Heidi Norman is an Associate Professor in Social and Political Sciences in the School of Communication. She researchers and publishes in the areas of NSW Aboriginal history and politics with a particular focus on land and its management and the Aboriginal administrative domain. Her most recent work is a study of Aboriginal Land rights in NSW (published in 2015). This work is a critical account of the interface between the Government’s construction of Aboriginal interests in land and the emerging governance of those land and interests by Aboriginal citizens through their land councils. Her new area of research is focused on Aboriginal people’s interests in pursuing land management and cultural aspirations on their land, alongside imperatives to pursue economic development.
- Councilor and Executive Member, History Council of NSW.
- Dictionary of Sydney, Board of Management
- Australian Institute for Aboriginal and Torres Strait Islander Studies (AIATSIS)
- Congress of Australia's First Peoples
- History Council of NSW
- University of Technology Vice Chancellor's medal - ‘Research Excellence through Collaboration’ (2015)
- University of Technology Vice Chancellor's Early Career Research excellence award finalist (2013)
- 'Best paper at Conference', International Australian Studies Association (2012)
- ‘Commendation’ Max Kelly Medal (2006)
- Indigenous History Fellowship (2006)
- UTS Team Teaching Award (2004)
Can supervise: YES
Associate Professor Norman teaches in Social and Political Sciences in the Communication Program at UTS. Outside of the Major and Core her teaching expertise is in Australian Aboriginal social, economic and political history. In the Bachelor of Communication program Ass. Prof Norman teaches ‘Ideas in History’, ‘Communicating Difference’ and in the Social and Political Sciences major she teaches into the subjects ‘Ideologies Beliefs Visions’, ‘Gender, Culture and Power’, ‘Professional Pathways’ and ‘Sex Race and Empire’.
Norman, H 2016, 'Coal Mining and Coal Seam Gas on Gomeroi country: Sacred lands, economic futures and shifting alliances', ENERGY POLICY, vol. 99, pp. 242-251.View/Download from: UTS OPUS or Publisher's site
Norman, H. 2014, 'Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge', The Australian Journal of Indigenous Education, vol. 43, no. 01, pp. 42-51.View/Download from: Publisher's site
Norman, H 2014, 'Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge', The Australian Journal of Indigenous Education, vol. 43, no. 01, pp. 42-51.View/Download from: Publisher's site
Norman, HR 2012, 'A modern day Corroboree - the New South Wales Annual Aboriginal Rugby League Knockout Carnival', Sport in Society, vol. 15, no. 7, pp. 997-1013.View/Download from: UTS OPUS or Publisher's site
The New South Wales Annual Rugby League Knockout, run on the long weekend in October, is the largest gathering of Aboriginal people in Australia. This signi?cant event, now running for 40 years, is run for and by the Aboriginal community and is largely funded by private sponsorship and community support. For the most part this major sporting and cultural event goes unnoticed by the wider community, save for anxiety over possible violence and disorder. Through interviews and observation and participation, I set to document the origins of the Knockout; how it came about and why and how the event has changed over time. Second, I examine the Knockout as a social, cultural and political phenomenon internal to the Aboriginal domain continuous with past traditional cultural practices and historically produced.
Norman, HR 2012, 'Australian Indigenous Tertiary Studies: A Discussion with Professor David Boud on Experience-Based Learning and the Transformation of University Courses', Australian Journal of Indigenous Education, vol. 41, no. 1, pp. 34-39.View/Download from: UTS OPUS
This article critically examines the possibility of using Problem-Based Learning as an approach to teaching and learning and curriculum design in Indigenous studies. This approach emphasises the potential for ExperienceBased Learning or Problem-Based Learning as a model that frames the curriculum and pedagogical activities to encourage student engagement with key issues in ways they ?nd meaningful. It takes the form of an interview with Professor David Boud, a well-known scholar in this area
The annual New South Wales Aboriginal Rugby League Knockout is so much more than a sporting event. Involving a high level of organisation, it is both a social and cultural coming together of diverse communities for a social and cultural experience considered 'bigger than Christmas'. As if the planning and logistics were not difficult enough, the rotating-venue Knockout has been beset, especially since the late 1980s and 1990s, by layers of opposition and open hostility based on 'race': from country town newspapers, local town and shire councils, local business houses and, inevitably, the local police. A few towns have welcomed the event, seeing economic advantage and community good will for all. Commonly, the Aboriginal 'influx' of visitors and players - people perceived as 'strangers', 'outsiders', 'non-taxpayers' - provoked public fear about crime waves, violence and physical safety, requiring heavy policing. Without exception, these racist expectations were shown to be totally unfounded.
