代写54085 Aboriginal Political History: Ideas, Action and A
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代写54085 Aboriginal Political History: Ideas, Action and Agency
Subject description
This subject examines the motives and means of colonisation/dispossession across time and place, the shifting and changing political rationalities and wider intellectual
influences that shaped this process and how this in turn has shaped Aboriginal social, cultural and economic life. The subject is engaging and dynamic, with constructive
and empowering strategies to think about the past and imagine the future. Through detailed case studies, students examine the kinds of movements for change that
Aboriginal people and their supporters have mounted, the changing relationship with the Australian public and the formal institutions of power, the Aboriginal domain and
new opportunities for change. This focus opens up wider discussions about how students interpret the past, make sense of the present and work for change in the future.
Subject learning objectives (SLOs)
a. Understand theoretical approaches to Aboriginal social, cultural and political history
b. Explain conflict and debate as they are shaped by politics and wider relationships of power
c. Critically analyse Indigenous social, political and cultural phenomena across time and space in local, national and global contexts
d. Analyse social and public issues in relation to daily and personal life
e. Confidently engage in public discourse on issues of concern to Indigenous peoples
f. Reflect on their own practices and values.
Contribution to the development of graduate attributes
This subject addresses the following Faculty of Arts and Social Sciences' Graduate Attributes and Bachelor of Communication Course Intended Learning
Outcomes (CILOs):
1. Professional Readiness
1.2 Apply theoretically-informed understanding of the communication industries in independent and collaborative projects across a range of media
2. Critical and Creative Inquiry
2.1 Possess information literacy skills to locate, gather, organise and synthesise information across diverse platforms to inform the understanding of the communication
industries
2.2 Be reflexive critical thinkers and creative practitioners who are intellectually curious, imaginative and innovative; with an ability to evaluate their own and others’ work
3. International and Intercultural Engagement
3.2. Employ professional skills responsibly and respectfully in a global environment
4. Indigenous Competencies
4.2 Integrate knowledge of Indigenous issues in professional practices and engage responsibly in communicating with and about Indigenous people and communities
6. Effective Communication
6.1 Possess well-developed skills and proficiencies to communicate and respond effectively and appropriately across
different contexts
Teaching and learning strategies
Approaches to teaching and learning will include problem based learning, a series of ‘real life’ case studies, use of online videos, student debates, simulation case study
role plays. In face-to-face classes students will have the opportunity to direct their own learning and engage in peer learning and community engagement.
Assessments allows for students to pursue their personal and intellectual interests and develop professional readiness for those students with a particular interest in
working and studying in the Aboriginal arena.
Course area UTS: Communication
Delivery Spring 2016; City
Credit points 8cp
Requisite(s) (32 Credit Points in spk(s): C10361-C10364, and Category Type = Bachelor's Degree OR 32 Credit Points in spk(s):
C10365-C10368, and Category Type = Bachelor's Combined Degree OR 32 Credit Points in spk(s): C10369 Bachelor
of Communication (Creative Writing) OR 32 Credit Points in spk(s): C10370 Bachelor of Communication (Creative
Writing) Bachelor of Arts in International Studies OR 32 Credit Points in spk(s): C10371 Bachelor of Communication
(Digital and Social Media) OR 32 Credit Points in spk(s): C10372-C10383, and Category Type = Bachelor's Combined
Degree OR 32 Credit Points in spk(s): C10359 Bachelor of Communication (Digital and Social Media) Bachelor of
Creative Intelligence and Innovation)) OR ((24 Credit Points in spk(s): C10246-C10251, and Category Type = Bachelor's
Degree OR 24 Credit Points in spk(s): C10252-C10263, and Category Type = Bachelor's Combined Degree OR 24
Credit Points in spk(s): C10311 Bachelor of Arts in Communication (Creative Writing) OR 24 Credit Points in spk(s):
C10312-C10313, and Category Type = Bachelor's Combined Degree OR 24 Credit Points in spk(s): C10314 Bachelor
of Arts in Communication (Digital and Social Media) OR 24 Credit Points in spk(s): C10315-C10316, and Category Type
= Bachelor's Combined Degree OR 24 Credit Points in spk(s): C10317 Bachelor of Arts in Communication (Cultural
Studies) OR 24 Credit Points in spk(s): C10318-C10337, and Category Type = Bachelor's Combined Degree)
These requisites may not apply to students in certain courses. See access conditions.
