HIST 3052 - Aboriginal Peoples and the Colonial World
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code HIST 3052 Course Aboriginal Peoples and the Colonial World Coordinating Unit Historical and Classical Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 6 units of Level II undergraduate study Incompatible HIST 2081 Assessment Participation 20%, 2 x Quizzes 20%, Minor essay (1500 word) 20%, Major essay (3000 word) 40% Course Staff
Course Coordinator: Skye Krichauff
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
By the end of the course students will be able to demonstrate:
1. Demonstrate an understanding of colonialism and its impacts for Indigenous peoples in Britain's settler colonial empire.
2. Demonstrate an ability to distinguish between different historical interpretations and different cultural perspectives
3. Develop enhanced skills in research, synthesis, organisation and presentation of information.
4. Develop enhanced problem solving skills
5. Learn the research skills necessary for working with primary sources.
6. Develop an ability to work independently on a research project.
7. Develop an ability to work cooperatively in the research and presentation of research outcomes.
8. Reflect critically on your participation in the tasks and your learning strategies.University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
3, 4, 5, 8 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3, 7 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
3, 4, 6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2, 3, 7 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Workshop readings will be available on MyUni.
Recommended Resources
There is no text book for this course. The following books may help provide some background.
Marcia Langton, ed, Settling with Indigenous People: Modern Treaty and Agreement Making, Federation Press 2006
Margo Neale and Lynne Kelly, eds, First KNowledges Songlines (Thames & Hudson, 2023)
Ken S. Coates, A Global History of Indigenous Peoples: Struggle and Survival, Palgrave Macmillan, 2004.
Andrew Armitage, Comparing the Policies of Aboriginal Assimilation: Australia, Canada and New Zealand,
1995.
Online Learning
Lecture recordings will be available. Lecture slides will be posted on MyUni, together with other material as required.
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Learning & Teaching Activities
Learning & Teaching Modes
Lectures begin in Week 1. Seminars begin in Week 2.
Lectures will be recorded and available on MyUni. Seminars will not be recorded.
The two-hour seminar learning activities will relate directly to the lecture topics.
Structured learning takes place in seminars and so attendance and participation is a requirement of this course.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The following distribution of hours provides an approximate guideline to workload expectations:
Seminars x 2 hours or structured learning equivalent (x 11 weeks= 22 hours
Lectures x I hour or structured learning equivalent (x 12 weeks) = 11 hours
6 hours course-related research or reading (x 12 weeks) = 72 hours
Assignment preparation = Approx 50
Total 157 hoursLearning Activities Summary
This course is designed to engage students with Indigenous/settler histories, including Australia’s, in comparative perspective. In the first several weeks of the course, students will consider how key terms like ‘colonialism’, ‘race’, ‘violence’, ‘law’, and ‘the frontier’ can be conceptualised in historical context. We will trace how colonial ideas about race, land tenure and 'civilisation' sat within a pre-existing European tradition of thought, and how this tradition might be rethought through an Indigenous worldview. We will also consider the nature of colonial records, and what they can and can't tell us about the dimensions of colonial history.
In the latter part of the course, students will explore a number of settler colonial case studies to consider how some of the patterns and features of settler colonial history were shared or divergent in different historical and geographical settings. Finally, students will engage with some of the ongoing legacies of the colonial past in the present and contemporary debates about truth telling.
Indicative course topics include:
Theorising settler colonialism and the ‘civilising’ thesis
Conceptualising the ‘colonial frontier’
Categories of colonial violence
The scope and limits of colonial records
Colonial practices of conciliation and treaty-making
Colonial and Indigenous land management
Colonial law and Indigenous law
Indigenous accommodation, resistance and survival
Protection policies and assimilation
Remembering/forgetting colonial violence
Statue wars and truth tellingSpecific Course Requirements
There are no specific course requirements, but students are expected to participate in respectful course discussion. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment tasks are expected to be divided as follows:
Seminar group presentation (equiv 500 words): 10% Formative
Primary source task (equiv 500 words) 15% Formative
Research task (1200 words) 35% Formative
Research essay (1800 words) 40% SummativeAssessment Related Requirements
In order to pass the course, students are expected to complete the assessement pieces and attend a majority of seminars, or otherwise to provide documentary evidence to explain their absences.Assessment Detail
Seminar group presentation (equiv 500 words): 10% Formative
Students will work in small groups to present on one topic in the semester.
Primary source task (equiv 500 words) 15% Formative
The primary source task requires students to identify and understand the nature of a historical source in a colonial context and to discuss its contextual origins, purpose and limits.
Research task (1200 words) 35% Formative
This task will assess students' understanding of the course content, their ability to use primary and secondary sources,
and their capacity to communicate core concepts.
Research essay (1800 words) 40% Summative
The research essay allows students to demonstrate their understanding of the course across comparative historical contexts, to use primary and secondary sources, and to demonstrate a capacity to meet academic standards.Submission
Submission is through the MyUni system. See more details there.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs: /policies/700/
Final results for this course will be made available through Access Adelaide.Final results for this course will be made available through .
The group seminar presentation will be assessed in class. Submission for the written research assignments is via Turnitin on MyUni.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Below are the Teacher SELTs for this course when it was last offered in 2017 (the scale goes from 0-7, with 7 being the best). It measures student evaluations of my teaching ('Individual Teacher'), against the averages of the School, the Faculty and the University.
1. Is an effective university teacher
6.4 Individual Teacher
6.3 School of Humanities
6.3 Faculty of Arts
6.1 University
2. Is approachable and helpful
6.6 Individual Teacher
6.4 School of Humanities
6.3 Faculty of Arts
6. 2 University
3. Gives clear explanations
6.6 Individual Teacher
6.2 School of Humanities
6.2 Faculty of Arts
6.0 University
4. Makes their subject matter interesting
6.4 Individual Teacher
6.2 School of Humanities
6.2 Faculty of Arts
5.9 University
5. Encourages student participation
6.4 Individual Teacher
6.3 School of Humanities
6.3 Faculty of Arts
6.1 University
6. Provides useful and timely feedback
6.2 Individual Teacher
6.1 School of Humanities
6.0 Faculty of Arts
5.9 University
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Student Support
- Academic Integrity for Students
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- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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