THE UNIVERSITY OF MELBOURNE
SCHOOL OF SOCIAL & POLITICAL SCIENCE, FACULTY OF ARTS
Subject: 166-392
Oncountry Learning: Indigenous Studies
Subject Guide
Summer Intensive, First Semester, 8-13 February 2009
The website for this subject is available through the Learning Management
System (LMS) at: http://www.lms.unimelb.edu.au/login/
The LMS is an important source of information for this subject. Useful
resources such as lecture / seminar notes, lecture recordings and subject
announcements will be available through the website. It is your
responsibility to regularly check in with the LMS for subject
announcements and updates.
You will require a university email account (username and password) to
access the Learning Management System. You can activate your university
email account at:
http://www.infodiv.unimelb.edu.au/email/student/activating.html
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Teaching Staff
Subject Coordinator: Dr Wayne Atkinson
.
Brief Profile: Dr Wayne Atkinson is a Senior Lecturer, and Fellow in Indigenous Studies
with the School of Social and Political Science at the University of Melbourne. He is a
member of the Yorta Yorta and Dja Dja Whurrong Indigenous Nations of the Murray
Goulburn and Central Victoria regions and has worked in Aboriginal Affairs for most of
his life, specialising in research, writing, teaching Indigenous studies, and in land and
heritage reform. He coordinates and teaches 166-392, Oncountry Learning: Indigenous
Studies course which is a field based course that is taught in Yorta Yorta country in
February each year.
Office Location: G6A, Ground Flr, John Medley Building
Phone: 83449459
Fax: 83447906
Email: waynera@unimelb.edu.au
Consultation hours: Tuesday 10am-11am or by appointment
Tutors : Lou Bennett and Andrea James
Phone: 83449459
Fax: 83447906
Email: loubennett68@hotmail.com; a.james1@optusnet.com.au
Consultation hours: Tutors available while oncountry
Subject Overview / Subject Description
The Indigenous Studies ‘On Country Learning’ course is unique in that it is a field based
course that is taught by Indigenous people in Yorta Yorta country located on the Murray
River in northern Victoria. The subject will provide an in depth study of the historic
Indigenous political struggle for racial equality, land justice, heritage control, and for self
determination, by focusing on the Yorta Yorta as a case study. It will embrace a number
of relevant Indigenous political and historic themes. These will focus on: pre and post
contact history, colonisation, government policies and administration, land/heritage
management, and the Yorta Yorta politico-legal struggle for their inherent rights to land,
heritage, water and self determination.
Note: The course will be of special significance this year with the State Governments
Declaration of National Parks and Joint Management arrangements with the Traditional
Owners. One of these, the Barmah Forest which is located in the heartland of Yorta Yorta
country will be a major focus.
Student evaluation of this subject:
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A previous version of this course was taught in 2007 and 2008.
The following are some of the ratings this subject received from the Quality of Teaching
questionnaire:
Question 2 ‘This subject was well taught’ – rating of 4.9 out of 5 in 2007; 5 out of 5 in
2008
Question 3 ‘This subject was intellectually stimulating’ – 5 out of 5 in 2007; 5out of 5 in
2008
Question 9 ‘Overall, I was satisfied with the quality of the learning experience in this
subject’ – 5 out of 5 in 2007; 5out of 5 in 2008
Comments made by students include:
‘This is a most outstanding learning experience’
‘There should be more field based courses in Indigenous studies like this’
‘It is a more tangible form of learning being oncountry and learning from the people’
‘I would highly recommend this subject’
‘Our Indigenous teachers and mentors provided stimulating and engaging discussion’
‘This subject was well structured and all components were interesting’
Learning Objectives
Upon successful completion of this subject, students are expected to:
 Understand the nature and extent of Indigenous occupation and connections with the
ancestral lands -past and present.
 Demonstrate an ability to work more effectively with Indigenous communities.
 Be able to articulate a more informed view of Indigenous history culture in regional
Australia.
Subject Structure
The course is taught as field based subject in early February each year. It is run over a
week and involves site visits and visits to local community based organisation within the
Goulburn and Murray region of Victoria.
1. Briefing Session: Held week before course in Political Science
Briefing Session for Course Participants: Staff Room, (433D) Department of Political
Science, East Tower, and John Medley Building. In preparation for the briefing students
are required to read the Cultural Protocols doc at:
http://abc.net.au/message/proper/default.htm
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2. Sunday 8 Feb, 2009: Travel Details
Leave University of Melbourne (front of John Medley Building) by bus at 10 am.
Travel from Melbourne to Morning Glory Camp. Distance = 260 Ks: 3.5 hours drive with
15 minute stop at Heathcote (halfway) and stop at Echuca to get food.
· Organise accommodation and food arrangements
· BBQ tea and welcome.
3. Monday 9 Feb: Yorta Yorta Occupation & Connections
3.1 Morning: Introduction to course and study area.
· Explanation of course expectations.
· Outline of study areas.
· Overview of Yorta Yorta occupation and connections with ancestral land and waters.
3.2 Afternoon:
· Visit study area and reconstruct a timeline of Yorta Yorta occupation.
.View evidence of Yorta Yorta occupation
· Examine nature and origins of inherent rights.
· Return to camp and work on journals
· Group discussion.
3.3 Evening:
· Groups organise own cooking arrangements
4. Tuesday 10 February: Land, Water & Cultural Matters
4.1 Morning:
· Visit and learn of significance of water and wetlands to Yorta Yorta on Kingfisher boat.
· Lunch at Dharnya Centre
4.2 Afternoon:
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· Discuss land, water and environmental issues with Barmah/Millewa working group.
· Revisit Barmah Lake for cultural and recreational activities.
· Assess extent to which legislation protects Yorta Yorta cultural heritage.
· Return to camp, work on journal.
· Workshop: Reflections on learning for research essay.
4.3 Evening:
· Groups organise own food
5. Wednesday 11 February: Yorta Yorta Political Struggle
5.1 Morning:
· Visit Yorta Yorta Nations Inc and Elders Council at Yenbeena Education Centre
· Lunch at Yenbena Education Centre
5.2 Afternoon:
· Visit Maloga (1874-1888) and Cummeragunja (1889-Present)
· Discuss history of reserves and political struggle including current day issues
5.3 Evening:
Workshop.
· Groups organise own food
6. Thursday 12 February: Community Organisations & Self
Determination
6.1 Full Day
·Visit Rumbalara Aboriginal Coop in Mooroopna.
·Examine history of movement from Cummeragunja to local towns.
.Discuss the emergence of community-based organisations.
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· Identify the main obstacles confronted by local organisations in the delivery of services
to Indigenous people.
· Assess the extent to which local organisations have achieved self determination under
government policies
6.2 Evening:
.Workshop on issues covered in course.
· Social Night: Music and Theatre by Yorta Yorta artists and guests.
7. Friday 13 February: Evaluation & Reflections
7.1 Morning:
· Group presentations of journals
· Evaluation and reflections on Course
· Clean up and return to University of Melbourne.
Note:
Please note that the program is not set in concrete. The program focuses on major themes
and particular issues relevant to the oncountry learning experience. It also caters for other
oncountry activities that may be happening at the time, which can be utilised to enhance
the learning process.
Assessment
Participation in workshops & reflections of oncountry learning presentation.
Reflective Essay: 1,500 words=40%
Research Essay: 2,500 words=60%
Total: 4,000 words.
Research essay topic to be worked out in consultation with course coordinators.
Hurdle requirement for course includes attendance at workshops and presentation of
journal on last day of course.
Workshops: Will be held at end of each days activities to assist with preparation of
journal, and final presentation.
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Due Dates:
Reflective Essay: Monday 2 March 2009
Research Essay: Monday 1 June 2009
Readings and Websites:
* Student are required to read the *essential readings before course commences.
*Aboriginal and Torres Strait Islander Social Justice Commissioner Native Title Report,
July 1994-June 1995: The Yorta Yorta Native Title Mediation pp. 94105.<www.humanrights.gov.au/social_justice> Site contains reports by the Aboriginal
Social Justice Commissioner on the operation of the Native Title Act, 1993.
*Alford, K. White-Washing Away Native Title Rights: The Yorta Yorta Land Claim and
the Tide of History, in ARENA journal no. 13, 1999, pp. 1-15.
*Atkinson, W.R. Yorta Yorta Occupation, Chapter 2, PhD Thesis, Law and Legal
Studies, LaTrobe University, 2000.
Atkinson, W.R. Yorta Yorta Survival, Chapter 3, PhD Thesis, Law and Legal Studies,
LaTrobe University, 2000.
Atkinson, W.R. Land Justice in Victoria and New South Wales, Chapter 4, PhD Thesis,
Law and Legal Studies, LaTrobe University, 2000.
Atkinson, W.R. Not One Iota: The Yorta Yorta Struggle for Land Justice, PhD Thesis,
Law and Legal Studies, LaTrobe University, 2000.
Atkinson, W.R. Koori Cultural Heritage & the Struggle for Ownership and Control,
Department of Political Science, 2000.
Atkinson, W.R. A Holistic View of Land & Heritage, Working Paper, Department of
Political Science, University of Melbourne, 2004.
Atkinson.W.R. Searching for the origins of Reserves through the lenses of
Cummeragunja: The Irish Connection, Draft Paper in print,2008.
*Atkinson, Neville. The Struggle for Identity, Age Article, Opinion Section, 2 January,
2006.
Bartlett, R. The Mabo Decision Butterworth, Sydney, 1993, pp.5-26.
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* Barwick, D. 'Coranderrk and Cummeragunja: Pioneers and Policy', in Opportunity and
Response: Case Studies in Economic Development, eds T.S Epstein & D.H. Penny,
Hurst, London, 1972, pp.44-68.
Battiste, M. & Henderson, James (Sa'ke'j) J. Y. eds Protecting Indigenous Knowledge
and Heritage: A Global Challenge, Purich Publishing Ltd. Saskatoon, Saskatchewan
Canada, Chapters 1-3, pp.18-72.
Bourke, C & Cox, H. Two laws: One Land, in C. Bourke, E, Bourke & B. Edwards, eds
Aboriginal Australia, 1994, pp.49-64.
* Cato, N. Mister Maloga, University of Queensland Press, Brisbane, 1976. Chapter 4. The
Path to Maloga, pp.30-37.
* Christie, M.F. Aborigines in Colonial Victoria 1835-1886, Sydney University Press,
Sydney, 1979: Chapter 7 Aboriginal Reserves, pp. 157-177.
Curr, E.M. Recollections of Squatting in Victoria: Then Called the Port Phillip District
from 1841-1851, 2nd edition, Melbourne University Press, Melbourne, 1965 (First
published in 1883), pp.76-88.
Flood, J. Archaeology of the Dreamtime, Harper Collins Publishers Australia, 2000,
Chapter 1. Documents of Stone and Bone, pp.1-6.
*Goodall, H. Invasion to Embassy: Land in Aboriginal Politics in New South Wales,
1770-1972, Allen & Unwin in Association with Black Books, 1996, (Chapter 9. The
Cummera Strike), pp.123-154.
*Goston, O & Chong, A. Living Wisdom: Aborigines and the Environment: in C.
Bourke, E. Bourke, & E. Edwards, eds Aboriginal Australia, University of Queensland
Press, pp 123-139.
Healey, J. ed Aboriginal Land Rights: Issues in Society, The Spinney Press, Rozelle
NSW, 2002, pp. 1-44.
Horner, J. Vote Ferguson for Aboriginal Freedom: January 1938: The Day of
Mourning, Australian & New Zealand Book Company, Sydney, pp. 56-80.
