social workindegenous australia
2.5.3Reflection: Professional role in working with Indigenous peoples Weight: 50% Type of Collaboration: Individual Due: Friday29thMay Submission: Via Turnitin Format: 2000 word essay. Students may use headings and sub-headings as appropriate. Length: 2,000words Curriculum Mode: Reflection Students are encouraged to keep a journal of their learning, thinking, and findings as you move through the unit,. Students will be exposed to new and different understandings and knowledges explored in this course. Students are expected to reflecton what this understanding and knowledges may mean for their professional practice/s. Students should draw upon their journals, as well as scholarly literature, in order to discuss their learning throughout the unit and how they might apply these new knowleges in their future professional work. Rather than focusing on all aspects of the unit, students are encouraged narrow their focus to one or two key learning areas. Comprehensive essay will include: · Scholarly discussion of learning, including Indigenous perspectives of learning · Reflection on how your learning or knowledge has changed or developed over the course of the unit · How this new found understanding or learning has ,or hasn’t, changed your world view · How this new understanding or knowledge will be applied in a professional context Resources: Workshopnotes,readings,classactivities/discussions,andownresearchinterestsandactivities. Marking Criteria: Criteria High Distinction Distinction Credit Pass Unsatisfactory Depth of reflection Writing demonstrates an in-depth reflection on the selected topic, including supporting details and examples. Writing demonstrates a reasonably in-depth reflection on the selected topic, including supporting details and examples. Writing demonstrates a general reflection on selected topic, including some supporting details and examples. Writing demonstrates limited reflection on the selected topic, and/or few supporting details and examples. Writing demonstrates a lack or minimal reflection on the topic, with limited to no details. Critical analysis Analysis is sophisticated and presents fresh and defensible insights into the work being analysed. Analysis is written with confidence and academic rigour. Can identify ideas, situations or problems and explain each component using theoretical ideas and concepts. Can evaluate the salience and limitations of an argument. Can identity ideas, situations or problems and provides some explanation to the components. Engagement with theoretical ideas and concepts are evidenced. Descriptive and anecdotal with limited use of theoretical literature. Limited capacity to synthesise a number of ideas into a larger argument. Personal and anecdotal. Limited engagement with topics. Lack of critical analysis. Communication of Indigenous understanding. Complex understanding of Indigenous community. Thorough understanding of Indigenous community. Sound understanding of Indigenous community. Adequate understanding of Indigenous community. Little understanding of Indigenous community. Organisation or structure of Paper Demonstrated logical and clear sequencing of advanced ideas through well-structured and organised paper. Organisation and structure of paper and ideas are proficiently developed. Paper is logically organised, and ideas are developed. Logical organisation; organisation of ideas not fully developed. Little to no evidence of structure or organisation of paper. Use of Academic conventions Use of academic conventions such as referencing and citations are accurate, consistent and appropriate for the discipline. Sophisticated use of highly relevant literature; effectively discriminating between sources of information. Use of academic conventions such as referencing and citations are accurate, consistent and appropriate for the discipline. Choice of highly relevant literature evident and used appropriately. Referencing is accurate and consistent. Evidence of relevant literature; shows discrimination between sources of information. Basic referencing accurate and use of a detailed reference list. Sometimes lacks consistency, but makes reasonable attempts to acknowledge sources of information. Does not always discriminate effectively between sources of information. Absence or inaccurate use of referencing and citation conventions. Uses immediately available information with little discrimination. 2 20 4 Learning Resources 4.1 Recommended Readings Prescribed Textbook Bennett, B., Green, S. (eds.) (2019). Our voices: Aboriginal social work (2nd ed.). Melbourne, Australia: Palgrave Macmillan Essential Reading Attwood, B., 2011. Aboriginal history, minority histories and historical wounds: the postcolonial condition, historical knowledge and the public life of history in Australia. Postcolonial Studies, 14(2), pp.171-186. Bennett, B., Zubrzycki, J. and Bacon, V., 2011. What do we know? The experience s of social workers working alongside Aboriginal people. Australian social work, 64(1), pp.20 -37. Bessarab, D, 2015. Changing How and What We Do: The Significance of Embedding Aboriginal and Torres Strait Islander Ways of Knowing, Being, and Doing in Socia l Work Education and Practice, Australian Social Work,68:1, 1-4, Carlson, B, 2016. Politics of Identity: Who counts as Aboriginal today?. Aboriginal Studies Press. Canberra, ACT. Dodson, M., 2010. The dispossession of Indigenous people: And its consequence s. Parity, 23(9), p.6. Haebich, A., 2011. Forgetting Indigenous histories: Cases from the history of Australia’s stolen generations. Journal of Social History, 44(4), pp.1033 -1046. Herring, S., Spangaro, J., Lauw, M. and McNamara, L., 2013. The intersectio n of trauma, racism, and cultural competence in effective work with Aboriginal people: Waiting for trust. Australian Social Work, 66(1), pp.104-117. Nakata, M., 2007. An Indigenous standpoint theory. Disciplining the savages: Savaging the disciplines, p.213. Stewart, J. and Allan, J., 2013. Building relationships with Aboriginal people: A cultural mapping toolbox. Australian Social Work, 66(1), pp.118 -129. Wain, T., Sim, M., Bessarab, D., Mak, D., Hayward, C. and Rudd, C., 2016. Engaging Australian Aboriginal narratives to challenge attitudes and create empathy in health care: a methodological perspective. BMC medical education, 16(1), p.156. Walter, M., Taylor, S. and Habibis, D., 2011. How white is social work in Australia?. Australian Social Work, 64(1),pp.6-19. Williams, R., 1999. Cultural safety -what does it mean for our work practice?. Australian and New Zealand journal of public health, 23(2), pp.213 -214.