Result type Grade and marks
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working and studying in the Aboriginal arena.
Content (topics)
This subject introduces students to Australian Aboriginal political history and as such provides a framework to identify and explain key changes in Indigenous Australia over
time. We will explore the ways that the state and non-state actors have been able to exercise power over the lives of Aboriginal people and in turn the various strategies
that Aboriginal people have mobilized. The subject begins with a study of the administrative regimes that developed to regulate the lives of Aboriginal people, and how
ideas about class, race and gender informed these governmental regimes. Further lectures examine the civil society groups that emerged – both Aboriginal and
non-Aboriginal - which at various times enabled and supported Aboriginal peoples resistance and demands of the state.
Students will consider alternate possibilities and strategies for change to achieve better outcomes for Indigenous peoples and opportunities will be created for getting
involved, planning out campaigns and considering how change is made.
Program
Week/Session Dates Description
O-WEEK 25-29th July In preparation for the start of semester you are asked to:
Watch the Subject 'O-Week' video available on UTS Online in the 'Week O' folder. This video briefly describes the subject and
outlines the tasks you will complete prior to class. The tasks we ask you to complete prior to our first class (2nd August) are as
follows:
i. Read the Subject Outline thoroughly noting the due dates for assessments, location of reading material and familiarise yourself
with the Subject documents on UTS Online.
ii. You will complete the subject 'Quiz'. Follow the link under 'Orientation week' on UTS online. This quiz helps you familiarise
yourself with available resources in the Aboriginal politics and history discipline. The quiz will aid you understand what you already
know and the gaps in your knowledge. We will review your answers in week one.
iii. Watch (at least) the first episode of the four part series 'First Footprints: Super Nomads' (Ep 1 Of 4). There is a question sheet
(see UTS Online) to read prior to viewing the documentary with questions to guide you. The series can be watched via the UTS
Library database 'Informit EduTV'. We will review your answers in week one.
iv. Read this essay: Yunupingu. G., 2016, 'ROM WATANGU: The Law of The Land', The Monthly, Issue 124, July, Melbourne,
Schwartz Publishing Pty. Ltd.
v. Commence the set readings for week one.
Notes:
Curthoys, A., 2008, 'WEH Stanner and the historians', in Hinkson, M., and Beckett, J., (eds), An Appreciation of Difference: WEH
Stanner and Aboriginal Australia, Canberra, Aboriginal Studies Press, pp 233-250.
Reynolds, H., 1990, The other side of the frontier: Aboriginal resistance to the European invasion of Australia, Ringwood, Vic,
Penguin, pp 5-29.
Stanner, WEH, 1969, 'The Great Australian Silence' The 1968 Boyer Lectures: After The Dreaming, Sydney, ABC Enterprises, pp
18-29.
1 2 Aug Lecture one: the battlefield of Aboriginal history
In this first lecture we explore the key issues and debates in the emergence of Aboriginal History in Australia. This focus opens up
wider discussions about how we interpret the past and make sense of the present. We will look at some key scholars in the field
who questioned the 'cult of forgetfulness' and the coming of the end of the 'great Australian silence' that the new history heralded.
Tutorial Questions: Can historians tell the truth about the past?; Should history be written for the present or for its own sake?; Is it
possible to see the past in its own terms?; Why and how has Aboriginal history become central to Australian politics culture and
identity? How might we understand Aboriginal historiography in relation to wider intellectual currents? What are the ongoing critical
debates in the Aboriginal history field? How might we write Aboriginal history? Is Aboriginal history also Australian history?
Notes:
Readings:
Curthoys, A., 2008, 'WEH Stanner and the historians', in Hinkson, M., and Beckett, J., (eds), An Appreciation of Difference: WEH
Stanner and Aboriginal Australia, Canberra, Aboriginal Studies Press, pp 233-250.
Reynolds, H., 1990, The other side of the frontier: Aboriginal resistance to the European invasion of Australia, Ringwood, Vic,
Penguin, pp 5-29.
Stanner, WEH, 1969, 'The Great Australian Silence' The 1968 Boyer Lectures: After The Dreaming, Sydney, ABC Enterprises, pp
18-29.