*Indigenous Cultural Heritage: Cross Cultural Perceptions: From: Bird, G. The
Process of Law in Australia: Intercultural Perspectives, Butterworths Publishers
Melbourne, 1993, pp.56-120, (Chapter 2. Cultural Heritage), and the Australian
Archaeology Journal, 16. 1983, pp.2-6
Jackomos, A& Fowell, D. Living Aboriginal History of Victoria: Stories in the Oral
Tradition, Museum of Victoria, Cambridge University Press, Melbourne, 1991, pp.178193 (Extracts of Oral Knowledge)
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Janke T. Our Culture: Our Future: Report on the Australian Indigenous Cultural and
Intellectual Property Rights, Australian Institute of Aboriginal and Torres Strait Islander
Studies, Canberra, 1998, (Part 1. The Nature of Indigenous Cultural and Intellectual
Property). Chapter 3. The major concern of Indigenous people identified in report;
Chapter 6. Current Position under cultural heritage laws).
Kerriush, V & Perrin, C. Awash in Colonialism: The Members of the Yorta Yorta
Aboriginal Community v The State of Victoria and Ors, (1998), in Alternative Law
Journal January 1999,pp. 1-18
*Land, C. Representations of gender in E. M. Curr’s Recollections of Squatting in
Victoria, Honours Research Essay, Department of History, University of Melbourne,
2001
Langton, M. Recognising Indigenous Cultures as a Valid Part of Australian Heritage,
Council for Aboriginal Reconciliation Publications.
Laurandos, H. Continent of Hunter Gatherers: New Perspectives in Australian
Prehistory, Cambridge University Press, 1997 (Chapter 1. Changing Perspectives), pp.125.
Mabo v. State of Queensland (No. 2) [1992] 107 HCA ALR 1
http://www.austlii.edu.au/
Mansell, M. 1992, 'The Court Gives An Inch But Takes A Mile', Aboriginal Law
Bulletin, vol. 2, no. 57, pp.4-6
Miller, C. Salinity Report warns of Disaster, Age News Section, 23 October, 1999.
Mirimbiak (Changed to Native Title Services Victoria in 2003) Contains information of
land issues in Victoria http://www.atns.net.au/biogs/A000618b.htm#related
Native Title: Ten Years On
Ramsar Convention: The Ramsar Convention on Wetlands, 2002.
Reynolds, H. Segregation, assimilation, self-determination, In John Wilson, Jane
Thomson & Anthony McMahon, eds The Australian Welfare State, Macmillan Education
Australia, South Melbourne, 1996, pp.128-139.
Roberts, D. Self-determination and the Struggle for Aboriginal Equality, In Bourke, C.
Bourke, E. & Edwards, W. eds Aboriginal Australia, University of Queensland Press, St
Lucia Queensland, 1994, Chapter 13, pp. 212-236
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Royal Commission Into Aboriginal Deaths In Custody, National Report Vol 2. by Elliot
Johnston QC, Australian Government Publishing Service Canberra 1991, (Chapter 19
Land Needs), pp. 483-498.
<www.austlii.edu/au/au/rsprojects/rsjlibrary/rciadic/national/vol11/>
*Stanner, W.E.H. The Dreaming, in W.H. Edwards, ed Traditional Aboriginal Society,
Macmillan Australia, 1987 (Chapter 13.), 225-236.
Strong, G. A River Runs Through It But for How Much Longer, The Sunday Age, 7
June, 1998.
Timeline of Indigenous Occupation, Information Sheet, Museum of Victoria, and
Museum of Australia, 2001 <http://www.dreamtime.net.au/indigenous/timeline.cfm>
*Yorta Yorta Nations Story of the ‘The Tide of History’
<http://www.abc.net.au/naidoc/2001/tide/>
*Yorta Yorta Nations Inc: Final Report on Management Plan for Yorta Yorta
Cultural Environmental Heritage Project, 1999.
Yorta Yorta v State of Victoria and Ors (1998): The Olney J. Decision.
