Outline

Overview

Globally, Indigenous peoples have challenged museums, heritage agencies and professional practitioners over issues of ownership, control, management, display and interpretation of Indigenous culture, history and cultural property. We will examine how Indigenous communities, scholars and practitioners are decolonising museum and heritage practices and spaces.

Unit details and rules

Academic unit	Archaeology
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Annie Clarke, annie.clarke@sydney.edu.au
Tutor(s)	Charlotte Feakins, charlotte.feakins@sydney.edu.au
Tutor(s)	Addie Lui-Chivizhe, leah.lui-chivizhe@sydney.edu.au

Type	Description	Weight	Due	Length

Assessment summary

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of exceptional standard. Written work demonstrates initiative and ingenuity in research and reading; pointed and critical analysis of material; innovative interpretation of evidence, makes an insightful contribution to historical debate; engages with values, assumptions and contested meanings contained within original evidence, develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision
Distinction	75 - 84	Work of a superior standard. Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes a good attempt to ‘get behind’ the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to historical argument and interpretation, shows critical understanding of the principles and values underlying the unit. Properly documented; writing characterised by style, clarity, and some creativity
Credit	65 - 74	Competent work, although further development is needed. Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates good selection of evidence, coherent and sustainable argument, some evidence of independent thought, grasp of relevant museology or studies in cultural heritage.
Pass	50 - 64	Work of a satisfactory standard. Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers a synthesis of relevant material and shows a genuine effort to avoid paraphrasing, has a logical and comprehensible structure and acceptable documentation, and attempts to mount an argument though there may be weaknesses in particular areas.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold. If a unit of study has a participation mark, your attendance may influence this mark.
Lecture recordings: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on Canvas. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

MHST 6913 Indigenous Museums and Heritage

Required Reading

Turunen, J 2019, ‘Decolonising European minds through heritage’, International Journal of Heritage Studies, vol. 10, pp. 1-16.

McNaughton, D, Morrison, M and Schill, C 2016, “‘My Country is like my mother…’: respect, care, interaction and closeness as principles for undertaking cultural heritage assessments’, International Journal of Heritage Studies, vol. 22, no. 6, pp. 415-433.

Pezzarossi, HL 2014, Assembling indigeneity: rethinking innovation, tradition and indigenous materiality in a 19th century native toolkit’, Journal of Social Archaeology, vol. 14, no. 3, pp. 340-360.

Giblin, J., Ramos, I, and Grout, N 2019, ‘Dismantling the Master’s House’, Third Text, 33, (4-5), pp. 471-486

Further Reading

Byrne, D, Brockwell, S, & O’Connor, S 2013, ‘Introduction: engaging culture and nature’, in Brockwell, S, O’Connor, S & ‘Byrne, D (eds), Transcending the culture-nature divide in cultural heritage: views from the Asia-Pacific region, Terra Australis, vol. 36, ANU-Epress, Canberra, ACT.

Latour, B 1993, We have never been modern, Harvard University Press, USA.

Required Reading

Adams, S, Martin, R, Phillips, S, Macgregor, C and Westaway, M 2019, ‘Truth-telling in the wake of European contact: historical investigation of Aboriginal skeletal remains from Normanton’, Archaeologies, vol. 14, no. 3, pp. 412-442.

Keenan, S 2017, ‘The Gweagal Shield’. Northern Ireland Legal Quarterly 68 (3), pp. 283-90.

Further Reading

Liljeblad, J 2017, ‘The Hopi, the katsinam, and the French courts: looking outside the law in the repatriation of Indigenous Cultural Heritage’, International Journal of Heritage Studies, vol. 23, no. 1, pp. 41-51.

Nugent, M. and Sculthorpe, G., 2018. A shield loaded with history: Encounters, objects and exhibitions. Australian Historical Studies, 49 (1), pp.28-43.

Thomas, N., 2018. A case of identity: The artefacts of the 1770 Kamay (Botany Bay) encounter. Australian Historical Studies, 49 (1), pp.4-27.

Required Reading

Herle, A., 2002. ‘Objects, agency and museums: continuing dialogues between the Torres Strait and Cambridge’. Pacific Art: Persistence, Change and Meaning, pp.231-50.

Lui-Chivizhe, L, 2106, ‘Telling Torres Strait history through turtle.’ In Robin, Libby, Jennifer Newell, and Kirsten Wehner, Curating the Future: Museums, communities and climate change, Routledge, London & New York, pp. 142-151.

Further Reading

Paulson, B, 2015, ‘Curatorial challenges in representing the historical material of dynamic living cultures.’ Encounters: Revealing Stories of Aboriginal and Torres Strait Islander Objects from the British Museum, Canberra, A.C.T, National Museum of Australia Press)

Philp, J., 2015, KRAR: Nineteenth century turtle-shell masks from Mabuyag collected by Samuel McFarlane. Memoirs of the Queensland Museum, Culture, 8 (1), p.99

Required Reading

Kakadu National Park Management Plan 2016-2026, ‘A living cultural landscape’, Australian Government Director of National Parks, Kakadu National Park Board of Management, accessed online, https://www.environment.gov.au/system/files/resources/1f88c5a3-409c-4ed9-9129-ea0aaddd4f33/files/kakadu-management-plan-2016-2026.pdf

Pleshet, N 2018, ‘Caring for Country: history and alchemy in the making and management of Indigenous Australian Land’, Oceania, vol. 88, no. 2, pp. 183-201.

Hooper, S 2020, ‘Cultural burning is about more than just hazard reduction’, accessed online, https://indigenousx.com.au/cultural-burning-is-about-more-than-just-hazard-reduction/

Further Reading

Russell-Smith, J, Whitehead, PJ, Cooke, PM 2009, Culture, ecology and economy of savanna fire management in northern Australia: rekindling the Wurrk tradition, CSIRO publishing, Melbourne, VIC.

Bowman, D 2016, ‘Aboriginal fire management – part of the solution to destructive bushfire’, The Conversation, accessed online, http://theconversation.com/aboriginal-fire-management-part-of-the-solution-to-destructive-bushfires-55032

Fuller, T 2020, ‘Reducing fire, and cutting carbon emissions, the Aboriginal way’, The New York Times, accessed online, https://www.nytimes.com/2020/01/16/world/austrtalia/aboriginal-fire-management.html

Irish, P., 2017. Hidden in Plain View. University of New South Wales Press.

Suggested general reading:

Pascoe, B 2018, Dark Emu: Aboriginal Australia and the birth of agriculture, Magabala Books, Broome, WA.

Gammage, B 2014, The biggest estate on earth: how Aborigines made Australia, Allen & Unwin, Crows Nest, NSW.

Griffiths, B, Russell, L & Roberts, R 2017, ‘Friday essay: when did Australia’s human history begin?, The Conversation, accessed online, https://theconversation.com/friday-essay-when-did-australias-human-history-begin-87251

Griffiths, B & Russel, L 2018, ‘What we were told: Responses to 65,000 years of Aboriginal history’, Aboriginal History Journal, vol. 42, accessed online, https://press-files.anu.edu.au/downloads/press/n4634/html/article02.xhtml?referer=&page=8

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. appreciate key issues for Indigenous peoples in relation to the conservation, management and exhibition of cultural heritage
LO2. understand the history and current practices in relation to museums and heritage organisations working with Indigenous communities
LO3. revise and improve your skills in research, essay writing and presentation.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

'No changes have been made since this unit was last offered'.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

MHST6913: Indigenous Museums and Heritage

Semester 1a, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect