成人大片

Associate Professor Paul Sendziuk
Napier 512
Email: paul.sendziuk@adelaide.edu.au
Ph: 8313 7562

Paul Sendziuk is the author of Learning to Trust: Australian Responses to AIDS (2003), which was short-listed for the Human Rights and Equal Opportunity Commission’s 2004 Human Rights award (non-fiction category), and co-author of A History of South Australia (2018). He is also the co-editor of Turning Points: Chapters in South Australian History (2012) and Foundational Fictions in South Australian History (2018). He has taught Australian and migrant history for a number of years, and published on a broad range of topics including environmental history and the history of disease. He is currently engaged in three research projects: a history of working at Holden; a history of post-WWII Polish migration to Australia; and a comparative history of cultural/artistic responses to AIDS in Australia, the United States and South Africa. In 2009 Paul was awarded the University’s highest teaching honour, the Stephen Cole the Elder Excellence in Teaching Award, and in 2011 received a national award from the Australian Learning & Teaching Council for ‘Outstanding Contribution to Student Learning’.

On successful completion of this course students will be able to:

1. recognise the value of a wide range of methodologies, conceptual approaches and the impact of competing narratives;

2. locate, identify and analyse relevant primary and secondary sources in order to construct evidence-based arguments;

3. think independently and critically, using appropriate methodologies and technologies, to engage with historical problems;

4. communicate effectively, in a range of spoken and written formats, within the conventions of the discipline of history;

5. contribute productively to group-based activities;

6. demonstrate the skills of an historian which are appropriate for performing a range of professional roles, undertaking leadership positions, and sustaining lifelong learning, including: information technology skills to manage data and to communicate, skills in collaborative and self-directed problem-solving, a habit of academic rigour, and sensitivity to intercultural and ethical issues;

7. show a sensitivity to the diversity of historical cultures and the ethical implications of historical enquiry within a global context;

8. demonstrate a critical, self-reflective approach to the study of history, based on respect and mutual responsibility.

A reading pack will be available at the start of the course. It contains all of the essential texts (articles and chapters) that are required to be read in order to prepare for tutorial discussions.

You might consider purchasing one of the books below (they constitute essential or recommended reading for some tutorials, and constitute excellent 'background' reading). Due to copyright restrictions, only small sections of these books can be included in the reading pack.

Klaus Neumann, Refuge Australia: Australia’s Humanitarian Record, Sydney: UNSW Press, 2004.

Eric Richards, Destination Australia: Migration to Australia since 1901, Sydney: UNSW Press, 2008.

James Jupp, From White Australia to Woomera: The Story of Australian Immigration, 2nd edition, Cambridge: Cambridge University Press, 2007.

This course has a website, accessible through MyUni. You should check this site regularly for updates, lecture recordings and slides, and additional readings/resources. The Barr Smith Library also has an extensive range of electronic academic journals that can be accessed via its computer catalogue.

Lectures will be recorded and uploaded to the course's MyUni website. They will be accessible for approximately one week after the lecture is delivered. These recordings do not replace the experience of attending the lecture and engaging with the lecturer, so please make every effort to attend the lectures. Attendance at lectures is strongly recommended because they provide the context for the tutorial discussions and introduce themes and personalities that you will encounter in the more sophisticated tutorial readings.

Two one-hour lectures per week have been scheduled. Attendance at these lectures is strongly recommended as they provide the context for the tutorial discussions and introduce themes and personalities that you will encounter in the more sophisticated tutorial readings (i.e. they are closely entwined with the tutorial program). The final quiz will also be based on information provided in the lectures.

Brief lecture slides and lecture recordings will be available online via the course's MyUni website, but these are a poor substitute for the real thing.

Participation in tutorials (one per week) is a compulsory component of the course. You must attend at least 80% of tutorials to qualify to pass the course (unless a medical certificate is provided). Please inform your tutor prior to the tutorial if you are unable to attend. It will generally be possible to attend a 'make-up' tutorial in another time-slot.

Please note:
Lectures AND tutorials begin in Week 1 of semester.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Students will need to devote approximately 12 hours per week to this course (divided over 12 weeks of study). This consists of 2 x 1-hour lectures and one tutorial per week, and 9 hours per week of independent study, during which time students will prepare for tutorials and work on assignments.

Please note that the standard workload for a 3-unit course in the Faculty of Arts is designed on the assumption that all learning and assessment activities (including lectures, tutorials, preparatory work, research and writing of assignments etc.) will require approximately 156 hours.

The following list of lecture and tutorial is indicative of what students will study during the course.

1 a. Migrants, Refugees and the Making of Modern Australia
   b. 19thC Race Relations and the White Australia Policy
Tutorial: Introduction and Delegation of Tasks

2 a. Child Migration to Australia
   b. Film - The Leaving of Liverpool
Tutorial: The Origins of White Australia

3 a. 'Empire Settlement': British Australia in the 1920s
   b. 'Citizens and Aliens' and 1930s Jewish Emigration to Australia: A Comparative Perspective
Tutorial: Child Migrants

4 a. 'Alien' Internment in WW2
   b. Migrant History through National Archives Documents
Tutorial: Wartime Attitudes to Non-British Refugees and Migrants

5 a. Effects of WW2 and Australia's Displaced Persons Scheme
   b. Experiences of Displacement
Tutorial: Unwilling Migrants?: The Displaced Persons Scheme

6 a. Assisted Migration to Australia and Assimilation
   b. 'Ten Pound Poms'
Tutorial: Individual student consultations

7 a. African Arrivals: The Somalis and Sudanese (guest lecture by a recent African migrant)
   b. Understanding the 'Cronulla ‘Riots'
Tutorial: African Arrivals: Somalis and Sudanese

8 a. Migrant Settlement Patterns in Australian Cities
   b. Multiculturalism and its Discontents
Tutorial: Migrant Settlement: Ethnic Ghettoes or Multicultural Suburban Villages?

9 a. Quiz
   b. How many is too many?: The 'Sustainable Population' Debate
Tutorial: Multiculturalism and the Decline of 'White Australia'

10 a. Indochinese Refugees
     b. The Asianisation of Australia?
Tutorial: The Indochinese in Australia

11 a. Migrant Selection Criteria from Fraser to Abbott
     b. Tampa-ing with Asylum: The Evolution of Refugee Settlement Policy
Tutorial: Jumping the Queue: From Hawke to Abbott

12 a. Alternatives to Detention - Azadi
     b. Final Quiz
Tutorial: Asylum-Seekers and Detention

In essence, tutorial discussions in the Humanities epitomise small-group discoveries: students come together to share and contest what they have learned from the assigned readings, and to jointly respond to historical questions and problems that have been set by the tutor. During most tutorials, therefore, students will be examining questions and texts in small groups of 3 or 4 people.

In this course, students will also have the opportunity to participate in a small group (3 persons) research project. The outcome of this research will be an organised debate between teams of students.

There are three assessment tasks for this course. The group project will give you an opportunity to make some new friends, test your creativity and enhance your skills in oral communication. The research essay will develop your skills in critical analysis, evaluation of evidence and written communication. The final quiz will test knowledge gained throughout the course, with questions derived exclusively from the lectures. Students who work consistently throughout the semester, reading widely and attending classes, will be rewarded in the final quiz.

1. 2,500 word research essay

2. Student choice, either:

(a) Organised debate between teams (to be presented during tutorial time); or
(b) 2,000 word critical analysis of two academic texts (an individual written assignment)

3. Two Quizes

Discussion of the lecture material and tutorial readings constitute the core learning activities in this course. Due to the importance placed on tutorial discussions – where students will have the opportunity to problem-solve and test what they understand - students must attend 80% of tutorials in order to qualify to pass the course. Make-up tutorials are generally available for students who cannot attend the odd tutorial (i.e. due to a family emergency or illness).

There are three assessment tasks for this course. The first offers students a choice: to join a group and participate in an organised in-class debate or to write a critical review of two texts. The group project will give students an opportunity to make some new friends, test their creativity and enhance their skills in oral and visual communication. The second task is the research essay, which will develop students芒聙聶 skills in critical analysis, evaluation of evidence and written communication. The final quiz will then test knowledge gained throughout the course, with questions derived mainly from the lectures.

