Discrimination Against First Nations People in Australia Report

This report, prepared for a government commission, examines the history of discrimination against First Nations people in Australia, focusing on the period since colonization in 1788. It uses the Adam Goodes incident as a case study to illustrate the broader context of racial discrimination and prejudice. The report delves into the concept of 'Othering' as it relates to the marginalization of First Nations people and explores the lasting impacts of colonial-era discrimination, including social exclusion, high unemployment, and poverty. The conclusion emphasizes the significance of addressing systemic racism and the importance of bystander intervention. The recommendations section provides concrete actions and solutions to combat racism and promote equality, including encouraging individual action and advocating for personal safety. The report provides a detailed overview of the problem and offers potential solutions to address the issue of discrimination against First Nations people in Australia.

Marking Rubric: Humanities Case Studies assessment 2
Criteria High Distinction
(Exemplary/Exceeds expectations)
Distinction
(Above average)
Credit
(Competent)
Pass
(Skills Developing)
Not yet demonstrated
(Does not meet requirements)
Protocols
/10
 Exemplary understanding and use
of appropriate language/
terminology.
 Very thoughtful, highly
appropriate, personalised
Acknowledgement of Country
8 - 10
 Above average understanding and
use of appropriate language/
terminology; very few errors.
 Very thoughtful, appropriate
Acknowledgement of Country
7 – 7.5
 Competent understanding and use
of appropriate language/
terminology; may be a number of
minor errors.
 Appropriate Acknowledgement of
Country
6 – 6.5
 Developing understanding & use
of language/ terminology; may be
a number of errors but enough
detail to show development.
 Acknowledgement of Country
included. May be copied directly,
or missing some elements 5 – 5.5
 Little understanding of appropriate
language/ terminology; too many
errors/omissions
 Acknowledgement of Country
absent/off topic/inappropriate/ too
basic.
0 – 4.5
Report
structure &
content
/20
Exemplary: all required structural
elements included in report to a high
standard. Appropriate, accurate,
highly detailed & relevant
information included in each section.
Insignificant omissions/errors
16 - 20
Above average: all required
structural elements included in
report. Appropriate, detailed &
relevant information included in each
section. May be small omissions/
errors
14 – 15.5
Competent/meets expectations:
required structural elements included in
report; some sections may be more
detailed than others. Appropriate
information included in each section.
May have some omissions/ errors
12 – 13.5
Developing: most significant
structural elements included in
report; some sections may be a little
lacking in detail. Basic information
included in most sections, but
development evident.
10 – 11.5
Not yet demonstrated
Structural elements not well
developed/understood. May include
inappropriate/lacking/ irrelevant
information. Writer’s voice absent or very
lacking.
0 – 9.5
Understanding
of Unit
Materials
/25
Exemplary level of understanding:
strong connection to unit materials.
 Significant & relevant ideas from
unit materials incorporated into
report with highly relevant
exploration of concepts
20 - 25
Above average level of
understanding: sound connection to
unit materials
 Significant ideas from unit
materials incorporated into report
with exploration of concepts
 17.5 – 19.5
Competent level of understanding:
reasonable connection to unit
materials
 Appropriate/mostly relevant ideas
from unit materials incorporated into
report with minimal exploration of
concepts
15 – 17
Developing level of understanding:
minimal but clear connections to
unit material themes
 A few reasonable but basic ideas
from unit materials incorporated
into report. Connections may be
weak, but shows emerging
development of skill. 12.5 – 14.5
Understanding not yet demonstrated:
too many omissions or problems;
little/no connections to topic materials
 Lack of significant connections to unit
themes; may be off-track/irrelevant;
may only re-state case study themes
 Writer’s voice absent or very lacking.
0 - 12
Written
Expression
mechanics of
Writer’s Voice
/20
Exemplary expression of on-topic
ideas
 Very clear, logical & concise
writing; formal academic tone.
 Higher-level grammar, punctuation
& spelling.
 Accurate, concise sentence and
paragraph structure; higher-level,
appropriate vocabulary
 Insignificant errors overall.
16 - 20
Above average expression of on-
topic ideas.
 Clear, logical writing; formal
academic tone
 Above average grammar,
punctuation & spelling;
 Accurate sentence/paragraph
structure; above average,
appropriate vocabulary.
 May have some small errors
overall, but above average level.
14-15.5
Competent expression meets
expectations.
 Competent, mostly on-topic writing,
mostly formal written expression;
mostly 3rd person perspective, may
have some deviations.
 Competent grammar, punctuation &
spelling
 Competent sentence/paragraph
structure
 May have some errors overall, but
competent level of expression.
12-13.5
Developing written expression, may
be sections with lack of clarity.
 Elements of on-topic formal
written expression, with some
deviations here and there.
 Satisfactory grammar, punctuation
& spelling
 Mostly satisfactory but often basic
sentence/ paragraph structure.
 May be errors in work but skills at
pass/ developing level
10-11.5
Skills not yet demonstrated, written
expression does not meet requirements.
 Too many sections with informal/
basic/ 1st person writing.
 Grammar, punctuation & spelling skills
do not meet requirements
 Many sections with poor sentence &
paragraph structure/ lack of clarity/
off-topic writing
0 – 9.5
Research, use of
sources
/15
Exemplary/ extensive research and
use of given sources
 Appropriate, thoughtful,
sophisticated, in-depth & effective
use of all given sources to support
main ideas. Exemplary research
skills.
Above average research and use of
given sources
 Appropriate, thoughtful, effective
use of all given sources to support
main ideas (may not use all
equally, but still above average).
Strong research skills/
Competent research and use of given
sources
 Competent & mostly appropriate use
of nearly all given sources to support
many main ideas; may not have deep
insight but shows competent
research skills.
Research skills and use of given
sources at developing level
 Uses elements of given sources to
support some ideas; may focus
more on some sources, or use off-
topic/ less relevant information,
but still shows developing research
Skills not yet demonstrated: research
and use of given sources
 Basic research skills not yet
demonstrated. May use only a few
sources / may use sources ineffectively
or inappropriately / limited use of
given sources.