Lecture on Barmah Millewa Campaign for a National Park, 2004
Joint Management Structures & Their Relevance to Yorta Yorta, 2004
Management Agreements between National Parks & Indigenous People, NSW,
2004
Victorian National Parks Association, Victoria: Barmah-Millewa Project
Yorta Yorta & Media Representations, 2004
Yorta Yorta-Bangerang:
Yorta Yorta-Bangerang is a term used to describe the Indigenous ancestors and their
descendants who continue to occupy the ancestral lands and to assert their rights as the
original sovereign nation. Yorta Yorta Nations Inc is the umbrella organization that
represented the rights and interests of the traditional owners in the recent Yorta Yorta
Native Native Title Claim, 1994-2002 (YYNTC). Those who identify as Yorta YortaBangerang belong to the same ancestors who are often described collectively as being
one and of the same group (Transcript of Proceedings, Yorta Yorta v State of Victoria &
Ors, 19 Nov, 1996: Exhibit A35). To avoid issues associated with nomenclature usage
and for the purpose of this examination, except where specific reference is made of
Bangerang, the term Yorta Yorta will be used.
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Key Indigenous Websites
Yorta Yorta Barmah-Millewa Campaign Materials
http://www.melbourne.foe.org.au/barmah/index.htm
http://webraft.its.unimelb.edu.au/166038/pub/
http://webraft.its.unimelb.edu.au/166120/pub/
http://www.dreamtime.net.au/indigenous/culture.cfm#h
http://www.hreoc.gov.au/social_justice/
http://www.koorimail.com
http://www.slnsw.gov.au/koori/
http://www.ilb.unsw.edu.au/
http://www.abc.net.au/message/
Yorta Yorta Case Materials
Yanagai Yanagai Play
Essay Presentation and Footnoting
Write or type on one side of the paper only, leaving an adequate margin for the marker to
write comments. While we do not discriminate against hand-written essays, it is strongly
recommended that you acquire keyboard skills and access to word processing or typing
facilities. Include a Bibliography at the end of the essay, starting on a separate page,
listing the books, chapters and articles you have read for your essay.
Footnoting
Whenever you need to reference a source you should insert a raised or bracketed number
at the appropriate point, usually at the end of the sentence or paragraph dealing with the
material in question, starting with (1) and continuing consecutively. At the bottom of
each page include the footnotes for that page, numbered accordingly. Each footnote
should include full reference details the first time you refer to it, as in your bibliography
but with specific numbers:
For a Book
Ruby Langford, Real Deadly: Angus and Robertson Sydney, 1992, p. 1 8.
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For An Article in a Journal
Ian Anderson, Black Suffering White Wash, Arena Magazine. No. 5 June/July 1993,
p.23.
For a chapter in an edited book
Jackie Huggins, A Contemporary View of Aboriginal Women's Relationship to White
Women's Movement, in Norma Grieve and Ailsa Burns (ed) Australian Women:
Australian Women Contemporary Feminist Thought. Oxford University Press. 1994
The underlined areas are either the book title or the journal title. You may use italics
instead of underlining.
If you have already footnoted a particular source, you may subsequently use a shortened
form e.g. Real Deadly, p. 18.
Careful footnoting protects you from the serious charge of plagiarism: using someone
else's work without acknowledging it. You must footnote ideas and information gleaned
from other's work, even if you are not quoting.
For more information on essay writing and footnoting, read Guide to the Writing and
Presentation of Essays that can be obtained from the Political Science Department
Grading system
A standard grading system applies across all Faculties of the University, as follows:
N 0%-49% Fail - not satisfactory
 Work that fails to meet the basic assessment criteria;
 Work that contravenes the policies and regulations set out for the assessment
exercise;
 Where a student fails a subject, all failed components of assessment are double
marked.
P 50%-64% Pass - satisfactory
 Completion of key tasks at an adequate level of performance in argumentation,
documentation and expression;
 Work that meets a limited number of the key assessment criteria;
 Work that shows substantial room for improvement in many areas.
H3 65%-69% Third-class honours - competent
 Completion of key tasks at a satisfactory level, with demonstrated understanding
of key ideas and some analytical skills, and satisfactory presentation, research and
documentation;
 Work that meets most of the key assessment criteria;
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
Work that shows room for improvement in several areas.
H2B 70%-74% Second-class honours level B - good
 Good work that is solidly researched, shows a good understanding of key ideas,
demonstrates some use of critical analysis along with good presentation and
documentation;
 Work that meets most of the key assessment criteria and performs well in some;
 Work that shows some room for improvement.