2 9 Aug Lecture two: Claiming the colonial frontier: culture, economy and power.
This week we examine how and by what means the colonisation of the lands that became NSW, and the dispossession of its
people, occurred. We will consider the variable form of the invasion across time and space and consider the complex relationships
between the coloniser and the colonised.
Tutorial questions:
Morris (1992) argues the terror and massacres of the punitive expeditions in the period 1830 and 1840s were authorised by the
fictional reality of Aboriginal ‘treachery’. How significant were the cultural representations of the colonial experience in the story of
colonial frontier conflict and violence? How was the colonial subject constituted in colonial discourse? How significant were the
economic processes associated with colonial capitalism in the story of colonial frontier conflict and violence?
Readings:
Goodall, H. 1995, 'New South Wales' in A. McGrath (ed) Contested Ground: Australian Aborigines under the British Crown, St
Leonards, NSW: Allen & Unwin, pp
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Morris, B., 1992, 'Frontier colonialism as a Culture of Terror', in Power, knowledge and Aborigines, Bundoora, Vic., La Trobe
University Press in association with the National Centre for Australian Studies, Monash University, pp 72-87.
Nugent, M., 2008, 'The encounter between Captain Cook and Indigenous people at Botany Bay in 1770 reconsidered', in Veth,
Sutton and Neale (eds) Strangers on the Shore: Early coastal Contacts in Australia, Canberra ACT, National Museum of Australia
Press, pp 198-207.
3 16 Aug Field trip: self-guided excursion
Blog post # 1 due this week.
For this task you will make a visit to a site. This site can be chosen from the suggested list, or you can identify your own in the
greater Sydney region. The purpose of the site visit is to provide stimulus for your first blog post. You are to draw on readings you
covered in weeks 1 and 2, along with this week to consider 'deep history' in relation to a specific site.
Notes:
Some resources:
Barani: Aboriginal History, City of Sydney. http://bit.ly/2azVOBX
Dictionary of Sydney @ <http://dictionaryofsydney.org>
Hinkson, M., 2001, Aboriginal Sydney: a guide to important places of the past and present, Canberra, Aboriginal Studies Press, pp
31-55.
State Library of NSW, Indigenous Language collection. http://indigenous.sl.nsw.gov.au/
4 23 Aug Lecture title - Political power: rising nationalism, civil rights activism and citizenship claims
The 20th century saw heightened state intervention and control over the lives of NSW Aboriginal people. We examine the social
and economic circumstances that gave rise to the expansion of government power over and the responses, of Aboriginal citizens in
NSW.
Tutorial questions:
What local level responses to government authority emerged over the opening decades of the 20th century? What strategies did
Aboriginal people and supporters deploy in response? In what ways was race a factor in international solidarity movements in the
20th Century? To what extent do we see the embracing of modernity in Aboriginal political discourse?
Notes:
Readings:
Gillen, P. and Ghosh, D., 2007, 'Race' in Colonialism and Modernity, UNSW Press, pp 156-177.
Maynard, J., 2005, ‘In the interests of our people: the influence of Garveyism on the rise of Australian Aboriginal political activism’ in
Aboriginal History, Canberra: Aboriginal History, vol.29, pp.1-22.
McGregor, R., 2012, 'Aboriginal Activists Demand Acceptance', in Indifferent Inclusion: Aboriginal People and the Australian Nation,
Canberra: Aboriginal Studies Press, pp 37-54.
5 30 Aug Lecture Title - Mobilising nationalism: citizenship and inclusion
Blog post # 2 due this week.
This week we examine the 1967 Referendum. We consider the development of a nationalist movement for Aboriginal rights, the
political discourse deployed by activists, the strategies that underpinned the campaign and the political change sought.
NOTE: Prior to class you will watch the following documentary:
Vote Yes For Aborigines (Frances Peters-Little, 2007). Available through UTS library database ‘Informit EduTV’.
Tutorial Questions:
What did the 1967 referendum set out to achieve? What changes were made to the Australian constitution in May 1967? Who
supported the Referendum and why? How does Bandler describe the achievements of the Referendum? Attwood offers a very
different reading of the significance and achievements of the 1967 Referendum: do you agree/ disagree with his argument? What
were the expectations of the referendum – were they realised? What do these different perspectives tell us about achieving
significant political change? What lessons might be drawn from the political activism surrounding the 1967 Referendum and
achieving constitutional change today? Please note, the focus here is on the 1967 referendum. We will turn to discuss the
proposed 2017 referendum in the following weeks.
