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

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.

Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
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 - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
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

Prerequisites

None.

Corequisites

None.

Incompatible units

None

Equivalent units

None.

Assumed knowledge

None.