Unit aim
Using a postcolonial approach to the study of identity and culture, students explore the social, cultural and political formation of borders and borderlands. Through an investigation of race, ethnicity, sexuality, gender and class, various cultural texts are analysed. Students engage self reflexively with contemporary theories of multiculture, belonging, everyday life and dislocation.
Unit content
Topic 1. Borders, borderlands and postcolonialism
Topic 2. Multiculturalisms
Topic 3. Fences that mark the signposts of culture
Topic 4. Traversing boundaries
Topic 5. Borderlands on screen
Topic 6. Museums: Travelling 'culture'
Topic 7. Into 'the field'
Topic 8. Festivals
Topic 9. Cultural tourism: Visiting the past
Topic 10. Another past / another context
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
GA1: Intellectual rigour,
GA2: Creativity,
GA3: Ethical practice,
GA4: Knowledge of a discipline,
GA5: Lifelong learning,
GA6: Communication and social skills,
GA7: Cultural competence| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 |
|---|
| 1 | demonstrate an understanding of contemporary postcolonial theory concerned with borders and borderlands | | Creativity | | Knowledge of a discipline | | | |
| 2 | self reflexively consider the implications of postcolonial theory in relation to questions of belonging, identity, multiculture and dislocation | | Creativity | | Knowledge of a discipline | Lifelong learning | | |
| 3 | articulate the intersection of historical, political and cultural practices involved in the production of meaning and everyday life | | Creativity | | | | Communication and social skills | |
| 4 | critically investigate how issues of race, ethnicity, sexuality, gender and class intersect and interact | | Creativity | | | Lifelong learning | | |
| 5 | apply relevant contemporary cultural theory to the analysis of a cultural text or context | | Creativity | | Knowledge of a discipline | | | |
| 6 | utilise aspects of postcolonial theory in an experientially based project. | | Creativity | | Knowledge of a discipline | Lifelong learning | Communication and social skills | |
On completion of this unit, students should be able to:
- demonstrate an understanding of contemporary postcolonial theory concerned with borders and borderlands
- GA2:
Creativity
- GA4:
Knowledge of a discipline
- self reflexively consider the implications of postcolonial theory in relation to questions of belonging, identity, multiculture and dislocation
- GA2:
Creativity
- GA4:
Knowledge of a discipline
- GA5:
Lifelong learning
- articulate the intersection of historical, political and cultural practices involved in the production of meaning and everyday life
- GA2:
Creativity
- GA6:
Communication and social skills
- critically investigate how issues of race, ethnicity, sexuality, gender and class intersect and interact
- GA2:
Creativity
- GA5:
Lifelong learning
- apply relevant contemporary cultural theory to the analysis of a cultural text or context
- GA2:
Creativity
- GA4:
Knowledge of a discipline
- utilise aspects of postcolonial theory in an experientially based project.
- GA2:
Creativity
- GA4:
Knowledge of a discipline
- GA5:
Lifelong learning
- GA6:
Communication and social skills
Prescribed texts
Prescribed texts may change in future study periods.