Due: Friday, Week 9 5:00pm AEST
Weighting: 30%, *minimum mark of 15 required*
This is an individual task assessment. You will be required to write a reflective essay (1500-2500 words). You will reflect on the application of your learning related to the readings, lectures, tutorials and prior assessments. You will be tasked to address these two points:
- Your positionality and what you thought to be true in relation to public health research
- How you would seek to undertake research with Indigenous communities
Writing the Reflection. To help you with your reflective practice, review your workbook. Examine concepts using a reflection framework (e.g. Kolb experiential reflective model. Ash & Clayton’s articulated learning model). Your workbook along with application of a framework will shape your reflection. Again, the formation of your reflection can be outlined using the table below and referring to the Academic Learning Centre resources
| My positionality | Research Evidence |
| Statement about your research positionality: | |
| Idea 1: | Baum, 2016 |
| Idea 2: | |
| Idea 3: | |
| Idea 4: | |
| Idea 5: | |
| Concluding statement your research positionality |
| Researching with Indigenous communities | Research Evidence |
| Statement about researching with Indigenous communities: | |
| Idea 1: | Baum, 2016 |
| Idea 2: | |
| Idea 3: | |
| Idea 4: | |
| Idea 5: | |
| Concluding statement about researching with Indigenous communities: |
WORD LIMITS: The reflection should be no more than 2500 words excluding references.
Please see Moodle for a Sample reflection.
MARKING RUBRIC (30 points total)
| Criteria (30) | Written Commentary | ||||
| Mark | HD (15-12.8) | D (12.7-11.3) | C (11.2-9.8) | P (9.7-7.5) | F (7.4-0) |
| Application of reflection framework | Comprehensively and critically reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal fully clarified meanings and significantly advanced perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time. | Comprehensively reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal fully clarified meanings and significantly advanced perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time. | Comprehensively reviews prior learning (past experiences inside and outside of the classroom) in depth, revealing fully clarified meanings and/or changed perspectives about educational or life events. | Reviews prior learning (past experiences inside and outside of the classroom) in depth, revealing clarified meanings and/or changed perspectives about educational or life events. | Often reviews prior learning (past experiences inside and outside of the classroom) at a limited level, often revealing limited clarified meaning |
| Knowledge of cultural worldviews | Demonstrates extraordinarily sophisticated and deep understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. | Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. | Demonstrates a high level of understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. | Demonstrates a acceptable level of understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. | Demonstrates no or limited understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. |
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