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Indigenous Ways of Knowing, Being and Doing PG (10435.1)

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

Availability

Syllabus

Teaching and learning has happened in Australian for at least 80 000 years. Australia's Indigenous Peoples have developed and enacted ways of knowing, being and doing that maintained ecological and social wellness across this land for millenia, an exemplar of ecocentrism. This 'ecological literacy' intertwines practical knowledge of specific environments with cosmological, spiritual and kinship systems, to create and enact the Lore for local sustainable living, on Country. However, it is well evidenced that social and ecological wellness in Australia has been in accelerating decline since contact, where colonial processes and western perspectives have elevated rational, analytical ways of knowing and robust anthropocentrism, most recently to prioritize individualism, economic prosperity and global competitiveness. Renewing Indigenous ways of knowing, being and doing is clearly desirable, and schooling has a major part to play. This is an introductory unit for teachers with an experiential focus on Country, Lore and story. Participants will consider their own journey towards ecological literacy, and how to co-create storied, place-based curriculum and pedagogy, to enhance student's ecological literacy.

Learning Outcomes

After successful completion of this unit students will be able to:

1. Identify and anlayse Indigenous ways of knowing, being and doing, their historical and biogeographical roots, the ecological, social and economic value of engaging future generations in learning about and through them, and critique their interface with western and global education policy and contemporary ecological challenges;

2. Engage in self-reflexive practice to better understand the ways socializing processes (eg. upbringing, school and professional learning) in combination with unique preferences and dispositions has led them to see, be and act in the world as they do, including both how this works to position them in teaching and learning practice, and how it has shifted over time;

3. Share and examine experiences of connection to Country and transformative learning, signposting their story towards ecological literacy; and

4. Work collaboratively to identify and plan learning environments, experiences and opportunities for school students to enhance their ecological literacy by sharing stories of Country, connection and transformation.

Contact Hours

Three hours of lectures and/or interactive workshops on campus per week.

Prerequisites

None.

Corequisites

None.

Assumed Knowledge

None.

Incompatible Units

None

Equivalent Units

None.


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