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Unit outline_

PUBH5120: Aboriginal/Torres Strait Islander Health

Semester 2, 2023 [Block mode] - Camperdown/Darlington, Sydney

This unit will significantly advance your philosophical, theoretical and practical understanding of Aboriginal and Torres Strait Islander histories, cultures and societies within the context of public health. We will use case studies grounded in diverse urban, regional and remote communities and the life experiences of Aboriginal and Torres Strait Islander people to explore key constructs. These include transgenerational psychic trauma, racism, political structures and systems, cultural determinants, ethics, and global indigenous epistemologies. Together we will investigate the reasons why Australia has so far been unable to close the gap across almost all indicators of health and wellbeing, and explore innovative, ethical and effective solutions. Throughout this unit you will be encouraged to interact with Aboriginal and Torres Strait Islander academics, health professionals and community members, and your unit coordinator, tutors and fellow students, and feel confident to ask difficult questions and debate the responses. Our aim is to give you the practical and conceptual knowledge and skills necessary to work respectfully and effectively with Aboriginal and Torres Strait Islander peoples from across the nation.

Unit details and rules

Academic unit Public Health
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
PUBH5118
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Jasper Garay, jasper.garay@sydney.edu.au
Lecturer(s) Jasper Garay, jasper.garay@sydney.edu.au
Candace Angelo, candace.angelo@sydney.edu.au
Tutor(s) Matilde Petersen, matilde.petersen@sydney.edu.au
Shingisai Chando, shingisai.chando@sydney.edu.au
Type Description Weight Due Length
Online task Discussion posts
Online posts
15% Multiple weeks 5 discussions - 200 words per post
Outcomes assessed: LO1 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Participation Workshop engagement
Participation
15% Multiple weeks 5 days
Outcomes assessed: LO1 LO11 LO10 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment Reflexive essay
Written assessment
20% Week 07
Due date: 15 Sep 2023 at 23:59

Closing date: 15 Sep 2023
1000 words
Outcomes assessed: LO10 LO11 LO12 LO13
Assignment Ethics, research or project proposal
Written assessment
50% Week 13
Due date: 03 Nov 2023 at 23:59

Closing date: 03 Nov 2023
3500 words
Outcomes assessed: LO12 LO16 LO15 LO14 LO13

Assessment summary

  • Discussion posts: Engage in five online discussions around workshop material with the aim of providing a forum to ask and answer questions and produce a number of reflexive essay topics to choose from.
  • Reflexive essay: The reflexive essay will be based on learnings from workshops 1-3 and the associated learning materials. You will choose one of the topics developed during discussions 1 and 2 to write about.
  • Ethics, research or project proposal: Choose a topic and write a hypothetical or real proposal using decolonised thinking and practice.
Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (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

To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an exceptional standard as defined by grade descriptors or exemplars established by the faculty.

Distinction

75 - 84

To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a very high standard as defined by grade descriptors or exemplars established by the faculty.

Credit

65 - 74

To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a good standard as defined by grade descriptors or exemplars established by the faculty.

Pass

50 - 64

To be awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.

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.

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

Attendance and class requirements

Please see canvas for all attendance and class requirements information. 

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

Please see the reading list in canvas to view all prescribed readings. 

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. Understand the concept of self determination and its connections to State power
  • LO2. Understand theories and approaches to self determination
  • LO3. Be able to describe structural racism and to distinguish structural racism from individual and overt forms
  • LO4. Understand concepts of epistemology and epistemic values
  • LO5. Gain insight into Aboriginal and Torres Strait Islander epistemologies
  • LO6. Understand connection between culture and health
  • LO7. Students will be able to label and describe different forms of racism
  • LO8. Students will be able to identify different theories used when confronting racism as a public health issue for Aboriginal and Torres Strait Islander people
  • LO9. Students will learn what helps with healing from the negative health impacts of racisms
  • LO10. Students will discuss and consider what works in countering racism in one's self; among one's personal and professional networks; and in institutions, with an emphasis on communication skills
  • LO11. Students will be able to critically analyse and discuss a decolonising approach to health related research theory and practice
  • LO12. Students will consider how to design respectful yet rigorous research or project plans/proposals using their critical thinking and reflective skills to inform Indigenous health research
  • LO13. Students will discuss and consider how to work/walk alongside Aboriginal and Torres Strait Islander Peoples as co-researchers in health-related projects using decolonising theory and methods
  • LO14. Students can formulate their own framework(s) for research, work and practice in relation to Aboriginal health
  • LO15. Students identify needed skills to support the implementation of these frameworks
  • LO16. Students can anticipate, describe and analyse challenges and potential problems in work in Aboriginal health and can identify strategies for mitigating and managing these

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.

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.