H2A 75%-79% Second-class honours level A - very good
 Very good work that is very well researched, shows critical analytical skills, is
well argued, with scholarly presentation and documentation;
 Work that meets all the key assessment criteria and exceeds in some;
 Work that shows limited room for improvement.
H1 80%-100% First-class honours - excellent
 Excellent analysis, comprehensive research, sophisticated theoretical or
methodological understanding, impeccable presentation;
 Work that meets all the key assessment criteria and excels in most;
 Work that meets these criteria and is also in some way original, exciting or
challenging could be awarded marks in the high 80s or above.
 Marks of 90% and above may be awarded to the best student work in the H1
range.
Assessment Submission
Assessment submission in the Faculty of Arts is a two-step process.
Please note that both of these steps must be completed by the due date and time.
1. You must submit your assessment electronically through the online submission portal
on the LMS site of this subject. This will act as an electronic receipt of your submission
for your records and for the subject coordinator.
AND
2. You must submit a hard copy of your assessment through the designated assignment
slot at the Arts and Music Student Centre (ground floor, Old Arts building). A completed
and signed cover sheet (downloadable from the Assessment Submission page on the LMS
site) must be attached to all submitted assignments. Assignments will not be accepted via
fax or email. You are expected to retain a copy of all work submitted for assessment.
Late Assignments
[Late submission without an approved extension obtained prior to the due date will result
in a deduction of 2% per day past the due date, up to a maximum of 5 working days after
which the piece of assessment will be marked on a pass (50%) / fail (0%) basis only.
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If for some reason you think cannot make a deadline, please see your tutor well before the
due date to discuss the possibility of an extension. Extensions will only be granted in
special circumstances and will require documentation such as medical certificates for
medical conditions.
The final deadline for submission of all work to be assessed is the last day of the
examination period for that particular semester, in which the piece of assessment will be
marked on a pass/fail basis only. After this date, work will not be accepted or assessed.]
Special Consideration
Special Consideration is available when:
a. at any time, your work during the academic year has to a substantial degree been
hampered by illness or other cause; or
b. you have been prevented by illness or other cause from preparing for all or part
of a component of assessment; or
c. you were to a substantial degree adversely affected by illness or other cause
during the performance of a component of assessment.
Requests for Special Consideration are lodged online at https://sis.unimelb.edu.au/cgibin/special-consideration.pl and the requested supporting documentation must be
submitted before the application will be considered. Please note the timelines for the
lodgement of special consideration. Applications that are lodged outside of these
timelines will not be considered.
Plagiarism
Plagiarism is the use of another person's work (or a resubmitted version of one’s own
work) without due acknowledgment. Plagiarism includes:
 direct copying from a book article, web site, or another student's assignment;
 paraphrasing another person's work with minor changes, but keeping the meaning,
form and/or progression of ideas of the original;
 piecing together sections of the work of others into a new whole;
 submitting an assignment that has already been submitted for assessment in another
subject; and
 presenting an assignment as independent work when it has been produced in whole or
part in collusion with other people, for example, another student or a tutor.
Plagiarism is academic misconduct, and is taken very seriously by the University and
the Faculty of Arts. Any acts of suspected plagiarism detected by your assessors will be
followed up, and any students involved will be required to respond via the Faculty and/or
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University procedures for handling suspected plagiarism. For more information and
advice about how to avoid plagiarism, see the University's Academic Honesty page at
http://academichonesty.unimelb.edu.au/advice.html.
Ensure that you are aware of how to appropriately acknowledge sources in your
assignments and what referencing style is expected from you in this subject (please ask
your tutor or subject coordinator if unsure).
The Academic Skills Unit (ASU) has a number of free online resources on referencing at:
http://www.services.unimelb.edu.au/asu/resources/referencing/index.html
Dr Wayne Atkinson-Yorta Yorta
Senior Lecturer & Fellow Indigenous Studies
School of Social and Political Science
University of Melbourne: waynera@unimelb.edu.au
0428846760
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