Outline

Overview

How do different community groups create a sense of belonging and attachment to the historical and archaeological sites, memorials, protected areas, and landscapes they live in and around? How do communities create meaning and maintain identities through heritage places? What research methods and approaches are used in heritage studies to investigate these connections? In this unit of study students will be introduced to the research methods used to identify, document and assess social significance, intangible heritage, attachment and belonging.

Unit details and rules

Academic unit	Archaeology
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Annie Clarke, annie.clarke@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Presentation in-class presentation - upload powerpoint to Canvas dropbox	10%	Ongoing	7 minutes/500 wds
Outcomes assessed:
Assignment	Essay Essay	45%	Week 07 Due date: 23 Apr 2021 at 23:59	3500 words
Outcomes assessed:
Assignment	Photo essay Photo essay	35%	Week 11 Due date: 21 May 2021 at 23:59	1500 words
Outcomes assessed:
Assignment	Participation Online submission	10%	Week 13 Due date: 05 Jun 2020 at 23:59	500 words
Outcomes assessed:

Assessment summary

Presentation:听Prepare a seven-minute talk on a community you belong to. Maximum 5 slides.Presentations will be submitted online in the sessions after the mid-semester break.
Particpation:听Class participation will be assessed by 1 blog post of no more than 500 words. For your post you need to find, read and discuss news items about heritage and community sourced from newspapers, websites, or television programs. You must cite the source and include at least one image. If you choose, use screen grabs and/or links to other internet sources.
Photo essay:听A picture is worth a thousand words 鈥� however, for this photo essay each photograph will be accompanied by 100 words! Your task in this assessment is to take a series or sequence of 10 photographs that illustrate听for you听some aspect of community and heritage. It might be the street you live in, a festival, your house, a family gathering, a garden, a shared meal, an open day at a house museum: something that is relevant to your own sense of heritage. You get to choose a place or event. Get creative, get thinking!
Essay:听Write a essay on one of the following topics posted on Canvas.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	听Work whose quality exceeds normal expectations for outstanding work at the student鈥檚 present level of enrolment. Written work more than meets the criteria for a High Distinction, displaying a marked degree of originality and/or scholarly professionalism. Depending on the task assigned, the exceptional qualities might include suggestion of a new perspective from which to view a problem, identification of a problem not adequately recognised in the standard literature,
Distinction	75 - 84	Work of a superior standard. Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes a good attempt to 鈥榞et behind鈥� the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to historical argument and interpretation, shows critical understanding of the principles and values underlying the unit. Properly documented; writing characterised by style, clarity, and some creativity.
Credit	65 - 74	Competent work, although further development is needed. Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates good selection of evidence, coherent and sustainable argument, some evidence of independent thought, grasp of relevant museology or studies in cultural heritage. 听
Pass	50 - 64	Work of an acceptable standard. Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers descriptive summary of material relevant to the question, but may have a tendency to paraphrase; makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas.
Fail	0 - 49	When you don鈥檛 meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Work not submitted on or before the due date is subject to a penalty of 5% per calendar day late. If work is submitted more than 10 days after the due date, or is submitted after the return date, the mark will be 0.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the .

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the .

Outside assessment tasks, generative AI tools may be used to support your learning. The contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a听simple extension.鈥� The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can鈥檛 complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for听special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,听听includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit 'Our Community' A documentary about belonging and attachment	Seminar (2 hr)
Week 02	Ideas about communities Discussion: are digital communities real communities?	Seminar (2 hr)
Week 03	Concepts of attachment and belonging. 'A sense of place' documentary about how people express their sense of place	Seminar (2 hr)
Week 04	Attachment and Belonging: settler/colonial heritage and the idea of stewardship. Discussion - can non-Indigenous communities belong on Indigenous land? How might the idea of stewardship work ?	Seminar (2 hr)
Week 05	Intangible heritage, memory, and cultural practice	Seminar (2 hr)
Week 06	Working with Community: The Groote Eylandt Archaeology Repatriation Project Discussion: What ethical issues are involved in repatriation?	Seminar (2 hr)
Week 07	Methodology1: Assessment of Social Significance and Methodology 2: Participatory Planning	Seminar (2 hr)
Week 08	Methodology 3: designing interviews.	Seminar (2 hr)
Week 09	Co-creation a potential way forward in community-based heritage. Discussion: What are the potential methods and their issues in using a co-creative methodology?	Seminar (2 hr)
Week 10	Field Trip if it is possible! To be confirmed	Field trip (2 hr)
Week 11	World heritage and communities. Student Presentations	Seminar (2 hr)
Week 12	Student presentations	Seminar (2 hr)
Week 13	Student presentations	Seminar (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner鈥檚 Board. The Examiner鈥檚 Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours鈥� preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Reading Requirements: MHST6915 Heritage and Communities Semester 1, 2020