12 - 15 10.5 – 11.5 9 - 10 skills. 7.5 – 8.5 0 - 7
APA
Referencing
/10
Exemplary in-text referencing and
reference list in APA 7th format
(insignificant/no errors)
8 - 10
Above average in-text referencing
and reference list in APA 7th format
(may be some small errors)
7 – 7.5
Competent/ meets expectations with
APA in-text referencing and reference
list - APA 7th format attempted (may
have some errors)
6 – 6.5
Developing referencing skills
Some attempt at in-text referencing
and reference list (may have errors/
may not be in APA format).
5 – 5.5
Skills not yet demonstrated
In-text citations and reference list mostly
absent/ too many errors or omissions
0 – 4.5
Total MARK: /100
Final Comment

The required sections of your report are indicated below.
Fill in each section with the required information (as outlined on the Instructions document on the Humanities
Blackboard site)
This page is your Title Page
Discrimination against First Nations People in Australia
Include your name and student ID on this page

Write your Acknowledgement of Country on this page.

This page is for your Table of Contents
 INTRODUCTION
 DISCUSSION
 CONCLUSION
 RECOMMENDATIONS
 REFERENCES

Write your report here. (The Instructions document on the Humanities Blackboard site gives information about what
needs to be included in each section of your report). Do not alter the formatting at all.
1. INTRODUCTION
Word count: 85 to 100 words.
The following project report is prepared with the aim of providing education about the way First Nations
people in Australia have been treated since the period of colonisation in 1788. The report includes the
details about the incident of discrimination with Adam Goodes to provide a larger context and picture of
the discrimination against First Nations people in Australia. At the end of the report, some
recommendations and solutions based on facts have been provided which can help in addressing such
issues in future in a better manner.
2. DISCUSSION (or Body of the report)
Word count for the entire Discussion/Body section: 350 to 400 words.
2.1 During one of the games which was played between Collingwood and Sydney in the year 2013, Adam
Goodes asked the security for a girl to be removed from her stands for calling him ‘ape’. He got very hurt
and affected by this incident which the girl probably didn’t even realise at that point. Moreover, the
president of Collingwood, Eddie McGuiure also made mocking comments with relation to Adam Goodes
and King Kong for which he apologised later. Adam Goodes chose not to keep quiet and reacted in a
manner to address the ongoing issues with racial discrimination against First Nations people in Australia.
When he was requested to give his acceptance speech for Australian of the Year award in 2014, he spoke
about the racial discrimination and prejudice which was very evidently prevailing in Australia at that point
in time (Parry, 2015). It led to loud booing in the game and eventually to a point where he chose to take
retirement. He gained massive respect for the way he chose to address and talk about the issues related to
discrimination in Australia to provide a larger context to people about what needs to be done.
2.2 Othering can be understood as a process which involves marginalization and objectification of people
based on having different identities and cultures. It is not concerned with disliking or liking people rather is
based on the assumption of people whether consciously or unconsciously that a certain group of identified
people are posing a threat in some way to another favoured group (Canales, 2000). Incident with Adam
Goodes demonstrates Othering because it was not merely a case of a girl calling him ‘ape’ but had a lot to
do with the prevailing notion of people based on the discrimination against First Nations people in
Australia.
2.3 Effects of discrimination experienced by the First Nations people in Australia during the period of
colonisation are evident in present day as well. During colonisation, First Nations people in Australia were
not paid wages and many cases of discrimination against them with respect to exploitation at work can be
identified. It has resulted into disadvantages for generations of First Nations people in Australia (Gone,
2013). As an impact of social exclusion during colonisation, First Nations people in Australia are still
amongst the people who are socially excluded in Australia with evidences of high rates of unemployment,
illiteracy, poverty and many such evils of society.
3. CONCLUSION
Word count: 85 to 100 words.

It can be concluded on the basis of above report that incident of Adam Goodes can be traced to a
wider context of prevailing forms of discrimination against First Nations people in Australia. It can also
be concluded that incident with Adam Goodes demonstrates an existence of Othering as it was based
on marginilization of First Nations people. At last, it can be concluded that effects of discrimination
against First Nations people during early colonisation are still evident in the forms of social exclusion
and high rates of unemployment and poverty among First Nations people in Australia.
4. RECOMMENDATIONS
Word count: 180 to 200 words.
Racism against First Nations people needs to be addressed by taking concrete steps and actions. Voicing
out and taking actions is important for addressing such issues of racism and discrimination. Bystander
actions are very important which involves simply disagreeing to a particular racist comment. If a person
who makes any racist comments is confronted by the people standing near him or who are involved in that
group, it makes him think twice or thrice before making any such comment in future. Actions should be
taken by the Bystanders by any means whether individually or in a group. However, a person before making
any confrontation with people making racist remarks needs to ensure his personal safety. For example, if a
person feels he is in a safe environment to confront the other person, he can be vocal about it and say
things which can make other person think about what he did was wrong fundamentally. It is important to
realise that action against racism starts with individual self. If in an unsafe environment, actions such as
extending support to the victim or recording the incident and then complaining to the concerned
authorities can be taken.

REFERENCES
Parry, K. (2015). Booing Adam Goodes–Racism is in the stitching of the AFL. The Conversation, 29.
Canales, M. K. (2000). Othering: Toward an understanding of difference. Advances in Nursing Science. 22(4).
16-31.
Gone, J. P. (2013). Redressing First Nations historical trauma: Theorizing mechanisms for indigenous culture
as mental health treatment. Transcultural psychiatry, 50(5), 683-706.