1. Research Essay

Students are required to write one 2,500-word research essay, based on both primary and secondary sources. You may choose from a list of topics (to be provided), or devise your own question with the approval of your tutor.

2. Student Choice - either (a) or (b) detailed below:

(a) In-Class Group Debate
Students will form teams of 3 members and have 2-3 weeks to prepare an argument 芒聙聵for芒聙聶 or 芒聙聵against芒聙聶 a proposition relating to a historical issue. Teams will then present their argument in the form of an Oxford-style debate to take place during tutorial. For example, if the statement is 芒聙聹The policy of multiculturalism has failed in Australia芒聙聺, individuals on one team will take turns in making arguments in agreement with this statement and they will be opposed by a team disagreeing with them. Students will be assessed on the basis of the logic and validity of their argument, their use of examples to support their points, their level of organisation and team-work, and their ability to communicate with passion and persuasion.

(b) Critical Review of Two Texts
Students who choose not to participate in the group project will write a 2,000-word critical review of two seconary source texts selected from the reading list corresponding to a tutorial topic. One of them must be a book. Students are required to read the texts in their entirety before the applicable tutorial. Students are advised to discuss their text choices with their tutor and must not choose 芒聙聵primary sources芒聙聶 (such as memoirs) or edited collections of essays as any of their texts.

In writing their critical review, students should consider the following points:

1. What do the authors argue?
2. How do the authors deal with opposing arguments?
3. What types of evidence do the authors use to construct their arguments? Is this evidence convincing? What evidence do the authors ignore?
4. Are the authors influenced by a particular theory or methodological approach? Is this approach warranted?
5. Are the authors芒聙聶 arguments convincing? (You should assess this by comparing the different arguments and evidence presented by each author. You might also consult 2-3 other texts on the same topic.)
6. What special tricks or strategies do the writers employ to make their points? These strategies may include the organisation of the text and the choice of language and examples.

3. Two Quizes

The quizes will consist of short-answer questions. They will be based entirely on content delivered in the lectures. Thus students who attend regularly and review their notes will be rewarded.

To help students prepare for the final quiz, an online wiki will be created where students can post questions that they think might be asked. The course coordinator will occasionally 'cull' these questions to eliminate the implausible ones. A portion of the quiz questions will then be selected from the suggested questions that remain.

Essays must be submitted on/before the due date. A record will be kept of the date of submission. Instructions about how and where to submit will be given when the essay questions are distributed. Short extensions might be granted on the grounds of hardship or illness, but students will need to apply to the tutor in writing (with medical certificate or other evidence) and in advance of the due date. Students requiring a longer extension need to submit the relevant form to the School office (http://www.adelaide.edu.au/student/exams/mod_arrange.html) at least five days prior to the due date for the assignment.

Late Submission
The Department of History has adopted a standard policy for assessing assignments that are submitted late. For work that is late without formal extension, 2 marks will be deducted from the percentage mark for every day the work is late (including weekends and public holidays). For example, an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark. For students who have been granted an extension, this policy will apply from the extended due date.

Essays will only be accepted for 7 days after the due date. After this time, the mark of zero will be recorded.

Dr Paul Sendziuk's teaching in this course was last evaluated by students in 2017. His teaching was viewed extremely favourably. The results of the survey, based on a scale of 1 to 7 (with 7 being the highest score) are as follows:

1. Paul Sendziuk shows concern for students: 6.76 (out of 7)

2. Paul Sendziuk encourages student participation: 6.62 (out of 7)

3. Paul Sendziuk stimulates my interest in learning in this course: 6.86 (out of 7)

4. Paul Sendziuk gives clear explanations: 6.86 (out of 7)

5. Paul Sendziuk is an effective university teacher: 6.86 (out of 7)

6. Paul Sendziuk gives me useful feedback on my work: 6.50 (out of 7)

NB: These median response (i.e. the most recorded score from students) for each of these criteria was 7 out of 7.