Notes:
Readings
Attwood, B., 1997, The 1967 Referendum, or when Aborigines didn’t get the vote, Canberra: Aboriginal Studies Press, pp.49-63.
Bandler, F., 1989, ‘The Referendum’ in Turning the tide: a personal history of the Federal Council for the Advancement of
Aborigines and Torres Strait Islanders Canberra, Aboriginal Studies Press, pp.79-110.
Rowse, T., 2000, The modest mandate of 1967, in Obliged to be difficult: Nugget Coombs' Legacy in Indigenous Affairs, Cambridge,
Cambridge University Press, pp 17-33.
Further reading:
Taffe, S., 2005, Black and white together FCAATSI : the Federal Council for the Advancement of Aborigines and Torres Strait
Islanders, 1958-1973, St Lucia, Qld., University of Queensland Press.
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6 6 Sept Lecture Title - Cultural nationalism: pan-Aboriginalism and unity.
NOTE: your review is due this week.
Disappointment with the slowness of change following the 1967 Referendum, alongside a rapidly changing political landscape, saw
the emergence of a new generation of Aboriginal activists and ‘organic’ intellectuals by the late 1960s. This lecture examines the
wider social and political mobilization across the globe and the point of departure from the political stratagem of earlier / older
Aboriginal generations that saw a younger generation of Aboriginal activists deploying anti-colonial strategies for achieving change
and developing new language and modes of displaying and understanding their own identity. This included the development of an
incredible movement for change through the arts. Key institutions, such as the National Black Theatre in Redfern (Johnson's 'The
Redfern Story', 2014) in 1972, will be examined.
Tutorial Questions:
Martinez (1997) and McGregor (2009) characterize nation-wide Aboriginal activism in the post referendum era as one of ‘cultural
nationalism’. How did ‘cultural nationalism’ contest colonial power relations? How did the conception of liberation in the post
referendum era differ to earlier forms of Aboriginal activism? How did they depart from or conform to claims to citizenship or
nationalism? How and why does land rights emerge as a central claim in the post-referendum era amongst Aboriginal people and
their supporters? Is there a difference between 'cultural activists' and 'political activists'?
Notes:
Readings:
Ginsburg, F., and Myers, F., 2006, ‘A History of Aboriginal Futures’, in Critique of Anthropology, Vol 26(1) 27–45, SAGE
Publications (London, Thousand Oaks, CA and New Delhi).
Martinez, J., 1997, ‘Problematising Aboriginal Nationalism’, Aboriginal History, V 21.
McGregor, R., 2009, ‘Another Nation: Aboriginal Activism in the Late 1960s and early 1970s’, Australian Historical Studies, vol.40,
no.2, September, pp.343-360.
7 20 Sept Lecture title - The state and intelligibility: achieving land rights in NSW
Blog post # 3 is due this week.
From the 1970s land rights emerged as a central and uniting Aboriginal political claim against the state. This week we examine the
political movement that gave rise to land rights and the response of Commonwealth and state Governments. We will develop our
understanding of movements for change and develop a critical analysis about how change happens.
Tutorial Questions:
Why did the NSW Government come to recognise Aboriginal land rights after nearly 200 years of colonial land dealings? What
ideas and political strategies informed the willingness of Governments to respond to the long-standing Aboriginal calls for land
justice? How did Aboriginal people frame their land justice claim and agitate for change? What central ideas informed the NSW
Government's land rights deal and what were the limits of the Government's response?
代写54085 Aboriginal Political History: Ideas, Action and Agency
Readings:
Cook, K., and Goodall, H., 2013, Part 3: Land Rights NSW 1980s, in Making Change Happen: Black and white activists talk to
Kevin Cook about Aboriginal, Union and Liberation Politics, Published by ANU E Press, The Australian National University
Canberra, http://epress.anu.edu.au. pp 175-204 / 235.
Norman, H., 2015, Government, Aborigines and Power: the NSW Land Rights Inquiry, Chapter 2 in 'What Do We Want? a political
History of Land Rights, Aboriginal Studies Press, Canberra. pp 29-49.
8 27 Sept Lecture focus - Beyond race? Recognising Aboriginal people in the Australian Constitution.
This week we will study the movement to acheive Constitutional recognition of Aboriginal and Torres Strait Islander people. We will
develop an understanding about why this is important and the limits and possibility of achieving change. We will examine the
various models that have been proposed, who takes what position and why. You will develop a position about which model you
support, rationale for this and strategy and ideas for achieving change.
This week our class will take the form of a simulated case study role play. Students will take on the role of a particular stakeholder.
You will research that role and present the key ideas to the class. The stakeholders include 1. the media (eg. 'The Australian'), 2.
Aboriginal leadership (Noel Pearson, Patrick Dodson, Marcia Langton), 3. Coalition Government (Allan Tudge), 4. Conservative
Aboriginal leadership (members of the advisory board), 5. ALP/ opposition Government 6. Activist and 7. Scholar (constitituonal
lawyer, historian, political scientist, race theorist...).
More resources will be available and you will undertake independent research to understand your own stakeholder position. To get
started you will all read:
Davis, M and Williams, G., 2015, Everything You Needed to Know about the Referendum to Recognise Indigenous Australians,
Sydney NSW, NewSouth Publishing.
Langton, M., 2013, Indigenous Exceptionalism and the Constitutional
‘Race Power’, Published in Space, Place and Culture.
Pearson, N., 2014, A Rightful Place, Quarterly Essay, 55.
Tudge, A, The case for indigenous constitutional recognition, The Australian, 11-June-2015.
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9 4 Oct Lecture Title: Human Rights
Human rights can be approached as a body of international and national laws which regulate the relationships between a State
(government) and the Nation (the people who live in that state). Human rights also exist philosophically and as an ethical
framework. Some State actions might be lawful, but are they ‘right’? Human rights (as ethics/philosophy) can provide a useful
framework for marginalised groups to articulate and legitimise their claims upon the state (think for example about the civil rights
movement in the USA or the anti-Apartheid movement in South Africa) and thereby bring those moral rights into being as legally
enshrined human rights laws. Human rights however, derive from a European liberal history (at least from the Enlightenment on)
and reflect a particular social position. As such, human rights have certain potentials and limitations for furthering Indigenous
Peoples rights.
In this lecture, we will broadly survey some key human rights concepts, histories and institutions with a particular focus on the
possible impacts for Indigenous Peoples globally.
Notes:
Required readings
Calma, T. (2008) ‘Indigenous Rights and the Debate over a Charter of Rights in Australia’, speech delivered at the Human Rights
Law Resource Centres Annual Dinner, 4 April. Available:
https://www.humanrights.gov.au/news/speeches/indigenous-rights-and-debate-over-charter-rights-australia-speech-tom-calma-4-april
Williams, G. (2004) The Case for an Australian Bill of Rights. UNSW Press, Sydney. Chapter two: ‘Australia’s record on human
rights’, pp. 19 – 26
Further readings:
Stamatopoulou, E. (1994) ‘Indigenous Peoples and the United Nations: Human rights as a developing dynamic’, Human Rights
Quarterly 16: pp. 58 - 81
Thomas, R. (2014) ‘Violence and terror in a colonised country: Canada’s Indian residential school system’, in Perera, S. and
Razack, S. (ads.) At the Limits of Justice. Women of Colour on Terror. University of Toronto Press, Toronto. Pp. 23 - 37
10 11 Oct Blog post #4 due this week.
For your final blog entry you will outline your position, with rationale and strategy in relation to 'recognition' and the Australian
Constitution. You are asked to outline your position in relation to theoretical insights developed over the semester and your
understanding of how change happens.
11 18 Oct Lecture Title - Sport: reconciliation, resistance or adaptation?
Aboriginal people have experienced a high level of visibility and success across several sports codes. Aboriginal people's success
and participation in sport is variously accounted for in terms of exceptionalism, triumph against the odds and occasional essentialist
claims. Sport has been mobilised to achieve social change from above and below. In class today we will examine examples of this
and more broadly consider his phenomenon with reference to class, race, culture and gender.
