Unit rationale, description and aim
Indigenous, or First Peoples, have experienced systematic abuse of human rights by colonisers the world over. Many countries, in particular Australia, have been slow to address historic abuses and commit to truth and treaty. Reconciliation implies a prior relationship, which is being formalised by Australian States by way of treaty and reconciliation initiatives, and at the federal level, the Voice to Parliament. Nations and international institutions also have a significant role in advancing healing.
This unit will address human rights from an Indigenous perspective and Indigenous rights from a human rights perspective. The aim of the unit is to equip human rights graduates with an appreciation of the size and scope of the challenges our world and this country faces to realise human rights for Indigenous peoples, including Indigenous Australians.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe key themes and principles applicable to m...
Learning Outcome 01
Evaluate contemporary responses to the realization...
Learning Outcome 02
Apply contemporary principles to case studies
Learning Outcome 03
Content
Topics will include:
- Statist Conceptions of Rights and the Rights of Peoples
- Alternative Approaches and the Rise of Indigenous Rights in International Law
- International Protections Against Racial Discrimination
- Indigenous Self-Determination
- The Terrible History of Colonisation
- Systematic Abuses of First Nations Rights in Australia
- Contemporary Laws and Policies Addressing the Rights of Indigenous Peoples
- International Comparisons
- Contemporary Activism and Political Movements
- Reform
Assessment strategy and rationale
The proposed assessment tasks in this unit comprise a strategy that is explicitly created to support achievement of, and determination of, the unit Learning Outcomes. They do this through integration with the learning and teaching strategy above.
Subject to further revision, it is proposed that this unit be assessed by three assessments.
. Tutorial presentation: Students will present an understanding of key topics including law, policy and practice in the selection of areas.
2. Research assignment: Major assignment, requires students to demonstrate their ability to research the assigned topic and critically evaluate the relevant laws.
3. Major assignment: Requires students to critically evaluate two human rights issues currently affecting Australian Indigenous people.
Overview of assessments
Major assignment Tutorial presentation: Students...
Major assignment
Tutorial presentation: Students will present an understanding of key topics including law, policy and practice in the selection of areas.
10%
Research assignment Major assignment: Requires s...
Research assignment
Major assignment: Requires students to demonstrate their ability to research the assigned topic and critically evaluate the relevant laws.
40%
Major assignment Major assignment: Requires stud...
Major assignment
Major assignment: Requires students to critically evaluate two human rights issues currently affecting Australian Indigenous people.
50%
Learning and teaching strategy and rationale
This unit comprises 150 hours of study in total. It will be taught over a 12 week semester, with one 2-hour lecture followed by a 1-hour tutorial each week or ACU Online 10 week asynchronous delivery mode. Other study components might include on-line webinars, podcasts, readings, discussion forums etc. The balance of the hours is comprised of private study.
Following consultations with Indigenous academics and members of State Parole Boards, the strategy employed in this unit involves students’ active participation in practical learning and assessments that focus on real-world problems and challenges. In these ways the unit seeks to help students to develop their problem solving, decision making and investigative skills with regard to issues of human rights within criminal justice. This unit engages students in active learning activities, such as reading, writing, discussion and problem-solving to promote analysis, synthesis and evaluation of class content. Students will also work collaboratively in groups to prepare and deliver a Parole Hearing Simulation. Collaborative learning is an important component of active learning and sits within a community of inquiry theoretical framework. It provides opportunities for a group of individuals to collaborate in purposeful critical discourse and reflection to construct personal meaning and mutual understanding.
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Accredited Exercise Physiologist Professional Standards
In connection to the learning outcomes, the Exercise & Sports Science Australia (ESSA) Accredited Exercise Physiologist (AEP) Professional Standards for Accreditation set the minimum standards for entry to and ongoing professional practice as an ESSA Accredited Exercise Physiologist (AEP).
Relating to
Guiding principle
An AEP is able to apply their AEP knowledge and skills to practice effectively in a professional, ethical, inclusive, and collaborative manner across the broad health care system, including in clinical and non-clinical settings.
Relevant Learning OutcomeLO1
Relating to
Elements of Professional Practice
An AEP has demonstrated an ability to:
Relevant Learning OutcomeLO3
Relating to
Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct.
Relevant Learning OutcomeLO2
Relating to
Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping.
Relevant Learning OutcomeLO3
Relating to
Explain national, state, and compensable scheme frameworks across the health care, aged care, and disability sectors, and the requirements for AEPs working in these settings.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Assessment and Client Management
Relevant Learning OutcomeLO1
Relating to
Distinguish, record, report, and appropriately action changing risk factors and adverse signs and symptoms that may arise before, during, and after assessments and interventions.
Relevant Learning OutcomeLO2, LO3
Relating to
Evaluate effectiveness of interventions and their outcomes including the selection, interpretation, and reporting of outcome measures to inform future practice.
Relevant Learning OutcomeLO3