Outline

Overview

This unit of study is driven by Australian societal demands to privilege the voices of Aboriginal and Torres Strait Islander people and the voices of people with a disability. Decolonisation is at the core of this unit of study and can be defined as a process which “…centres on privileging the voices of Indigenous people and analysing, as well as dismantling the power balances that exist between Indigenous and non-Indigenous peoples:” (Gilroy et al 2018 pp 1346). In this unit of study we expand the notion of decolonisation further to one which also centres on privileging the voices of people with a disability and dismantling power imbalances between people with a disability and others. The unit of study draws together contemporary concepts of disability practices, along with Aboriginal and Torres Strait Islander people’s knowledge, leadership and practice. The overall aim of this unit of study is to introduce students to the concept of decolonisation and the implemention of this concept to deliver culturally responsive disability services. Students will learn how to advocate with Aboriginal and Torres Strait Islander people, as well as integrate decolonising principles in professional contexts relating to health and 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	Yes

Teaching staff

Coordinator	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au
Lecturer(s)	Kim Bulkeley, kim.bulkeley@sydney.edu.au
	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au
	Marcelle Townsend-Cross, marcelle.townsend-cross@sydney.edu.au
	Rodney Adams, rodney.adams@sydney.edu.au
	John Gilroy, john.gilroy@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Critical Reflection Final paper + 5 x weekly reflections (400 words each) and 5 x NCCC modules	60%	Week 06 Due date: 10 Sep 2023 at 23:59	Final paper (1500 words)
Outcomes assessed:
Assignment	Critical Analysis Report Evaluating an existing policy with a decolonial lens	40%	Week 13 Due date: 05 Nov 2023 at 23:59	2000 words
Outcomes assessed:

Assessment summary

Assessments	Further details on Canvas unit of study site
1. Critical reflection	Students will submit weekly reflections (400 words maximum) from weeks 1 to 5 in response to learning material (readings, online modules and tutorial discussion). Students will then select one weekly topic to further research and expand on in an 1500 word critical reflection paper. Evidence of completing all five National Centre for Cultural Competence modules must also be submitted.
2. Critical analysis report	Students will critique an existing disability or reconciliation action plan using decolonial concepts, theories and frameworks.

Assessment criteria

The assessments in this unit of study will be marked using the “ICE” rubric.

Ideas

FAIL (0-49%)

Connections

PASS-CREDIT (50-74%)

Extensions

DISTINCTION-HIGH DISTINCTION (75-100%)

Ideas are:

Building blocks of learning

Discrete pieces of information
Information acquired through courses and readings
Reiteration or recall of information from readings, notes, lectures are at the idea level of learning

Examples:

Providing:

Facts
Definitions
Vocabulary
Steps in a process
Discrete skills

Ideas are very important in writing because they often set the stage for what is known and illustrate the students’ background understanding of a topic.

However, writing with a critical lens must go beyond merely showing an understanding of ideas and extend into connections and extensions (see other columns).

Two types: (a) content level and (b) meaning-making level. It is helpful to think of connections as the application of ideas.

Content Level

Articulating relationships between two or more discrete ideas

Meaning-Making Level

Relating new information to what student already knows
Linking new information to prior knowledge/experiences supports the student in deeper understanding of ideas and the relationships among them (examples are typically more vivid and involve depth/sophisticated description)

Examples:

Content Level

Describing cause-effect relationships
Articulating relationship between or among concepts
Blending two or more discrete skills into a fluid and efficient movement
Linking ideas to foundational theories that have given shape to that idea
Appreciating the evolution of ideas and how they have informed theoretical models or practice approaches

Meaning-Making Level

Relating ideas to personal/professional life experiences that illustrate the idea in practice
Relating ideas to prior knowledge through example and illustration of the links

Extensions are when new learning is created from old:

Using information in novel or creative ways
Using information from one context in another context or application
Original thoughts informed by depth and breadth of understanding of a topic

Examples:

Students reaching the extensions phase are able to explain what can be done with that information to make sense of unknowns; bridge gaps in knowledge or evidence
Students may develop new approaches, models, technologies from ideas and new applications of these ideas and connections.
Asking insightful and meaningful questions
Identifying dilemmas and suggesting solutions to those dilemmas.

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.

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
Week 01	Introduction to the unit (1 hour face-to-face lecture and 1 hour self-directed learning)	Lecture (2 hr)
Week 01	Introduction to the unit	Tutorial (1 hr)
Week 02	Module One - History matters: Through the eyes of Aboriginal and Torres Strait Islander people	Lecture (2 hr)
Week 02	Critical Self Reflection Workshop	Tutorial (1 hr)
Week 03	Module One - History matters: Through the eyes of European invaders	Lecture (2 hr)
Week 03	Colonial history and truth-telling	Tutorial (1 hr)
Week 04	Module One - History matters: Through the eyes of governments and government officials	Lecture (2 hr)
Week 04	Governance and systemic racism	Tutorial (1 hr)
Week 05	Module One - History matters: Through the eyes of media and social media	Lecture (2 hr)
Week 05	Critiquing media discourse	Tutorial (1 hr)
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	Lecture (2 hr)
Week 06	Intersectionality, disability and colonialism	Tutorial (1 hr)
Week 07	Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Disability rights movement	Lecture (2 hr)
Week 07	Advocacy and positionality	Tutorial (1 hr)
Week 08	Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Governance and community controlled organisations	Lecture (2 hr)
Week 08	Self-determination and partnership	Tutorial (1 hr)
Week 09	Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Communities, healing and cultural practices	Lecture (2 hr)
Week 09	Decolonising healing	Tutorial (1 hr)
Week 10	Module Three - Decolonising practices in disability services: Decolonising professional theories, frameworks and philosophies	Lecture (2 hr)
Week 10	Decolonising professional theories, frameworks and philosophies	Tutorial (1 hr)
Week 11	Module Three - Decolonising practices in disability services: Decolonising ourselves and our advocacy work	Lecture (2 hr)
Week 11	Advocacy and allyship	Tutorial (1 hr)
Week 12	Module Three - Decolonising practices in disability services: Decolonising work places and organisations	Lecture (2 hr)
Week 12	Reconciliation	Tutorial (1 hr)
Week 13	Module Three - Decolonising practices in disability services: Decolonising policies and UOS summary	Lecture (2 hr)
Week 13	Where to from here?	Tutorial (1 hr)

