Assessment item 3
Essay Value: 40% Due Date: 16-Sep-2018 Return Date: 09-Oct-2018 Length: 1500 words Submission method options: EASTS (online) Task Over module two you responded to critical questions to reflect on how social, institutional, and historical forces explicitly and implicitly construct knowledge of Self and Others. In Task 3 you will use this as a basis but extend into a critical analysis of Australian policy and historical events in relation to Indigenous Australian peoples. You are required to select two events from the Australian History Timeline. One event must be pre-1967 and the other post-1967. This will enable you to investigate the evolution of approaches to Australian policy for Indigenous Australian peoples, the way in which Indigenous Australians are positioned to rationalise approaches, and the presumed relationship between Indigenous and non-Indigenous Australians as a consequence. You are required to describe and analyse each policy/event in relation to: • Goals of each policy or event. • How Indigenous Australians are positioned (e.g., do they have a role in decision-making, are their views represented, are they constructed as a ‘problem to be resolved’). • The relationship between Indigenous Australians and wider Australian society (e.g., is there a social or cultural norm evident? Are Indigenous Australians constructed as ‘different’ to or divergent from the norm?); including a reflection of the influence of these policies and events on your own cultural competence. • What are the similarities and differences evident in the goals, positioning of Indigenous Australians, and the implied relationship between Indigenous Australians and wider Australian society? Rationale Charles Sturt University Subject Outline IKC101 201860 D D Version 2 – Published 25 June 2018 Page 17 of 40 This assessment task will assess the following learning outcome/s: • be able to critically reflect on the factors that have shaped historical and contemporary engagement with Indigenous communities and Indigenous peoples and critique deficit paradigms as they relate to Indigenous Australians. • be able to critically examine how racialised power and privilege influence historical and contemporary structures of Australian society and its institutions. This task extends on Task 1 and 2 to meet the following IKC101 Learning Outcomes: LO 3: Be able to critically reflect on the factors that have shaped historical and contemporary engagement with Indigenous communities and Indigenous peoples and critique deficit paradigms as they relate to Indigenous Australians; LO4: Be able to critically examine how racialised power and privilege influence historical and contemporary structures of Australian society and its institutions. In Task 1 and 2 you reflected on your knowledge and the factors that influence what you know, and how you come to know about Indigenous Australians and Australians more generally. You undertook further reflection in a critique of two media articles. You began to consider how knowledge can be taken-for-granted or assumed to be true because powerful institutions like schools, churches, government, the media (and social media) reinforce them over time. In Task 3 you will analyse evidence of the social, institutional, and historical framing, reproduction, and reinforcement of particular kinds of knowledge and associated issues of power and privilege
