6 & 10)
Relates to objectives: 1, 2 & 3
Weight: 20%
Internal or external: External
Group or individual: Individual
Due date: WK-3,6,10

Assessment name: Literature Review
Description: A 20 minute seminar presentation plus 1200 word paper
Relates to objectives: 1, 2 & 3
Weight: 35%
Internal or external: External
Group or individual: Individual
Due date: TBA

Assessment name: Research Paper
Description: 3000 word research paper (Individual paper).
Relates to objectives: 2, 3 & 4
Weight: 45%
Internal or external: External
Group or individual: Individual
Due date: Wk-13

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

No set text is required for this subject. However, a wide range of references is recommended on the Blackboard site. Other recommended readings include:

Denzin, N., Lincoln, Y. and Smith, L.T. (2008). Handbook of Critical and Indigenous Methodologies. Thousand Oaks, CA: Sage Publications.
Desai, G. and Nair, S. (Eds.)(2005) Postcolonialisms : an anthology of cultural theory and criticism. New Brunswick, N.J. : Rutgers University Press.
Gordon, L. (2000) Existensia Africana. New York : Routledge.
Maaka, C. and Anderson, C. (Eds.)(2006). The Indigenous Experience : Global perspectives. Toronto: Canadian Scholars Press.
Moreton-Robinson, A. (Ed.)(2005). Whitening Race: Essays in social and cultural criticism. Canberra: Aboriginal Studies Press.
Nakata, M, (2007). Disciplinary the Savages, Savaging the Disciplines. Canberra: Aboriginal Studeis Press.
Nakata, M. (2008). Indigenous Studies - Indigenous Knowledge: Navigating the Interface. The Australian Journal of Indigenous Education Supplement Vol 37S. Brisbane: The University of Queensland.
Phillips, S. Phillips, J., Whatman, S. and McLaughlin, J. (2007). (Re)Contesting Indigenous Knowledges & Indigenous Studies. The Australian Journal of Indigenous Education Supplement 36S. Brisbane: The University of Queensland.
Sefa Dei, G. and Singh Johal, G. (Eds.)(2005). Critical Issues in Anti-Racist Research Methodologies. New York: Peter Lang Publishing.
Smith, L.T. (1999) Decolonising Methodologies: Research and Indigenous peoples. Dunedin, N.Z. : University of Otago Press.

Additionally, reference material is recommended from:
AIATSIS Journal
Australian Journal of Indigenous Education (AJIE)
Indigenous Law Bulletin

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 30-Oct-2012