Attendance and class requirements

90% attendance in lectures and tutorials is an expectation for all USYD units of study. Please email your relevant tutor if you are unable to attend your scheduled tutorial. If you anticipate missing more than one class due to personal circumstances, please contact the UOS coordinator to make relevant arrangements for your learning.

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

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 1.1. Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation and identify key events since colonisation that have impacted the contemporary health of Aboriginal and Torres Strait Islander peoples (N) 1.2. Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I) 11.1. Examine own cultural worldview and values and describe implications for health care practice (N) 11.2. Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I) 12.1. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) 12.2. Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) 2.1. Describe Aboriginal and Torres Strait Islander culture pre-colonisation to the present (N) 2.2. Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I) 2.3. Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP) 3.1. Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N) 3.2. Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I) 4.1. Articulate the concept of cultural humility as a process of lifelong learning (N) 4.2. Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I) 4.3. Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP) 5.1. Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N) 7.1. Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N) 8.1. Describe the historical development of Aboriginal and Torres Strait Islander health sector initiatives, including community controlled health services and role of Aboriginal and Torres Strait Islander health professionals (N) 8.2. Analyse the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (I)
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 10.2. Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I) 11.2. Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I) 12.1. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) 12.2. Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) 12.3. Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP)
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 11.1. Examine own cultural worldview and values and describe implications for health care practice (N) 11.3. Design practical strategies to enable ongoing self-reflexivity in a professional context (ETP) 12.1. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) 12.2. Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) 12.3. Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP) 13.1. Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N) 13.2. Demonstrate internal strategies to examine and monitor personal responses to cultural and social differences (I) 13.3. Generate strategies for incorporating anti-racist and affirmative action approaches in health care practice (ETP) 15.1. Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N) 15.2. Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I) 15.3. Develop strategies for redressing inequity in health care for Aboriginal and Torres Strait Islander individuals, families and communities (ETP) 16.1. Discuss the concept of social determinants and the impacts on Aboriginal and Torres Strait Islander health (N) 16.2. Determine strengths and challenges in delivering health care with respect to the social determinants of health (I) 4.1. Articulate the concept of cultural humility as a process of lifelong learning (N) 4.2. Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I) 4.3. Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP) 5.1. Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N) 7.1. Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N) 7.2. Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I)

Aboriginal and Torres Strait Islander Health Curriculum Framework -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation and identify key events since colonisation that have impacted the contemporary health of Aboriginal and Torres Strait Islander peoples (N)
1.2		Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I)
10.2		Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I)
11.1		Examine own cultural worldview and values and describe implications for health care practice (N)
11.2		Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I)
11.3		Design practical strategies to enable ongoing self-reflexivity in a professional context (ETP)
12.1		Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N)
12.2		Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I)
12.3		Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP)
13.1		Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N)
13.2		Demonstrate internal strategies to examine and monitor personal responses to cultural and social differences (I)
13.3		Generate strategies for incorporating anti-racist and affirmative action approaches in health care practice (ETP)
14.1		Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients (N)
14.2		Examine one’s own positioning in terms of White Privilege and other social privileges (I)
14.3		Debate the implications of White Privilege and other social privileges on delivering equitable health care to Aboriginal and Torres Strait Islander clients (ETP)
15.1		Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N)
15.2		Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I)
15.3		Develop strategies for redressing inequity in health care for Aboriginal and Torres Strait Islander individuals, families and communities (ETP)
16.2		Determine strengths and challenges in delivering health care with respect to the social determinants of health (I)
16.3		Devise strategies for diagnosing and treating Aboriginal and Torres Strait Islander clients from the perspective of the social determinants of health (ETP)
2.1		Describe Aboriginal and Torres Strait Islander culture pre-colonisation to the present (N)
2.2		Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I)
2.3		Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP)
3.1		Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N)
3.2		Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I)
4.1		Articulate the concept of cultural humility as a process of lifelong learning (N)
4.2		Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I)
4.3		Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP)
5.1		Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N)
7.1		Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N)
7.2		Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I)
8.1		Describe the historical development of Aboriginal and Torres Strait Islander health sector initiatives, including community controlled health services and role of Aboriginal and Torres Strait Islander health professionals (N)
8.2		Analyse the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (I)
8.3		Establish strategies to work in partnership with Aboriginal and Torres Strait Islander health professionals, organisations and communities, and devise a plan to respectfully acquire cultural information (ETP)

Responding to student feedback

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

Students found the smaller tutorial classes (capped at 20) and facilitative style of teaching conducive to discussion and building a sense of safety and community. This year we are adding more opportunities for guidance and feedback around assessments. We also welcome more teaching staff with lived experience to conduct guest lectures and tutorials.

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

OCCP2089: Disability and Decolonising Practices

Semester 2, 2023 [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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect