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response to NT Intervention代寫ENVG340

Semester 1, 2013
Stand for Freedom 
Complex issues (over time and space), complex views,
 no easy ‘solution’
geographical imagination (and hence state policies and practices) based on dominant
emptiness, occupation and possession -> absence, erasure and denial
reshaping of imaginations towards more pluralist and inclusive discourses:
presence, coexistence and belonging.
Howitt, R. (2010) Sustainable indigenous futures in remote Indigenous areas: relationships,
processes and failed state approaches. GeoJournal DOI 10.1007/s10708-010-9377-3. 
Worlds Turned Upside Down:
introduction and disorientation
Lecture 1
 27th February, 2013 
Introductions and Expectations
What expectations do you have for ?
 - what do you expect to learn?
 - how do you learn best?
 - what strengths can you play to?
 - what weaknesses will you try to address?
External students and those listening to Echo, please post a response
using the General Discussion Forum on iLearn to say hi to your fellow
students and outline your expectations of the unit. 2
Introduction and Disorientation 
Lecture Outline 
1.? worlds turned upside down ~ resource management   and
its social consequences 
2.? Resource management professionalism
3.? Rethinking resource management: arguments, learning
outcomes, graduate capabilities
4.? A professional literacy: your resource management
5.? Staff, expectations, iLearn, assessment
The World Turned Upside Down
Leon Rosselson
(Reproduced with the kind permission of Leon Rosselson)
In sixteen forty nine to St George's Hill?
A ragged band they called the Diggers came to show the people's will.?
They de?ed the landlords, they de?ed the laws,?
They were the dispossessed reclaiming what was theirs.?
We come in peace, they said, to dig and sow.?
We come to work the land in common and to make the wasteland grow?
This earth divided, we will make whole?
So it can be a common treasury for all.?
The sin of property we do disdain.?
No-one has any right to buy and sell this earth for private gain.?
By theft and murder they took the land?
Now everywhere the walls rise up at their command.#
They make their laws to chain us well.?
The clergy dazzle us with heaven or they damn us into hell.?
We will not worship the God they serve,?
a God of Greed who feeds the rich while poor folk starve#
We work and eat together, we need no swords.?
We will not bow to masters, nor pay rent to the lords.#
We are free, though we are poor.?
You Diggers all stand up for glory, stand up now.?
From the men of property the orders came.?
They sent their hired men and troopers to wipe out the Diggers' claim.?
Tear down their cottages, destroy their corn.?
They were dispersed, only the vision lingers on.?
You poor take courage, you rich take care.?
This earth was made a common treasury for everyone to share.?
All things in common. All people one.?
We come in peace. The order came to cut them down.#
Billy Bragg performing
‘The World Turned Upside
worlds turned upside down ~
resource management and its
social consequences 

? industrialisation, development, progress, wealth ->
displacement, dispossession, marginalisation

? resource and environmental management  ->        
literally turned their worlds upside down

? survival, unsettle, challenging, offer alternatives
“Whilst men are staring up to heaven looking to their future, their birthright
is being stolen all around them” (Gerrard Winstanley, Diggers leader)
2. Resource management

? Technical excellence and a literacy in the geopolitics.

? Technical excellence can render non-technical issues

? ENVG340 aims to make these concerns and the
processes involved visible .

? ENVG340 examines the operations of resource
management systems in the light of Indigenous
peoples’ experiences.

? The unit aims to be both a critique and a reconstruction 
- simultaneously a challenge and a guide for action. 3
Core argument:
•? We must rethink resource management in order to make
resource management decisions more accountable to
critical human values such as social justice, ecological
sustainability, economic equity and cultural diversity!!
3. Rethinking resource management:
arguments, aims, competencies 
The intention is -

? not to be objective,  but  to  challenge  the  underlying
notion of objectivity; 

? not to be prescriptive, but to open lines of debate;

? not to be authoritative, but to challenge the
foundations of authority; and 

? not to be dispassionate, but to deal openly with
passionate human issues.
Deliberately subversive –

? Current industrial resource management paradigms
have failed (despite current profit margins suggesting

? They need to be rethought, reshaped and
restructured towards more humane goals. 

? ENVG340 seeks to provoke contributions to this
The same arguments
and similar conclusions
could be pursued from
many other vantage
points, including those

? future generations

? women

? workers

? the environment 

? urban communities 

? ethnic minorities

? children

? elderly
ENVG340 and Indigenous experiences  4
Graduate capabilities (great for your resume!)                               
1.? An appreciation of social theory and development of a
relational framework for thinking about complexity, multiplicity,
context, dynamism and power in resource management.
2.? The strengths and limitations of Human Geography in resource
and environmental management. In particular an appreciation of
the importance of a critical understanding of scale politics.
3.? An ability to understand the complexity of relationships between
place-based conflicts over resource management and wider
social processes and an ability to act  in the face of this
4.? The wider relevance of the experiences of Indigenous peoples
in the field of resource management to the professional practice
of resource managers and environmental activists.
5.? An understanding of the use of case studies as a research
method in social science and resource management.
6.? An understanding of practices and theoretical frameworks
surrounding work in co-management, community-based
natural resource management, social impact
assessment, negotiations, capacity building,
collaborative research and participatory planning.
7.? Development of a multicultural literacy in ‘reading’ the
landscape, enabling you to critically engage with
landscapes as cultural terrains reflecting and reinforcing
power relations.
8.? The ways in which values and ethical issues affect
resource and environmental management. 
Generic competencies (think resume here too!)

? Critical reading

? Research

? Synthesis of complex materials

? Cross-cultural sensitivity

? Environmental sensitivity

? Oral presentations

? Listening skills

? Writing skills

? Negotiation skills
Step 1:
Ways of Seeing
Step 2:
Ways of Thinking
Step 3:
Ways of Doing
4. A professional literacy:                           
equipping yourselves with a toolkit for
rethinking resource management  5
Unit Structure
Part I: Introduction (and disorientation) 
2 lectures, 1 tutorial
Part II: Ways of Seeing 
2 lectures, 2 tutorials 
Part III: Ways of Thinking
6 lectures, 2 tutorials
Part IV: From Thinking to Doing                                 
2 lectures, 1 tutorial
Part V: Ways of Doing
 11 lectures, 4tutorials
Part VI: Conclusion and Re-orientation 
3 lectures, no tutorial 
5. Staff, expectations, iLearn, assessment 
Unit Co-ordinator and Lecturer:
Jessica McLean
The best way to contact me is to email me directly on
I work part-time: Tuesdays to Thursdays. 
Consultation hours: 2pm – 4pm Wednesday. 
If you want to discuss anything in detail please try and make an
room: E7A 612
phone: (02) 9850 8393 
fax: (02) 9850 6052
Lecturer and tutor:
Marnie Graham
Contact details given out in tutorials
Our Expectations – active learners, all of us!

?  OPEN yourselves to challenges and surprises    
(you’ll get out what you put in!)

? PARTICIPATE in Lectures and Tutorials and share
your knowledge and experiences with your fellow
learners (including PREPARATION through reading
and thinking (core text (Howitt 2011) and readings (on

?  READ the unit outline

?  USE iLearn
E8A 188 Tutorial Room
11am, 3pm, 4pm.
Access ENVG340 through the following URL:

? Unit guide, glossary and other useful tools and links

? Announcements, forums, dialogues

? Sections for external students

? Echo link

? Powerpoint slides

? Tutorial materials

? Contact the Library IT help desk for technical issues or contact me if
you have any other queries. 6
Task ! %! Due Date! Linked
Brief Description!
1. Professional
20%! Internals: due 5pm Mon 25 March 
Externals: received by COE by Wed 3 April!
1,2,3,4! 1,2,4,5,6! 1000 word submission!
2. Research
40%! Internals: due 5pm Mon 6 May
Externals: received by COE by Mon 6 May !
1,2,3,4! 1,2,3,5,6,7! 2500 word research essay!
3. Review
25%! Internals: due 5pm Weds 12 June 
Externals: received by COE by Weds 12
June !
1,2,3,4! 1,2,3,4,5,6,7! 1000 word review!
g and
pation !
15%! 1,2,3,4! 1,2,3,4,5,6,7! Attending and participating in
tutorials/on-campus session
incl. the required readings.!


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