KKB191 Am I black enough? Indigenous Australian Representations

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

Aboriginal and Torres Strait Islander peoples, identities, communities and cultures have been represented in a variety of mediums and artefacts since colonisation. The purpose of this unit is to deconstruct these representations from Indigenous standpoints and critically analyse how Aboriginal and Torres Strait Islander peoples continue to be positioned across multimedia.

This unit facilitates informed discussions prompted by exposure to historical and contemporary constructions of Aboriginal and Torres Strait Islander peoples from Indigenous standpoints and perspectives. This unit allows you to challenge existing perspectives of Indigenous Australia through creative and scholarly works by Indigenous artists and scholars. Engaging with this deconstruction will assist you to apply knowledge and skills of culturally safe practices within your personal and professional practices in a confident and safe manner.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Apply knowledge of the historical and contemporary constructions of Aboriginal and Torres Strait Islander peoples and their identities.
2. Deconstruct the representation of Aboriginalia and its uses within a variety of media by Indigenous and non-Indigenous people.
3. Express new understandings and confidence in terminology in the language of cultural safety in representations of Aboriginal and Torres Strait Islander people.
4. Articulate a position in relation to the diversity of the Aboriginal and Torres Strait islander peoples in multimedia within a social and ethical framework.

Content

Learning Approaches

When teaching and learning Indigenous knowledges, it is crucial that students engage with the learning content. In this unit, we are constructing learning which supports critical self- reflection and analysis. Our teaching approaches privileges Aboriginal and Torres Strait Islander knowledges, voices and standpoints. A blended learning environment in this unit underpins the holistic nature of Indigenous knowledges. Group discussions, yarning circles, interactive lectures, tutorials and field trips, supported opportunities for a critical self- discovery journey will have deeper and transforming, culturally safe implications for your discipline studies and practice.

Feedback on Learning and Assessment

In this unit, you will receive written feedback on your contributions to the Yarning Circle till week 12.  Comments and feedback will also be provided on your Group Presentation and Written Analysis.  These will inform your critical reflections - Assessment 2. 

Assessment

Overview

These assignments are eligible for the 48-hour late submission period and assignment extensions. 

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Presentation (Oral) and Reflective Analysis

As a group, you are required to deconstruct the representation of Aboriginalia by comparing and contrasting two works (1 Indigenous / 1 non-Indigenous), analysing and evaluating the presentation of the stereotype, the exotic, the exception or the example as the construction of Aboriginalia within the works chosen, within a single art form discussing the representation of Aboriginal and Torres Strait Islander people or issues (20 - 30 minutes). A draft plan will be submitted in Week 3.

In addition, each student will submit an individual reflective analysis.  

Assessment: Reflection - Am I..... enough?

This assessment anchors cultural safety to more than just ethnicity. Your written submission analyses and evaluates the presentation of the stereotype, the exotic, the exception or an example by reflecting on construction within one of your own identified cultures.

In addition, you will include 3 extracts of individual contributions to the Yarning Circle.

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

All students and staff who access campus buildings and facilities are required to complete the Tier 1 General Health and Safety Induction. This must be completed online.

Resources

Resource Materials

Prescribed text(s)

The first Australians (2008). Blackfellas Films / First Nation Film Ltd: SBS.

Bullimore, K. (1999). Media dreaming: Representation of Aboriginality in modern Australian media. Canberra: University of Canberra.

Carlson, B. (2016). The politics of identity: who counts as Aboriginal today' Canberra: Aboriginal Studies Press.

First footprints (2013). ABC TV. http://www.abc.net.au/tv/programs/first-footprints/

Heiss, A. (2012). Am I Black Enough for You' Sydney: Bantam.

Koori Mail http://www.koorimail.com/ (available at QUT Libraries and can be purchased through News Agencies).

McCallum, K. & Waller, L. (2017). The dynamics of news and Indigenous policy in Australia. Bristol, UK: Intellect.

Nakata, M. (2007). Disciplining the savages: savaging the disciplines. Canberra: Aboriginal Studies Press.

Oodgeroo, N. (1990). My people. Brisbane: Jacaranda Press.

Said, E. (1993). Culture and imperialism. London: Chatto & Windus.

Spencer. S. (2014). Race and ethnicity: culture, identity and representation. London: Routledge (second edition).

Taylor, G. (1999). Oodgeroo Noonuccal. Melbourne: Cambridge University Press.

Torres News http://www.torresnews.com.au/ (available at QUT Libraries and can be purchased through News Agencies).

Other

To enable your full participation in the virtual learning environment, for example, participating in online activities and engaging with online learning materials, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.

Risk Assessment Statement

For risks associated with using campus buildings or facilities, refer to the Tier 1 General Health and Safety Induction.

Where substantial computer-based work is required, particularly in the case of fully online students, you are recommended to take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.

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