In 1978 the Wran Government announced an Inquiry to investigate a range of issues including Aboriginal land rights recognition, the causes of Aboriginal social and economic disadvantage, heritage protection and commonwealth and state relations. The Select Committee, chaired by state member Maurie Keane, in its `First Report that focused on land rights, not only fundamentally changed the way Governments liaise and consult with Aboriginal people, the Committee unanimously endorsed far-reaching recommendations including the ability to recover land, compensation for cultural loss and three-tier community driven administrative structure. All of this was set in the context of Aboriginal rights to self-determination and fundamental attachment to land as a cultural relationship and historical reality. The movement for land rights was the culmination of many years of land justice activism, shifting policy at the Commonwealth level and wider international movements contesting colonial rule and racism. More specifically the land rights movement in NSW was galvanised in response to the previous Governments renewed efforts to assimilate Aboriginal people and revoke reserve lands and the limited land rights recognition made possible through the Aboriginal Lands Trust (herein `the Trust). This paper argues a more focused and pronounced campaign emerged in the mid 1970s whereby land rights `time had come as a result of Aboriginal political activism and the alliances formed with and among left social movements. This movement created the political climate for the Wran Governments announcement of the Select Committee Inquiry in 1978.
1983 the NSW Government passed Ihe Aboriginal Lond Rights Act 1983 (ALRA). The ALRA established the three-tier community driven land council network, a fifteen year funding arrangement to support enterprises and sustain the network into the future and a mechanism for land recovery. The ALRA came after nearly 200 years of colonial land dealings. Therefore the recognition of Aboriginal land rights has to necessarily deal with this past activity. But there are other detailse nmeshedin the passing of the ALRA. This paper sets out to demonstrate the connections between land dealings, the economy and the administration of Aboriginal Affairs across the policy eras including 'protection', 'assimilation' and 'self-determination'.
A brief history of the annual football competition involving teams from all over the state, which is little known Aboriginal event that is significant for far more than its purely sporting connotations, Annual New South Wales Aboriginal Rugby League Knockout Carnival, is presented. The different articulation of political activism, the importance of kinship and family relations, the organization, the cultural practice and historical association that interact in a dynamic process are analysed.
Norman, HR 2006, 'The Report of the Standing Committee on Social Issues: Inquiry into Issues Relating to Redfern and Waterloo', Journal of Indigenous Policy, vol. 7, pp. 3-10.
In February 2004 when a young Redfem Aboriginal man died, it was perceived by many to have been a result of over-policing and scrutiny by the police. More specifically it was widely understood amongst the Aboriginal community that the young man's death occurred while police were pursuing him. Following this death there was an uprising by Aboriginal people that came to be a confrontation between the police and about 100 Aboriginal people.
Norman, H.R. 2004, 'Exploring effective teaching strategies: simulation case studies and indigenous studies at the university level', Australian Journal of Indigenous Education, vol. 33, pp. 15-21.View/Download from: UTS OPUS
This paper explores teaching strategies for communicating complex issues and ideas to a diverse group of students, with different educational and vocational interests, that encourage them to develop critical thinking, and explores pedagogies appropriate to the multidisciplinary field of Aboriginal studies. These issues will be investigated through discussion of a successful simulation case study, including the setting up, resourcing, conducting and debriefing. The simulated case study was an assessed component of the new elective subject, Reconciliation Studies,offered at the University of Technology Sydney. In 2003 students participated in a role-play based on events in relation to the development of the Hindmarsh Island Bridge.Students were assigned roles as stakeholders where they researched and then role-played, through their assigned characters, the multilayered and complex dimensions of this recent dispute. Students were required to reflect critically on the cultural, economic, legal and political issues that were pertinent to their stakeholder and explore the underlying racial, ethical and moral grounds for their particular standpoint. I argue that teaching strategies such as these can contribute to locating Indigenous Australian perspectives and experiences as critical within the professional profiles and practice skills of Australian university graduates.
Norman, HR 2014, 'A modern day corroborree - the New South Wales Annual Aboriginal Rugby League Knockout Carnival' in Hallinan, C & Judd, B (eds), Indigenous People, Race Relations and Australian Sport, Routledge, London, pp. 83-99.
Widin, J., Norman, H.R., Ndaba, A. & Yasukawa, K. 2004, 'An indigenous community learning centre to promote a culture of learning', Bridging cultures: ALA National Conference 2004, Bridging cultures: ALA National Conference, Adult Learning Australia, Adelaide, Australia, pp. 1-10.View/Download from: UTS OPUS
This paper describes a project which focuses on the development of a schooled culture of learning in an inner city Indigenous community. The project is a collaboration between an urban Indigenous community in Sydney, the school that serves children from this community, and academics in the local University. The collaboration aims to promote an intergenerational and community based approach to fostering a schooled culture of learning among the Indigenous members of the community. This paper reports on some of the research from the literature that will inform the way the project will be conducted and framed.
Norman, H.R. 2015, 'Parramatta and Black Town Native Institutions', Dictionary of Sydney.
Norman, H.R. 2015, 'Colebee and Nurragingy's land grant', Dictionary of Sydney.