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PSYC 3009
Lifespan human
development in cultural
perspective
2011
Dr Julie Robinson
Dr Ruth Horry
School of Psychology
Flinders University
PSYC
3009
Lifespan
development
in
cultural
perspective
1
CONTENTS
2
PSYC
3009
Lifespan
development
in
cultural
perspective
3
WELCOME
EDUCATIONAL AIMS
LEARNING OUTCOMES
At
the
conclusion
of
this
topic
students
will
have
had
the
opportunity
to
acquire
or
enhance
their
• Understanding
of
o The
ways
in
which
“culture”
is
constructed
in
psychology
o Some
of
the
main
dimensions
of
human
development
in
Australian
cultural
contexts
and
the
factors
that
influence
these,
o Several
theoretical
frameworks
for
the
study
of
human
development
o Some
of
the
factors
that
influence
the
well-‐being
of
refugees
(Topic
aim
1).
This
understanding
is
assessed
through
a
final
examination.
• Insight
into
the
ways
in
which
their
own
cultural
background
shapes
their
perspective
on
issues
concerning
human
development
and
their
appreciation
of
the
diversity
of
perspectives
concerning
human
development
in
the
Australian
and
international
community.
Awareness
of
ethical
codes
for
diverse
societies
(Topic
aim
2).
This
insight
and
awareness
is
assessed
through
two
quizzes.
• Competence
in
using
standardized
scores
and
percentiles
in
assessing
development,
demonstrated
through
basic
competence
in
applying
the
WHO
child
growth
standards.
(Topic
aim
3a)
This
understanding
will
be
assessed
in
Brief
Assignment
1.
• Skill
in
applying
principles
from
a
theoretical
framework
to
a
real
world
IMPORTANT DATES
Last
day
to
pay
Semester
1
up-‐front
student
fees
10
March
Last
day
to
enrol
in
new
topics
11
March
Census
date
31
March
Brief
assignment
1
due
8
April
Mid
Semester
Break
11–22
April
In-‐class
quiz
1
28
April
In-‐class
quiz
2
5
May
Last
day
to
withdraw
without
failure
(WN)
13
May
Last
day
to
withdraw
(WF)
17
June
Brief
assignment
2
due
17
June
4
PSYC
3009
Lifespan
development
in
cultural
perspective
5
STAFF
TOPIC CONVENOR
Because
I
have
many
other
commitments,
I
will
not
always
be
free
to
answer
my
telephone.
Neither
is
it
realistic
to
expect
that
I
will
be
able
to
make
instant
replies
to
email
messages.
(On
weekdays,
when
I
am
in
Adelaide,
I
will
try
to
respond
within
48
hours).
LECTURERS
Who:
Dr.
Julie
Robinson
Location:
Room
345
Social
Sciences
North
(SSN)
Telephone.
12395
(internal
calls)
or
8201-‐2395
(external
calls).
Email:
julie.robinson@flinders.edu.au
PSYC
3009
as
the
subject
Consultation:
Flexible.
By
appointment.
Who:
Dr.
Ruth
Horry
Location:
Room
392
Social
Sciences
North
(SSN)
Telephone.
17976(internal
calls)
or
8201-‐7976
(external
calls).
Email:
Ruth.Horry@flinders.edu.au
PSYC
3009
as
the
subject
Consultation:
Friday
11am-‐12pm.
(If
you
need
to
see
me
at
another
time,
please
email
or
phone
me
to
make
an
appointment).
TUTOR
COMPONENTS OF INSTRUCTION
LECTURES
TIME AND PLACE
There
are
16
x
1-‐hour
lectures
across
the
semester.
Where:
102
Social
Sciences
North.
When:
10-‐11:50
am
Thursday
REQUIRED READINGS FOR LECTURES
There
is
no
text
that
provides
comprehensive
background
reading
for
the
diversity
of
subjects
covered
in
this
topic.
However,
all
students
enrolled
in
the
topic
will
be
provided
with
access
to
a
book
from
which
many
of
the
6
PSYC
3009
Lifespan
development
in
cultural
perspective
7
28/4
Mental
Zubrick,
S.R.
et
al.,
(2010).
Social
determinants
of
Aboriginal
health
of
and
Torres
Strait
Islander
social
and
emotional
wellbeing.
In
Australian
Working
together.
(pp.
75-‐90).
children
Silburn,
S.,
Glaskin,
B.,
Henry,
D.,
&
Drew,
N.
(2010).
Preventing
suicide
among
Indigenous
Australians.
In
Working
together.
(pp.
91-‐105).
Adermann
&
Campbell,
M.A.
(2010).
Anxiety
and
Aboriginal
and
Torres
Strait
Islander
young
people.
In
Working
together.
(pp.
105-‐115).
Date
Lecture
Required
reading
5/5
Developmen Brough,
M.,
Gorman,
D.,
Ramirez,
E.,
&
Westoby,
P.
(2003).
tal
issues
Young
refugees
talk
about
well-‐being:
A
qualitative
analysis
facing
child
of
refugee
youth
mental
health
from
three
states.
Australian
refugees
Journal
of
Social
Issues,
38,
193-‐208.
19/5
Memory
Li,
S.-‐C.
(2006).
Biocultural
co-‐construction
of
lifespan
and
development.
In
Baltes,
P.
B.,
Reuter-‐Lorenz,
P.
A.,
&
Rösler,
cognitive
F.
(Eds.).
Lifespan
development
and
the
brain:
The
function
in
perspective
of
biocultural
co-‐constructivism.
Cambridge,
UK:
older
adults
Cambridge.
(pp.
40-‐57).
19/5
Memory
Park,
D.
C.
&
Reuter-‐Lorenz,
P.
(2009).
The
adaptive
brain:
Aging
and
and
neurocognitive
scaffolding.
Annual
Review
of
Psychology,
cognitive
60,
173-‐196.
function
in
older
adults
26/5
Older
Bartlett,
J.
C.,
&
Memon,
A.
(2007).
Eyewitness
memory
in
young
adults
as
and
older
adults.
In
R.
C.
L.
Lindsay,
D.
F.
Ross,
J.
D.
Read,
&
M.
victims
of
P.
Toglia
(Eds.),
The
handbook
of
eyewitness
psychology:
Vol.
II.
*
All
required
readings
are
subject
to
assessment
Required
and
extension
readings
are
available
via
e-‐Reserve
or
the
WWW.
8
PSYC
3009
Lifespan
development
in
cultural
perspective
9
TUTORIAL
CLASSES
OVERVIEW
Students
disadvantage
themselves
if
they
fail
to
attend
all
tutorial
classes.
These
illustrate
aspects
of
human
development
covered
in
the
lectures,
are
the
basis
for
the
two
assignments,
and
are
the
only
source
for
some
information
that
will
appear
on
Quiz
1
and
the
examination.
Students
can
register
for
tutorial
classes
on-‐line
through
their
student
system
login.
The
tutor
will
assume
that
these
readings
have
been
completed
BEFORE
the
relevant
tutorial
class.
10
PSYC
3009
Lifespan
development
in
cultural
perspective
11
FLO
Students
will
disadvantage
themselves
if
they
do
not
master
a
method
of
accessing
FLO
or
if
they
do
not
check
the
FLO
site
for
this
topic
on
a
regular
basis.
Do
not
be
alarmed
if
you
have
not
used
FLO
before.
The
level
of
skill
required
for
this
topic
is
low
and
it
can
be
quickly
and
easily
acquired.
Written
step-‐by-‐step
instructions*
and
on-‐line
tutorials**
are
provided
via
the
internet.
Note
that
you
can
access
FLO
from
computers
off-‐campus,
provided
these
have
internet
access.
The
"FLO
help
desk"
is
located
in
the
foyer
of
the
Central
Library.
It
operates
whenever
the
library
is
open.
If
you
find
yourself
having
real
problems
of
any
kind
(e.g.,
difficulty
keeping
up
with
work),
it
is
very
important
to
discuss
this
with
the
tutor
or
the
topic
convenor
as
soon
as
possible.
Sometimes
students
allow
difficulties
to
develop
to
an
irretrievable
stage,
when
help
sought
earlier
might
have
enabled
the
matter
to
be
solved.
The
Health
and
Counselling
Service
and/or
the
Student
Learning
Centre
may
also
be
able
to
provide
free,
confidential
assistance.
LIMITING CONDITIONS
Many
students
have
conditions
that
limit
their
access
to
education.
Most
would
not
consider
themselves
to
have
a
disability.
However
the
university’s
policies
on
disability
are
very
broad.
“Disability”
refers
to
any
impairment,
disability
or
medical
condition
that
inhibits
a
student's
access
to
education.
It
may
therefore
include
conditions
such
as
depression,
dyslexia,
asthma,
and
the
results
of
sports
injuries.
The
disability
liaison
officer
(DLO)
is
the
first
point
of
contact
for
information
regarding
eligibility
and
assistance.
(tel.
8201-‐2943,
email:
dlo@flinders.edu.au)The
DLO
can
coordinate
specific
services
that
allow
students
to
improve
their
access
to
university
study.
This
service
is
free
and
confidential.
12
PSYC
3009
Lifespan
development
in
cultural
perspective
13
ASSESSMENT
The
Statement
of
Assessment
Methods
form
is
supplied
in
this
handbook.
Students
are
invited
to
discuss
any
problems
with
the
assessment
schedule
with
the
topic
convenor
in
the
first
week.
IN-CLASS QUIZZES
Two
in-‐class
quizzes
will
assess
a
topic-‐specific
skill:
problem-‐solving
that
relies
on
cultural
awareness.
Each
quiz
consists
of
15
questions
and
contributes
20%
towards
the
topic
grade.
They
are
scheduled
during
the
11
am
lecture
(102
SSN)
28 TH
APRIL
2011:
QUIZ
1
(INDIGENOUS
AUSTRALIANS)
5 TH
MAY
2011:
QUIZ
2
(OTHER
CALD
BACKGROUNDS)
QUIZ
1
ASSESSES:
• All
materials
associated
with
Tutorial
class
1
• Additional
readings
from
Working
together
o Walker,
R.,
&
Sonn,
C.
(2010).
Working
s
a
culturally
competent
mental
health
practitioner.
(pp.
157-‐180).
o Dudgeon,
P.,
&
Ugle,
K.
(2010).
Communication
and
engagement:
Urban
diversity.
(pp.
157-‐180).
o Sheldon,
M.
(2010).
Reviewing
psychiatric
assessment
in
remote
Aboriginal
communities
(pp.
211-‐222)
• Appropriate
terminology,
Indigenous
Australian
Peoples
(Handbook)
• On-‐line
training
materials
accessible
via
FLO.
Quiz
1
is
a
“closed
book”
quiz.
Students
can
access
the
training
materials
and
formative
assessment
(i.e.,
scored
practice
quizzes)
via
FLO
beginning
in
the
first
week
of
classes.
Students
are
permitted
unlimited
attempts
at
formative
assessment.
QUIZ
2
ASSESSES:
• On-‐line
training
materials
accessible
via
FLO.
• Guidance
on
naming
systems
(Handbook)
Quiz
2
has
an
“open
book”
format.
Students’
task
is
to
organize
information
in
a
large
cross-‐cultural
handbook
so
it
can
be
readily
located
and
to
use
this
to
make
quick
responses
to
hypothetical
scenarios
and
questions
that
examine
similarities
and
differences
across
cultures.
Students
use
their
annotated
cultural
handbook
during
the
quiz.
BRIEF ASSIGNMENTS
Two
brief
assignments
will
assess
generic
skills
fostered
in
tutorial
classes.
Each
assignment
contributes
10%
towards
the
topic
grade.
8 TH
APRIL:
ASSIGNMENT
1
(GROWTH-‐STANDARDIZED
SCORES,
PERCENTILES)
17 TH
JUNE:
ASSIGNMENT
2
(DEMENTIA-‐APPLYING
PRINCIPLES
FROM
THEORY)
ASSIGNMENT
1
(CHILD
GROWTH)
This
requires
students
to
write
case
notes
based
on
an
understanding
of
the
standardized
scores
and
percentiles
in
the
WHO
Child
growth
standards
and
an
understanding
of
the
multiple
causes
of
growth
faltering
in
young
children.
The
proforma
for
the
case
notes
and
the
marking
guide
for
this
assignment
are
provided
in
the
appendices
for
this
handbook.
ASSIGNMENT
2
(DEMENTIA)
This
1000-‐word
essay
requires
students
to
apply
principles
from
a
theory
concerning
dementia
to
a
scenario
and
to
make
a
number
of
recommendations
based
on
this
theory.
The
marking
guide
for
this
assignment
is
provided
in
the
appendices
for
this
handbook.
EXAMINATION
ACADEMIC CONVENTIONS
Please
be
very
careful
that
you
do
not
breach
(deliberately
or
inadvertently)
academic
conventions
that
ensure
that
the
work
of
other
people
(including
published
authors
and
fellow
students)
is
properly
acknowledged
and
is
not
presented
as
your
own.
The
University’s
policy
and
procedures
for
academic
Integrity
is
detailed
in
the
Student
related
policies
and
procedures
manual
2011.
14
PSYC
3009
Lifespan
development
in
cultural
perspective
15
EXTENUATING CIRCUMSTANCES
When
there
are
medical
or
compassionate
grounds
for
being
unable
to
complete
them
on
the
due
date,
students
may
apply
for
a
supplementary
quiz
or
examination,
or
an
extension
on
their
assignment
due
date.
Extension
forms
are
available
from
the
display
rack
outside
the
School
of
Psychology
Office
(Room
330
Social
Sciences
North).
You
will
be
asked
to
provide
documentary
evidence
(e.g.,
doctor’s
certificate)
to
support
your
application.
For
equity
reasons,
no
unsubstantiated
requests
for
an
extension
or
for
supplementary
assessment
will
be
granted.
Completed
application
forms
should
be
lodged
at
the
School
of
Psychology
Office.
Please
note
that,
with
the
exception
of
disabilities
(e.g.,
asthma,
chronic
fatigue
syndrome,
mental
health
problems)
pre-‐existing
circumstances
(e.g.,
work,
family
and
sporting
commitments)
are
NOT
grounds
for
an
extension
or
supplementary
assessment.
16
PSYC
3009
Lifespan
development
in
cultural
perspective
17
APPENDICES
18
PSYC
3009
Lifespan
development
in
cultural
perspective
19
PSYC 3009
BRIEF ASSIGNMENT 1
Case
notes
Child’s
name:
Gender:
Date
of
birth:
Decision: ______________________________________________________________
_____________________________________________________________________
Justification: ___________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Status
Decision: ______________________________________________________________
______________________________________________________________________
Justification: ___________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Decision: _____________________________________________________________
_____________________________________________________________________
20
PSYC
3009
Lifespan
development
in
cultural
perspective
21
_____________________________________________________________________
Justification: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Growth
faltering
can
have
many
causes.
Consider
the
family
history
for
this
child.
If
applicable,
what
issue(s)
should
be
explored
with
the
parent
and
why?
Issues:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Justification: ____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
PSYC 3009
BRIEF ASSIGNMENT 1
GRADING
CRITERIA
Growth
charts
Correct
type
and
number
of
forms
completed
and
attached
(2)
Accurate
plotting
of
growth
(5)
__/7
Interpretation
of
point
measurements
Visit
1
Accurate
classification
of
point
measures
and
decision,
appropriate
use
of
terms
(5)
Appropriate
justification
(5)
Visit
2
Accurate
classification
of
point
measures
and
decision,
appropriate
use
of
terms
(5)
Appropriate
justification
(5)
__/20
Interpretation
of
pattern
of
change
22
PSYC
3009
Lifespan
development
in
cultural
perspective
23
PSYC 3009
BRIEF ASSIGNMENT 2
GRADING CRITERIA
____/10
2.
Application
of
knowledge
moves
beyond
basic
knowledge
by
using
the
theoretical
framework
as
a
platform
for
original
ideas.
• At
least
one
possible
solution
is
provided
for
each
identified
problem
• At
least
one
specific
example
provided
of
how
each
solution
could
be
put
into
practice
____/10
____/10
4.
Brief
(within
1000
words
limit)
Students
must
indicate
the
word
count
on
their
submission.
Assignments
that
are
over
the
word
count
will
be
returned
for
resubmission.
The
big
picture
Lecture
time
and
location:
Thursday
10:00
am
to
12
noon
(102
SSN)
Week
Date
Thursday
10
am
Lecture
Thursday
11
am
Lecture
Tutorials*
Assessment
1
3/3
What
is
culture?
(JR)
Diversity
wheel
(JR)
Australia’s
cultural
diversity
+
Guidelines
Health
and
safety
of
diverse
Cultural
awareness
2
10/3
for
diverse
communities
(JR)
Australian
children
(JR)
(JR)
1
hour
3
Cognitive
development
of
Australian
Social
context
of
development
for
17/3
children
(JR)
diverse
Australian
children
(JR)
4
24/3
Growth
standards
(JR)
5
No
lecture:
students
study
using
on-‐line
No
lecture:
students
study
using
on-‐
31/3
cultural
awareness
resources
line
cultural
awareness
resources
6
No
lecture:
students
study
using
on-‐line
No
lecture:
students
study
using
on-‐
7/4
Brief
assignment
1:
8/4
cultural
awareness
resources
line
cultural
awareness
resources
MID
SEMESTER
BREAK/Easter
MID
SEMESTER
BREAK/Easter
BREAK
MID
SEMESTER
BREAK
7
Development
in
contexts
of
adversity
Cultural
Awareness
Quiz
1
(in
28/4
Mental
health
of
Australian
children
(JR)
(JR)
11
am
lecture)
Developmental
issues
facing
child
11
Older
adults
as
victims
of
and
witnesses
to
Dementia
and
non-‐healthful
aging
26/5
crimes
(RH)
(RH)
Students' attention is drawn to the Student Related Policies and Procedures Manual 2011
(http://www.flinders.edu.au/ppmanual/student.html), which outlines the University’s Assessment Policy.
Topic number and title: PSYC 3009 Lifespan human development in cultural perspective
Date on which this statement was provided to students: 3-3-2011
Duration of topic: Semester 1
School(s) responsible for topic: School of Psychology
Topic Coordinator: Dr Julie Robinson
Telephone number of Topic Coordinator: 8201-2395
At the conclusion of this topic students will have had the opportunity to acquire or enhance their
• Understanding of
o The ways in which “culture” is constructed in psychology
o Some of the main dimensions of human development in Australian cultural contexts and the
factors that influence these,
o Several theoretical frameworks for the study of human development
o Some of the factors that influence the well-being of refugees (Topic aim 1).
This understanding is assessed through a final examination.
• Insight into the ways in which their own cultural background shapes their perspective on issues
concerning human development and their appreciation of the diversity of perspectives concerning
human development in the Australian and international community. Awareness of ethical codes
for diverse societies (Topic aim 2).
This insight and awareness is assessed through two quizzes.
• Competence in using standardized scores and percentiles in assessing development,
demonstrated through basic competence in applying the WHO child growth standards. (Topic aim
3a)
This understanding will be assessed in Brief Assignment 1.
• Skill in applying principles from a theoretical framework to a real world problem (Topic aim 3b).
This skill is assessed through Brief Assignment 2.
STATEMENT OF ASSESSMENT METHODS – 2011
Details of assessable work in the topic. (Optional forms of assessment, where permitted, are also detailed):
Format of each form of assessable work Proportion Deadline for Penalties to be Date work is
of total submission* applied if deadline expected to be
marks is not met returned to
students
TOPIC-SPECIFIC KNOWLEDGE
The criteria for successful completion of the topic (including, where appropriate, the achievement of a certain
minimum level of competence in both the theoretical and practical components of the topic and details of
special requirements concerning particular elements or aspects of the topic such as attendance/participation
requirements, group activity) are as follows: Overall topic grade > 50%
Will scaling procedures be used in determining marks for each piece of work or for determining the final topic
grade? Yes
Details of scaling procedures: Scores may be adjusted to compensate for regression to the mean, it this
is detected.
The circumstances under which assessment exercises may be resubmitted, the form this may take and the
maximum mark obtainable are as follows: N/A
Students who believe that their ability to satisfy the assessment requirements for this topic has been or will be
affected by medical, compassionate or other special circumstances and who want these circumstances to be
taken into consideration in determining the mark for an assessment exercise may apply to the Topic
Coordinator of the topic for special consideration. The preferred method of application is: Email message to
topic convenor.
Supplementary assessment for this topic may be approved on the following grounds:
• Medical/Compassionate – a student who is unable to sit or remain for the duration of the original
examination due to medical or compassionate reasons may apply for supplementary assessment. If
illness or special circumstance prevents the student from sitting or remaining for the duration of the
scheduled supplementary examination, or from submitting by the agreed deadline a supplementary
assessment exercise, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN);
or be offered the opportunity to demonstrate competence through an alternative mechanism. If illness or
special circumstance is demonstrated to persist up to the commencement of the next academic year, then
the student will be awarded a result in the topic of WN.
• Academic – a student will be granted supplementary assessment if he/she: achieves an overall result in
the topic of between 45 and 49%, (or between 40 and 49% where a student obtains a fail grade in the last
12 units required for completion of a course) or the equivalent where percentage marks are not awarded;
has completed all required work for the topic; has met all attendance requirements; and obtains at least a
pass level grade in any specific component of assessment (other than an examination) for the topic where
this is explicitly stated to be a formal requirement for the successful completion of the course or topic. If
illness or special circumstance prevents the student from sitting or remaining for the duration of the
scheduled supplementary assessment, the student will be either: awarded a result in the topic of Withdraw,
Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative
mechanism. If illness or special circumstance is demonstrated to persist up to the commencement of the
next academic year, then the student will be awarded a result in the topic of WN.
• Extensions – Faculty of Social and Behavioural Sciences
In order to establish equitable treatment between topics with assessment by examination and other forms
of assessment, no Faculty extensions will be granted for other work beyond the dates specified above.
Unusual or exceptional cases may be considered by the Faculty Education Committee.
A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the
teaching or assessment methods of a topic on the basis of his/her disability may make a request to the Topic
Coordinator or the Disability Advisor as soon as practicable after enrolment in the topic. Any such reasonable
adjustments must be agreed in writing between the student and the Topic Coordinator and must be in
accordance with related University policy. A student who is dissatisfied with the response from the Topic
Coordinator or with provisions made for reasonable adjustments to teaching or assessment methods may
appeal in writing to the Faculty Board.
..................................................... ......................
Signature of Topic Coordinator Date
SPJ:rh 17.11.10
General Information Folio 5:
Appropriate Terminology,
Indigenous Australian Peoples
Information adapted from ‘Using the right words: appropriate as ‘peoples’, ‘nations’ or ‘language groups’. The nations of
terminology for Indigenous Australian studies’ 1996 in Teaching Indigenous Australia were, and are, as separate as the nations
the Teachers: Indigenous Australian Studies for Primary Pre-Service of Europe or Africa.
Teacher Education. School of Teacher Education, University of New
South Wales. The Aboriginal English words ‘blackfella’ and ‘whitefella’ are
used by Indigenous Australian people all over the country —
All staff and students of the University rely heavily on language some communities also use ‘yellafella’ and ‘coloured’. Although
to exchange information and to communicate ideas. However, less appropriate, people should respect the acceptance and use
language is also a vehicle for the expression of discrimination of these terms, and consult the local Indigenous community or
and prejudice as our cultural values and attitudes are reflected Yunggorendi for further advice.
in the structures and meanings of the language we use. This
means that language cannot be regarded as a neutral or
unproblematic medium, and can cause or reflect discrimination
due to its intricate links with society and culture.
w w w. f l i n d e r s . e d u . a u / C D I P
More appropriate Aboriginal and Torres Strait Islander people understand their
• Uluru own history and identity, and recognise that physical features do
not determine Aboriginal and Torres Strait Islander ancestry.
Local Indigenous Australian peoples named all of Australia in
their languages before the invasion. Uluru is the Aboriginal Less appropriate
name for this significant site in Central Australia which should • ‘Part-aborigine’, ‘full-blood’, ‘half-caste’, ‘quarter-caste’,
be respected and recognised. This recognition of Indigenous ‘octoroon’, ‘mulatto’, ‘hybrid’
Australia is fundamental to social justice.
In the past, governments tried to classify Aboriginal and Torres
Less appropriate Strait Islander people according to skin colour and parentage
using these less appropriate terms. Exemption certificates were
• Ayers Rock
issued to Aboriginal people with lighter skin colour to allow
Part of the process of colonisation has been the European them the same basic freedoms that people without Indigenous
renaming of places and natural features all over Australia. Ayers heritage took for granted as citizens. The assumption was that
Rock was a European name imposed on a section of Aboriginal any Aboriginal or Torres Strait Islander person with any
country. ‘European’ blood was more intelligent, and a fitter member of
Australian society.
No more classifying people
Until 1972 when the White Australia Policy was abolished, White
More appropriate Australia excluded Indigenous Australian people by definition.
• Indigenous Australian peoples Major changes for Indigenous Australian peoples were not
• Aboriginal peoples introduced until 1967 through the referendum, and by returning
• ‘Torres Strait Islander people or peoples’ may be preferable, land to some groups from 1975.
depending on the context
Less appropriate
• Transitional
• Traditional
• Contemporary
• Modern
• Urban
• Rural
• Isolated or remote Aboriginal people/Torres Strait No more classifying cultures
Islander people More appropriate
The less appropriate terms can be extremely offensive to many • Indigenous nations
Indigenous Australians as they categorise people and assume • Complex and diverse societies
that there are real differences between Indigenous Australian • Efficient resource managers
peoples of different areas. It is critical that they are not used to • Indigenous Australian society
refer to or to attempt to classify Indigenous peoples.
The effectiveness and sophistication of Indigenous Australian
In ‘long-settled’ areas, the implication that ‘urban’ Indigenous resource management, and social organisation, is starting to be
Australians are less Indigenous than ‘traditional’ or ‘transitional’ more recognised.
people and cultures is most offensive. A real issue is the
‘real Aborigine’ syndrome – the idea that the ‘real’ Aboriginal Less appropriate
people live in Arnhem Land or the Central desert, and that • Primitive
only ‘traditional’ Aboriginal people and cultures are • Simple
‘really Aboriginal’.
• Native
• Prehistoric
It is important to bear in mind that Indigenous Australians have
much more in common than the wide use of these categorising • Stone age
terms would suggest. For example, most Aboriginal people
The less appropriate terms are offensive in that they imply
who are classified as ‘urban’ in fact have very close links to
Aboriginal and Torres Strait Islander societies are not as
‘traditional’ country. Many Indigenous Australians find the term
‘advanced’ as European societies. The terms are based on the
‘transitional’ offensive as it implies progress upwards towards
‘progress’ model of history which many people now question,
something better, the idea that assimilation into mainstream
and on the idea of evolution from ’lower’ to ‘higher’ (western)
is better.
forms of social organisation.
Caution should be used with terms such as ‘rural’, ‘isolated’ and
‘remote’. These words should refer to geographical location and
More appropriate
access to services only. Indigenous Australian communities • Aboriginal people/s
have experienced divisiveness because these categorical terms • Aboriginal nations
imply that Aboriginal people living in these communities are • Aboriginal communities
less socialised than people living in urban communities. • Mob/s
• Language groups
More appropriate • Culture groups
• Aboriginal people/s, Indigenous people/s, and Torres
Strait Islander people/s ‘Nation’, ‘community’, ‘people’, ‘mob’ or the local language or
culture group name is usually preferable to ‘tribe’. ‘Mob’ is an • Spiritual beliefs
Aboriginal English word and as such may be more appropriate,
but community acceptance may be required before using this In terms of Indigenous belief systems, ‘spirituality’ or ‘spiritual
word. Some Aboriginal people use the term ‘tribe’ due to beliefs’ are more appropriate. Indigenous Australian spirituality
mainstream schooling in imposed terminology and such usage is localised by definition, it is more a way of life, of
needs to be respected. connectedness and belonging.
The use of the word ‘settlement’ ignores the reality of Resource bibliography and websites
Indigenous Australian peoples’ lands being stolen from them
http://www.aiatsis.gov.au/
on the basis of the legal fiction of terra nullius and negates
the resistance of Aboriginal and Torres Strait Islander peoples. Australian Institute of Aboriginal and Torres Strait Islander
The fact that most settlers did not see themselves as invading Studies – click on the ‘Research’ link.
the country, and that convicts were transported against their Accessed March 2004
will is beside the point. The effects were the same for
Indigenous Australian peoples. http://www.faess.jcu.edu.au/sias/research/indigenous_research_
at_jcu.html
More appropriate James Cook University: School of Indigenous Australian Studies
– provides lists and brief descriptions of research projects being
• ‘Blaxland, Lawson and Wentworth were the first European undertaken by the School.
men to cross the Blue Mountains’ Accessed March 2004
Aboriginal men, women and children had crossed the Blue
http://www.scu.edu.au/schools/ciap/index.php?page_id=129menu=2_20
Mountains for thousands of years before European explorers.
Southern Cross University, Northern NSW – Indigenous
Australian Peoples Research and Development Centre—
Less appropriate
lists current research projects and provides contact details.
• ‘Blaxland, Lawson and Wentworth were the first men to Accessed March 2004
cross the Blue Mountains’
http://www.faira.org.au/contents.html
The Foundation for Aboriginal and Islander Research Action –
provides links to government policies and research projects on
issues such as the Stolen Generation— click on ‘Issues’
Accessed March 2004
http://www.austlit.edu.au/specialistDatasets/aboriginal
Database of Aboriginal and Torres Strait Islander writers and
their works.
Accessed March 2004
http://www.xculture.org/training/overview/cultural/assessment.html
List of cultural competence literature
Appropriate Terminology, Indigenous Australian Peoples
Part aborigine Half caste Full blood Aboriginal people/s Indigenous people/s Torres Strait
Islander people/s
Aboriginal tribe/s Aboriginal peoples/ Aboriginal Language groups Hordes Indigenous nation/s
mobs communities
Primitive Native Aboriginal Prehistoric society Indigenous Complex and Stone age society
people Australian society diverse societies
Settlement Invasion
w w w. f l i n d e r s . e d u . a u / C D I P
Theory Into Practice Strategies:
Guidance on Naming Systems
Leadership and Administration
International students
Students from China, Taiwan, Hong Kong, Singapore, Thailand,
Indonesia, Malaysia, India and Japan account for approximately
61% of the international students enrolled in 2003. These
countries usually have Hindu, Muslim or Chinese naming
systems.
Women use the title Puan (Mrs) following marriage, often
Hindu names retaining their own names.
Hindu names are used mostly in India, Sri Lanka and Singapore,
Some examples –
and usually by people of Indian origin. The naming of a child is
religious given (male) father’s
one of the most fundamental Hindu ‘samskars’ or scripture
title name given name
based rites.
Haji Abu bin Bakar
The name is selected so that its meaning can inspire the person (Haji is an honorary title that shows the person has
to follow the path of righteousness. The name given to newborn completed a pilgrimage to Mecca)
babies are generally suggestive of divine qualities of the Vedic
deities. married given (female) father’s
title name given name
A common practice among Hindus is to name their children
after the names of sages, saints, holy persons, deities and the Puan Rafidah binti Aziz
names of the incarnation of God. It is believed that by
repeatedly calling such names one is reminded of the Lord. Chinese names
Not gender specific, Chinese names do not reveal whether
Northern India – a person is male or female, like many European names.
given complementary family The family name comes first, followed by the personal name.
name name name This can cause confusion with European systems that are the
other way around. Coupled with unfamiliarity with Chinese
Manju Rani Agraval family names, inappropriate naming could occur on graduation
or Mahesh Kumar Sharma parchments, computer user names, name tags, etc.
Customarily, the family name is referred to as the • Tsang Ting-Hwa, Huong Mei-Li, Hsia Hsiau-Chu
subcaste name. Singapore, Hong Kong and Malaysian Chinese names tend
to have three parts eg
Muslim names • Cheung Fatt Fatt, Wong lai Chai, Yong Ee Leen, Ong Ti Mah
Malay names are common in Malaysia, Singapore and
Indonesia and reflect customary Muslim naming systems. Note – The spelling of a family name may vary considerably eg
Siew, Siow, Seow and Siaw are all variants of the same name,
Names are written with either the person’s religious name (a as are Low, Loh, Lau and Lo.
religious title) or given name first, plus bin (for men) or binti (for
women), and then their father’s given name. Malay people have References and further information
not traditionally used ‘family’ names, so a family’s lineage will http://chineseculture.about.com/library/weekly/aa122000a.htm
contain many different names. Family names are being used (an article on Chinese names) Accessed October 2004
more frequently in recent times.
Cultural Diversity: A Resource Booklet on Religious and Cultural
Observance, Belief, Language and Naming Systems.
Land Registry department, United Kingdom, 2002.
http://www.diversity-whatworks.gov.uk/religion/goodpractice.asp
Accessed October 2004
The Table below is based on the ‘Structure of the Observed Learning Outcomes (SOLO) Taxonomy’,
Biggs (1999b), page 37.
This taxonomy can be used to set learning objectives for where students “should” be at particular stages
of learning or, probably more appropriately, to judge or report on the learning outcomes or the levels attained.
Generate
Relational Compare/contrast
No understanding demonstrated.