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Week 1 (Monday 24 February): Introduction

Set Reading

Colwell, C 2016, 鈥淗ow the archaeological review behind the Dakota Access Pipeline went wrong鈥� The Conversation, Nov. 21, 2016, access online:

Standing Rock Sioux. 鈥淗istory鈥�, access online:

Power, A & Smyth, K 2016, 鈥楬eritage, health and place: the legacies of local community-based heritage conservation on social wellbeing鈥�, Health & Place, vol. 39, pp. 160鈥�167.

Further Reading

Vergunst, Jo Lee, and Graham, Helen. 2019, Heritage as Community Research鈥�: Legacies of Co-Production . Bristol: Policy Press.

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Week 2 (Monday 2 March): Ideas about Communities

Set Reading

Berger, S, Dicks, B & Fontaine, M 2019, 鈥樷€淐ommunity鈥�: a useful concept in heritage studies? International Journal of Heritage Studies, DOI: 10.1080/13527258.

Waterton, E & Smith, L 2010, 鈥楾he recognition and misrecognition of community heritage鈥�, International Journal of Heritage Studies, vol. 16, nos. 1-2, pp. 4-15.

Mulligan, M 2018, 鈥極n the need for a nuanced understanding of 鈥淐ommunity in Heritage Policy and Practice鈥濃€�, in AM Labrador & NA Silberman (eds), The Oxford Handbook of Public Heritage Theory and Practice. OUP.

Rautenberg, M & Rojon, S 2014, 鈥楬edonistic heritage: digital culture and living environment鈥�, Cultura: International Journal of Philosophy of Culture & Axiology (De Gruyter Open), vol. 11, no. 2, p. 59鈥�81.

Further reading

Alleyne, B. 2002, 鈥楢n idea of community and its discontents: towards a more reflexive sense of belonging in multicultural Britain鈥�, Ethnic and Racial Studies, vol. 25, no. 4, pp. 607-27.

Mydland, L & Grahn, W 2012, 鈥業dentifying heritage values in local communities鈥�, International Journal of Heritage Studies, vol. 18, no. 6, pp. 564-587.

Read, P 1996, Return to Nothing: The Meaning of Lost Places, Cambridge University Press, Melbourne.

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Week 3 (Monday 9 March): Concepts of Attachment and Belonging

Set Reading

Scannell, L & Gifford, R 2010, 鈥楧efining place attachment: a tripartite organizing framework鈥�, Journal of Environmental Psychology, vol. 30, no. 1, pp. 1-10.

Rishbeth, C & Powell, M 2013, 鈥楶lace attachment and memory: landscapes of belonging as experienced post-migration鈥�, Landscape Research, vol. 38, no. 2, pp. 160-178.

Mulcock, J 2008, 鈥楶lanting natives: gardening and belonging to place in Perth, Western Australia鈥�, in F Varclay, M Higgins & A Blackshaw (eds), Making Sense of Place: Exploring Concepts and Expressions of Place through Different Senses and Lenses, pp. 183-189, National Museum of Australia Press Canberra.

Further reading

Hern谩ndez, B, Hidalgo, MC & Ruiz, C 2014, 鈥楾heoretical and methodological aspects of research on place-attachment鈥�, in LC Manzo and P Devine-Wright (eds), Place Attachment: Advances in Theory, Methods and Applications, Routledge, London and New York.

Lewicka, M 2011, 鈥楶lace attachment: how far have we come in the last 40 years?鈥�, Journal of Environmental Psychology, vol. 31, no. 3, pp. 207-230.

