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Leadership in Indigenous Education PG (10332.2)

Level: Postgraduate Level
Credit Points: 3
HECS Bands: 1, 4
Faculty: Faculty of Education
Discipline: Academic Program Area - Education


    Unit Outlines

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    • Semester 2, 2019, ON-CAMPUS, BRUCE (192375) - View
    • Semester 2, 2019, INTENSIVE, BRUCE (186880) - View
    • Semester 2, 2017, ONLINE, BRUCE (174659) - View

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    Students participating in this unit will develop a deeper understanding into the complexities of school leadership in Indigenous education. A large component of this unit will involve professional and personal self-reflection about matters relating to Indigenous education in respective schools, classrooms or other relevant workplaces. The unit will also encourage participants to scrutinise the attitudes, beliefs and behaviours of other educators around them, and whether this enables professional practice that nurtures a high expectations relationship, or simply colludes with low expectations and/or a negative stereotypes.

    Participants will explore and understand the differences and similarities between Leadership in Indigenous education, and leadership in education. More specifically they will explore and understand how to identify and/or create school, classroom, or workplace cultures that :
    - nurture a positive sense of cultural identity for Indigenous students;
    - embrace positive Indigenous community leadership; and
    - nurture high expectations relationships.

    After completing this unit students will be able to lead a strengths based approach to classroom, school or workplace reform, in which the challenges and complexities of leadership in Indigenous education can be addressed in a way that is pragmatic, effective, respectful and honourable.

    Learning Outcomes

    On successful completion of this unit, students will be able to:

    1. Understand the complexities of leadership in Indigenous education and how to respond to such complexities;

    2. Execute strategies to build positive classroom, school, and/or workplace cultures that enable greater success for Indigenous students, and more positive engagement of Indigenous parents; and

    3. Effectively challenge education colleagues to shift from Deficit Discourse to a Strength Based Approach to Indigenous education reform.

    Assessment Items

    Contact Hours

    13 hours per week, consisting of 10 hours online prescribed readings; 2 hours engagement and participation in online dialogue and 1 hour posting a reflective journal entry each week (250 words).




    Enrolment in a Post Graduate course in education.

    Assumed Knowledge


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