Leadership in Indigenous Education PG (10332.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
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 outcomesOn 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.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
CorequisitesEnrolment in a Post Graduate course in education.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
All resources will be made available on the unit Canvas site.
Submission of assessment items
Extensions & Late submissions
Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.
Special assessment requirements
An aggregate mark of 50% AND a passing grade in the major assessment item are required to pass this unit.
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Online engagement/seminars/activity – (2 hours per week) - 24 hours
Professional reflection/observations – (4 hours per week) - 48 hours
Prescribed readings and private study – (4 hours per week) - 48 hours
Assignment research/analyses and writing - 30 hours
Your participation in online activities will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.
Required IT skills
This unit involves online meetings in real time using the Blackboard Collaborate tool. Blackboard Collaborate provides a virtual classroom or meeting room where you can communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, please visit the LearnOnline Student Help and click on the link to Blackboard Collaborate.
Work placement, internships or practicums