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Unit outline_

OCCP2089: Disability and Decolonising Practices

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

In the past colonizing practices have been used to limit and erode opportunities for people with disability to participate as full citizens in everyday life. Discrimination, othering, tokenism, and able-bodied privilege have acted to marginalize and exclude the place of people with disability. Parallels can be drawn with other colonisation experience. In this unit, lessons learned from the colonization experience of Aboriginal and Torres Strait Islander peoples of Australia will be shared. Positive outcomes of progressive decolonization by Aboriginal and Torres Strait Islander people of historical, political and social constructs of Australia’s institutions and practices in the disability sector and the experience of disability will be explored. Implications for transforming disability practice will be considered. Leadership and advocacy promoting Aboriginal and Torres Strait Islander health philosophies and cultural practice for healing and inclusion have transformed dialogue and directions. We will identify the Aboriginal and Torres Strait Islander body of knowledge related to healing and the expression and experience of disability in communities. We consider how this knowledge can be used, not only in working with Aboriginal and Torres Strait Islander people, but with a diverse range of people with disability.

Unit details and rules

Academic unit Health Sciences
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au
Lecturer(s) Rodney Adams, rodney.adams@sydney.edu.au
Type Description Weight Due Length
Assignment Critical Reflection Report
Weekly journal entries leading to critical reflection report in week 8
60% Week 08
Due date: 03 Oct 2021 at 23:00

Closing date: 03 Oct 2021
1500 words
Outcomes assessed: LO1 LO2
Assignment Written report
A response to decolonise policy on Aboriginal disability issues.
40% Week 13
Due date: 28 Nov 2021 at 23:59
2000 words
Outcomes assessed: LO1 LO2 LO3

Assessment summary

Assessments Further details on Canvas unit of study site
1. Critical reflection report Students will be required to submit weekly journal entries from weeks 1 to 7 in response to learning material. Students will select one weekly topic to further research and expand on in a 1500 critical reflection.
2. Written report Students will critique a policy relating to Aboriginal disability issues using a decolonial framework.

 

Assessment criteria

Specific marking rubrics will be provided for each assessment via the Canvas unit of study assignments section. Common result grades are as follows:

Result code

Result name

Mark range

Description

HD

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

DI

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

CR

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

PS

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

FA

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per section 7A of the Assessment Procedures 2011 policy: Late Penalties (1) Subject to any contrary provision in any applicable faculty or course resolution, if penalties are applied for work submitted after the due date they must be consistent with this clause. (2) For any assessment task: (a) late penalties may be applied, consistently with this clause; or (b) late submission may be prohibited, with consequences as specified in the unit of study outline; or (c) late penalties may be excluded from applying; provided that these conditions must be expressly stated in the unit of study outline. (3) Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late. (4) For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. (a) The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. (5) For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. (6) Copies of late work, including work which is not marked, must be retained consistently with the requirements of the Recordkeeping Policy 2017 and the Recordkeeping Manual. Note: See also University of Sydney (Student Appeals Against Academic Decisions) Rule 2016

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 No lecture - self directed time (see Canvas) Independent study (2 hr) LO1
Introduction to the unit Tutorial (1 hr) LO1
Week 02 Module One - History matters: Through the eyes of Aboriginal and Torres Strait Islander people Individual study (1 hr) LO1
Critical Self Reflection Workshop Tutorial (2 hr) LO1 LO3
Week 03 Module One - History matters: Through the eyes of European invaders Individual study (1 hr) LO1
Colonial history and truth-telling Tutorial (2 hr) LO1
Week 04 Module One - History matters: Through the yes of governments and government officials Individual study (1 hr) LO1 LO2
Governance and systemic racism Tutorial (2 hr) LO1 LO3
Week 05 Module One - History matters: Through the eyes of media and social media Individual study (1 hr) LO2 LO3
Critiquing media discourse Tutorial (2 hr) LO2 LO3
Week 06 Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Aboriginal and Torres Strait Islander people’s lived experience of disability Individual study (1 hr) LO1 LO2 LO3
Intersectionality, disability and colonialism Tutorial (2 hr) LO1 LO2 LO3
Week 07 Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Disability rights movement Individual study (1 hr) LO2 LO3
Advocacy and positionality Tutorial (2 hr) LO1 LO2 LO3
Week 08 Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Governance and community controlled organisations Individual study (1 hr) LO1 LO2 LO3
Self-determination and partnership Tutorial (2 hr) LO1 LO2 LO3
Week 09 Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Communities, healing and cultural practices Individual study (1 hr) LO1 LO2 LO3
Decolonising healing Tutorial (2 hr) LO1 LO2 LO3
Week 10 Module Three - Decolonising practices in disability services: Decolonising professional theories, frameworks and philosophies Individual study (1 hr) LO1 LO2 LO3
Decolonising professional theories, frameworks and philosophies Tutorial (2 hr) LO1 LO3
Week 11 Module Three - Decolonising practices in disability services: Decolonising work places and organisations Individual study (1 hr) LO1 LO3
Reconciliation Tutorial (2 hr) LO1 LO2 LO3
Week 12 Module Three - Decolonising practices in disability services: Decolonoising ourselves and our advocacy work Individual study (1 hr) LO2 LO3
Critical disability theory and activism Tutorial (2 hr) LO3
Week 13 Module Three - Decolonising practices in disability services: Decolonising policies and UOS summary Individual study (1 hr) LO1 LO2 LO3
Transformational justice Tutorial (2 hr) LO1 LO2 LO3

Attendance and class requirements

This class includes a flipped learning component with all lectures provided in an online asynchronous format.

Students are expected to attend scheduled tutorials.

All students are required to complete the University of Sydney National Centre for Cultural Competence modules 1-5 and the Kinship module. The details are provided on the CANVAS site. 

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

All prescribed readings and resources will be posted in the Canvas weekly content page.

 

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.

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

  • LO1. Analyse historical, social and political contexts, including how these contexts inform values and beliefs of health professionals, professional bodies and disability organisations.
  • LO2. Compare Aboriginal and Torres Strait Islander people’s leadership and advocacy with Australian disability service approaches and media sources.
  • LO3. Critically reflect on how disability service providers can decolonise practices, including advocacy, to make long-lasting and positive effects on imbalanced social relations and social inequities.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

This is the first time this unit has been 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.