Tutorial Questions:
How has sport serviced the maintenance of Aboriginal social and cultural aspirations? How and why have Aboriginal people
experienced success in some sports? What class, race and gender dimensions are apparent in Aboriginal people's sporting
success? How have various sporting codes challenged racism? Have they been effective
Notes:
Norman, H., 2014, 'A Modern Day Corroborree - the New South Wales Annual Aboriginal Rugby League Knockout Carnival', in
Indigenous People, Race Relations and Australian Sport, Routledge, pp 83-99.
Maynard, J., 2011, 'Against the grain: Charlie Perkins, John Moriarty and Gordon Briscoe', in The Aboriginal Soccer Tribe: A History
of Aboriginal involvement with the world game, Magabala Books, Broome.
Commonwealth Government, June 2013, 'Sport: More than Just a Game: Contribution of Sport to Indigenous Wellbeing and
Mentoring', House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs, Canberra.
Please refer to UTSOnline for further important information regarding the weekly content, including orientation and preparation materials.
Assessment
Assessment task 1: A Review for Publication
Objective(s): a, b, d, e and f
Weight: 30%
Task: For this task you are required to write a review of either 1) a single authored academic text in the field of Australian Aboriginal history or; 2) of a
performance, film or exhibition and reference scholarly work in the Australian history field. In your review you will explain what the book / performance /
exhibition is about, the theoretical and methodological approaches deployed and your views about this. In your review, where appropriate, you will draw
upon other work that support and/ or contest your chosen text. You will write your review with the view to having it published in a relevant disciplinary or
professional journal / publication. You will list the nominated publication at the top of your review.
WHERE TO PUBLISH?
There are many options about where you might publish your review. Please note that it is not compulsory to publish (although this would be great!) but
rather it is an exercise intended to get you thinking about who your 'people' are - your audience, the people you want to talk to - professionally and
intellectually speaking. You might consider your major (this can also be called a 'discipline') and write your review towards that area of intellectual debate
and discussion.
The purpose of this task is focus your attention on your own professional and intellectual contribution, the people who share that arena with you and the
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The purpose of this task is focus your attention on your own professional and intellectual contribution, the people who share that arena with you and the
journals, papers, blogs, etc., that you will call your community.
When you are asked to comment on the intellectual traditions and / or methods of your chosen author (or possibly composer, choreographer or artist)
you might reflect on the discipline (eg history, anthropology, sociology, cultural studies, journalism, science), how (that is, 'method') they went about the
work and why.
You are encouraged to read one of the many reviews published in academic journals and in print / online media ('SMH', ‘The Monthly’, 'The Australian',
the 'Guardian').
Length: 1000-1200 words.
Due: Week 6
Criteria
linkages:
Criteria Weight (%) SLOs CILOs
Weight: 30%
Task: For this task you will write four blog posts. The posts are due in weeks 3, 5, 7 and 10. Blog posts 1 (due in week 3) is posted to your tutorial discussion
and open for discussion with your tutorial group; blogs 5, 7 and 10 are also submitted to the discussion board. Your aggregated blog posts areto be
submitted via turnitin for marking in week 10.
Your first blog post will draw on an organised site visit. You will upload your blog post to UTS Online by wednesday 11pm of week 3. You can include
your own original images and audio to support your blog entry.
Blog posts due in weeks 5 and 7 will address the set readings and discussion questions for those weeks; Your final blog post, due in week 10, will
address achieveing constitutional change to 'recognise' Aboriginal and Torres Strait Islander peoples. You will upload your blog post to your tutorial
dicsussion board by wednesday 11pm of weeks 3, 5, 7 and 10 and to turnitin in week 10 (your collated blog posts).
Length: 300 words per entry, with images and audio recordings included as appropriate. You will receive formative feedback on these entries.
Due: 3, 5, 7 & 10 Wednesdays 11pm
Criteria
linkages:
Criteria Weight (%) SLOs CILOs
Appropriateness of the form of material presented 30 d 1.2
Attendance at tutorials is essential in this subject. Classes are based on a collaborative approach that involves essential work-shopping and interchange of ideas with other
students and the tutor. A roll will be taken at each class. Students who have more than two absences from class will be refused final assessment (see Rule 3.8).
Statement on UTS email account
Email from the University to a student will only be sent to the student's UTS email address. Email sent from a student to the University must be sent from the student's
代写54085 Aboriginal Political History: Ideas, Action and Agency
