Law & Justice

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  • Indigenous Legal Relations in Australia
    (2009) Cunneen, Chris; Libesman, Terri; Behrendt, Larissa
    Book
    Indigenous Legal Relations in Australia introduces the major issues facing Aboriginal and Torres Straight Islander people in their contact with Anglo-Australian law and legal institutions. Written by a strong and experienced team of Indigenous and non-Indigenous authors, the text covers topics relating to sovereignty, jurisdiction and territorial acquisition; family law and child protection; criminal law, policing and sentencing; land rights and native title; cultural heritage, heritage protection and intellectual property; anti-discrimination law; international human rights law; constitutional law; social justice, self-determination and treaty issues.
  • Indigenous Incarceration: The Violence of Colonial Law and Justice
    (2009) Cunneen, Chris; Scraton, Phil; McCulloch, Jude
    Book Chapter
    This chapter focuses on the violence of incarceration for Indigenous people in Australia. The chapter uses a broad concept of violence that includes overt physical violence, ill-treatment, and the failure to exercise a reasonable duty of care. These issues are explored in relation to Australia’s history of colonial dispossession and control, and the relationship between the violence of incarceration and Indigenous dispossession from land and denial of sovereignty.
  • Evidence-based narratives to reconcile academic disciplines with the scholarship of teaching and learning
    (2009) Quinnell, Rosanne; Russell, Carol; Thompson, Rachel; Nancy, Marshall; Cowley, Jill
    Conference Paper
    A raft of models and definitions of SoTL exist and the best appear to transcend disciplinary contexts, and are sufficiently robust for academics to measure scholarly practices. Critical engagement with the scholarly literature is necessary for academics to gain a realistic view of where their work practices are situated within the scholarly domain. Because academic staff are disciplinary experts they are best placed to comment on whether the models of scholarship describe the scholarship of learning and teaching within the context of their own disciplines as well as within the confines of the Australian higher education sector. This paper pushes the existing debates on reconciling what evidence of scholarship in the disciplines actually is and what is considered valid, and in doing so uncovers why the process of reconciliation, between current practice and supporting evidence, remains elusive. Higher education academics need to identify and reconcile tacit disciplinary knowledge with their SoTL approach in order to unpack the complexity and value of their practices. Enabling academic staff to annotate their activities, roles and accomplishments and then map these items onto the various models of scholarship will enrich the status of scholarship of teaching and learning within the higher education sector.