Resources:
Refer to weekly readings for specific resources related to these essay themes.
Students are encouraged to start your research early on by referring to the set readings and additional resources listed in the course outline. Keep in mind though that it is not compulsory for students to utilise these resources. In fact, students are expected to undertake some amount of independent research. Thus, you may like to seek additional materials as follows:
a. Academic: Library books and journals can be accessed using the library databases.
b. Institutional: Organisational websites (e.g. The Australian Bureau of Statistics, Tourism Australia, United Nations, World Tourism Organisation) may provide useful information. Keep in mind though that blogs, social networking sites, Wikipedia etc. are not considered to be academic sources.
In many cases the information on these sites has not been subject to peer evaluation and/or the accuracy of the material presented therein cannot be verified. For this reason, internet sources in particular should be carefully evaluated.
c. Media: Various media (e.g. travel brochures, tourism websites, magazines, newspapers, television media, and 7films) can be used as empirical examples.
However, these should be used sparingly to help illustrate your points in original, creative and reflective ways. As with academic and institutional sources these must be appropriately referenced.
8Marking Criteria:
Assessment 1 is designed to measure the extent to which students have met the following learning outcomes:
LO1: Explain how globalisation has complexified indigenous cultural identities.
LO2: Demonstrate a critical understanding of the historical and contemporary relationships between indigenous and non-indigenous peoples and cultures by discussing the theories and concepts of colonialism, post-colonialism, autonomy, participatory methods and self-determination.
LO3: Critically reflect on the issues of cultural representation and cultural consumption.
In addition, as the task involves students developing high-level academic research and writing skills, it will also be assessed on the basis of the following criteria:
1. Research (students should endeavour to incorporate at least 6 ACADEMIC sources into their essays, 2 of which should go beyond the set readings).
2. Written expression and structure (students should develop their essays in conjunction with appropriate academic protocols) 3. Referencing (students should follow the Academic Guide to Writing provided on the vUWS site and ensure that they submit assessment items which are in keeping with the UWS Policy on Academic Misconduct)
Detailed Marking Criteria are available through the vUWS site.
*READINGS:
Loomba, A. (2002) ‘Situating colonial and postcolonial studies’, in Colonialism/postcolonialism, Routledge, New York, NY, pp. 119.
Said, EW. (2006)’Orientalism’, in BG Ashcroft, G Tiffin & H Pages (eds), The postcolonial studies reader, 2nd edn, Routledge, London, UK, pp. 2427.
Glauser, B. (2011) ‘Being indigenous: the concept of indigeneity, a conversation with two Ayoreo leaders’, in S Venkateswar & E Hughes (eds), Politics of indigeneity: dialogues and reflections on Indigenous activism, Zed Books, London, UK, pp. 2144.
MoretonRobinson, A. (2004) ‘Whiteness, epistemology and Indigenous representation’, in Whitening race: essays in social and cultural criticism, Aboriginal Studies Press, Canberra, pp. 7588.
Byrne, D. (2009) ‘The fortress of rationality: archaeology and Thai popular religion’, in L Meskell (ed.), Cosmopolitan archaeologies, Duke University Press, Durham, NC, pp. 68-88.
Byrne, D. (2012) ‘Anti-superstition: campaigns against popular religion and its heritage in Asia’, in P Daly & T Winter (eds), Routledge handbook of heritage in Asia, Routledge, London, pp. 295-310.
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