Morgan, P 2010, 鈥楾owards a developmental theory of place attachment. Journal of Environmental Psychology 30(1): 11-22.

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Week 4 (Monday 16 March): Working with Community: Buffalo Hunting in Kakadu

Set Reading

Feakins, C 2019, 鈥楤uffalo shooting in the 鈥榳ild鈥� north: the forgotten heritage of Kakadu National Park鈥�, Historic Environment, vol. 31, no. 1, pp. 10-26.

Parks Australia 2019, World heritage, Kakadu National Park, Australian Government Parks Australia, access online, < >.

Robinson, CJ 2005, 鈥楤uffalo hunting and the feral frontier of Australia鈥檚 Northern Territory鈥�, Social & Cultural Geography, vol. 6, pp. 885-901.

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Further Reading

Mulvaney, J 2004, Paddy Cahill of Oenpelli, Aboriginal Studies Press, Canberra.

Bowman, DMJ & Robinson, CJ 2002, 鈥楾he getting of Nganabbaru: Observations and reflections on Aboriginal buffalo hunting in northern Australia, Australian Geographer, vol. 33, pp. 12-206.

Mackey, R 1995, 鈥溾€楽ensory perceptions鈥�: editing the final chapter of Kakadu History鈥�, Historic Environment, vol. 11, nos. 2 & 3, pp. 27-33.

Paterson, AB 1899, 鈥楤uffalo shooting in Australia鈥�, Sydney Mail and New South Wales Advertiser, 7 January 1899, pp. 22-24, access online, <http://nla.gov.au/nla.news-article165231451

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Week 5 (Monday 23 March): Intangible Heritage, Memory, and Cultural Practice

Set Reading

Sidi, AO 2012, 鈥楳aintaining Timbuktu鈥檚 unique tangible and intangible heritage鈥�, International Journal of Heritage Studies, vol. 18, no. 3, pp. 324-331.

Whitridge, P 2004, 鈥楲andscapes, houses, bodies, things: "place" and the archaeology of Inuit imaginaries, Journal of Archaeological Method and Theory, vol. 11, no. 2, pp. 213-250.

Further reading

Shahzad, F 2012, 鈥楥ollective memory: a complex construction鈥�, Memory Studies, vol. 5, no. 4, pp. 378-391.

Benton, T (ed) 2012, Understanding heritage and memory, Manchester University Press, Manchester.

Gentry, K 2013, 鈥楬istory, heritage and localism鈥�, Policy Studies, vol. 34, nos. 5-6, pp. 508-522.

Rishbeth, C & Powell, M 2013, 鈥楶lace attachment and memory: landscapes of belonging as experienced post-migration, Landscape Research, vol. 38, no. 2, pp. 160-178.

Smith, L & Akagawa, N (eds) 2009, Intangible Heritage, Routledge, London & New York.

Wilson, R 2009, 鈥楬istory, memory and heritage鈥�, International Journal of Heritage Studies, vol. 15, no. 4, pp. 374-378.

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Week 6 (Monday 30 March) World Heritage and Communities

Set Reading

Buergin, Reiner 2015, 鈥淐ontested Right of Local Communities and Indigenous Peoples in Conflicts over Biocultural Diversity: The case of the Karen Communities in Thung Yai, a World Heritage sites in Thailand.Modern Asian Studies49,6(2015) pp.2022鈥�2062.

Harriet Deacon & Rieks Smeets (2013) Authenticity, Value and Community Involvement in Heritage Management under the World Heritage and Intangible Heritage Conventions, Heritage & Society, 6:2, 129-143,

Further Readings

Jimura, Takamitsu. 2019, World Heritage Sites鈥�: Tourism, Local Communities and Conservation Activities . Wallingford , Oxfordshire鈥�;: CAB International.

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Week 7 (Monday 6 April) Field Trip to Coal Loader

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Week 8 (20 April): Methodology 1: Assessment of Social Significance and Methodology 2: Participatory Planning

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Set Reading

GML 2005, Koscuisko National Park Huts Conservation Strategy. Appendix B Social Significance Assessment Methods and Participation. Download from:

Si芒n Jones (2017) Wrestling with the Social Value of Heritage: Problems, Dilemmas and Opportunities, Journal of Community Archaeology & Heritage, 4:1, 21-37,

Randall Mason 2002. Assessing values in conservation planning: methodological issues and choices. In: M. de la Torre, ed. Assessing the values of cultural heritage. Los Angeles, CA: The Getty Conservation Institute, 5鈥�30.

Tovi Fenster & Chen Misgav (2014) Memory and place in participatory planning, Planning Theory & Practice, 15:3, 349-369.

Norman, Kirsty. 鈥淭he Hadrian鈥檚 Wall Major Study: a Test for Participatory Planning in the Management of a World Heritage Site.鈥� Conservation and management of archaeological sites 9.3 (2007): 140鈥�173.

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Further Reading

Walsh, F. & Mitchell, P (eds) 2002, Planning for country, Jukurrpa, Alice Springs, N.T.

Lawrence, A. (ed.) 2010, Taking stock of nature: participatory biodiversity assessment for policy, planning and practice. Cambridge University Press, Cambridge and New York.

GML Heritage (2005) Koscuisko National Park Huts Conservation Strategy. 4.0 Social Significance Assessment pp.57-84. Download from:

Denis Byrne, Helen Brayshaw and Tracy Ireland 2001. Social Significance: A Discussion Paper. Sydney: NSW National Parks and Wildlife Service.

Mandy Thomas 2002. Moving Landscapes: National Parks and the Vietnamese Experience. Sydney: NSW National Parks and Wildlife Service.

Online Resources

Australia ICOMOS 2013 [1979]. The Burra Charter: The Australia ICOMOS Charter for the Conservation of Places of Cultural Significance. Available at: Adopted-31.10.2013.pdf>

Australia ICOMOS 2013. Practice Note: Understanding and Assessing Cultural Significance. Available at:

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Week 9 (27 April): Methodology 3: Designing Interviews

Set Reading

Veale, S & Shilling, K 2004, Talking History. Oral History Guidelines, Department of Conservation and Environment, NSW. Chapter 4 Interviewing People, pp.24-28, access online:

Ritchie, Donald A. Chapter 3. Doing Oral History 3rd ed. 听. pp.73-102. New York, New York: Oxford University Press.

Further Reading

Bergen, Teresa. 2019 Transcribing Oral History . New York, NY: Routledge.

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Week 10 (Monday 4 May) Community-based Heritage and Archaeology

Set Reading

Marshall, Y 2002, 鈥榃hat is community archaeology?鈥�, World Archaeology, vol. 34, no. 2, pp. 211-219.

Greer, S 2010, 鈥楬eritage and empowerment: community-based Indigenous cultural heritage in northern Australia鈥�, International Journal of Heritage Studies, vol. 16, no. 1-2, pp. 45-58.

Atalay, SL (Ojibwe) 2007, 鈥楪lobal application of Indigenous archaeology: community based participatory research in Turkey鈥�, Archaeologies: Journal of the World Archaeological Congress, vol. 3, no. 3, pp. 249-270.

Further reading

Clarke, A 2002, 鈥楾he ideal and the real: cultural and personal transformations of archaeological research on Groote Eylandt, Northern Australia鈥�, World Archaeology, vol. 34, no. 2, pp. 249-264.

Smith, L & Waterton, E 2009, Heritage, Communities and Archaeology, Bristol Classical Press, London.

Neal, C 2015, 鈥楬eritage and participation鈥�, in E Waterton & S Watson (eds), The Palgrave Handbook of Contemporary Heritage Research, Palgrave MacMillan, London.

McDonald, J & Veth, P 2013, 鈥楾he archaeology of memory: the recursive relationship of Martu rock art and place鈥�, Anthropological Forum, vol. 23, no. 4, pp. 367-386.

Chirikure, S & Pwiti, G 2008, 鈥楥ommunity involvement in archaeology and cultural heritage management: an assessment from case studies in southern Africa and elsewhere鈥�, Current Anthropology, vol. 49, no. 3, pp. 467-485.

Fan, L 2014, 鈥業nternational influence and local response: understanding community involvement in urban heritage conservation in China鈥�, International Journal of Heritage Studies, vol. 20, no. 6, pp. 651-662.

Hodges, A & Watson, S 2000, 鈥楥ommunity-based heritage management: a case study and agenda for research, International Journal of Heritage Studies, vol. 6, no. 3, pp. 231-243.

Perkin, C 2010, 鈥楤eyond the rhetoric: negotiating the politics and realising the potential of community鈥恉riven heritage engagement, International Journal of Heritage Studies, vol. 16, nos. 1-2, pp. 107-122.

Smith, L. Morgan, A & van der Meer, A 2003, 鈥楥ommunity-driven research in cultural heritage management: the Waanyi women's history project, International Journal of Heritage Studies, vol. 9, no. 1, pp. 65-8.

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Other Resources

Manzo, LC. and Perkins, DD 2006, 鈥楩inding common grounds: the importance of place attachment to community participation and planning鈥�, Journal of Planning Literature, vol. 20, no. 4, pp. 335-350.

Pink, S 2008, 鈥楢n urban tour: the sensory sociality of ethnographic place-making鈥�, Ethnography, vol. 9, no. 2, pp. 175-196.

Gosling, E and Williams, KJH 2010, 鈥楥onnectedness to nature, place attachment and conservation behaviour: testing connectedness theory among farmers鈥�, Journal of Environmental Psychology, vol. 30, no. 3, pp. 298-304.

Graham, S & Connell, J 2006, 鈥楴urturing relationships: the gardens of Greek and Vietnamese migrants in Marrickville, Sydney鈥�, Australian Geographer, vol. 37, no. 3, pp. 375-393.

Brown, S 2015, 鈥楨arthwork as a metaphor for belonging: implications for heritage practice鈥�, Historic Environment, vol. 27, no. 2, pp. 58-69.

Brehm, JM., Eisenhauer, BW & Stedman, RC 2013, 鈥楨nvironmental concern: examining the role of place meaning and place attachment鈥�, Society and Natural Resources: An International Journal, vol. 26, no. 5, pp. 522-538.

Carrus, G, Massimiliano, S, Fornara, F, Bonnes, M & Bonaiuto, M 2014, 鈥楶lace attachment, community identification, and pro- environmental engagement鈥�, in LC Manzo & P Devine-Wright (eds), Place Attachment: Advances in Theory, Methods and Applications, Routledge, Abington and New York.

Clifton, J 2011, The address book. Penguin Group, Camberwell, Victoria.

Freeman, C, Dickinson, KJM, Porter, S and van-Heezik, Y 2012, 鈥樷€淢y garden is an expression of me鈥�: exploring householders鈥� relationships with their gardens鈥�, Journal of Environmental Psychology, vol. 32, no. 2, pp. 135-143.

Mechtild R枚ssler 2012. Partners in site management - a shift in focus: heritage and community involvement. In Marie-Theres Albert, Marielle Richon, Marie Jos茅 Vi帽als and Andrea Witcomb (eds), Community Development Through World Heritage, pp. 321-35.

UNESCO World Heritage Centre (World Heritage Papers 31), Available at:

Gonzalo Oviedo and Tatjana Puschkarsky 2012. World Heritage and rights-based approaches to nature conservation. International Journal of Heritage Studies 18(3): 285-296.

Jessica Brown and Terence Hay-Eddie 2014. Engaging Local Communities in Stewardship of World Heritage: A Methodology Based on the Compact Experience. World Heritage Papers 40. UNESCO. Available at:

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Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. familiarize with the literature and current debates surrounding the role of community groups in heritage conservation and management
LO2. understand the concepts of belonging and attachment as used in heritage studies
LO3. appreciate and understand the contested and cross-cultural nature of heritage places
LO4. familiarize with and evaluate the methodologies used in heritage studies to identify community connections and meaning making
LO5. understand how identity, memory and intangible heritage are recognised and analysed in heritage studies.

Graduate qualities

The graduate qualities are the qualities and skills that all 爆料王 graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one鈥檚 personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered'.

Disclaimer

Important: the 爆料王 regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an .

爆料王

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

爆料王

MHST6915: Heritage Studies and Communities

Semester 1, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links