Enacting Indigenous Pedagogies in Australian Education (11998.1)
Please note these are the 2024 details for this unit
Available teaching periods | Delivery mode | Location |
---|---|---|
View teaching periods | On-Campus |
Bruce, Canberra UC Sydney Hills, Castle Hill, NSW |
EFTSL | Credit points | Faculty |
0.125 | 3 | Faculty Of Education |
Discipline | Study level | HECS Bands |
Academic Program Area - Education | Level 3 - Undergraduate Advanced Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
In this unit, students are introduced to Indigenous ways of knowing, being and doing - including ways of educating - that have happened in Australia for at least 80,000 years. These Indigenous ways intertwine practical knowledge of specific environments (Country and Earthkin) with cosmological, spiritual and kinship systems to create and enact the Lore for local sustainable living. In this unit, students will consider their own journey towards ecological literacy through cultivating a regular practice of (reciprocal) 'Relating with Country' enabling experiences of 'Country as Teacher'. They will learn how to co-create storied, place-based curriculum and pedagogy, to engage students experientially in-Country.
1. Identify and analyse 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. Share and examine experiences of 'Relating with Country', 'Country as Teacher' and transformative learning, signposting their story towards ecological literacy;
3. Embed Indigenous ways of knowing, being, and doing in educational practice, with a focus on finding and knowing stories for Country and practices to engage reciprocally with Country and Earthkin; and
4. Identify and knowledgably discuss the roles that Country, communities, education professionals and learning and teaching sites play in shaping the lives of young people.
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
Learning outcomes
On successful completion of this unit, students will be able to:1. Identify and analyse 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. Share and examine experiences of 'Relating with Country', 'Country as Teacher' and transformative learning, signposting their story towards ecological literacy;
3. Embed Indigenous ways of knowing, being, and doing in educational practice, with a focus on finding and knowing stories for Country and practices to engage reciprocally with Country and Earthkin; and
4. Identify and knowledgably discuss the roles that Country, communities, education professionals and learning and teaching sites play in shaping the lives of young people.
Graduate attributes
1. UC graduates are professional - communicate effectively4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
Prerequisites
Must be enrolled in EDB001 Bachelor of Early Childhood Education (Birth to Five) OR an Undergraduate Initial Teacher Education Course.Corequisites
None.Incompatible units
10450 Ways of Knowing, Being and Doing in EducationEquivalent units
None.Assumed knowledge
None.
Availability for enrolment in 2024 is subject to change and may not be confirmed until closer to the teaching start date.
Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
---|---|---|---|---|---|
2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | On-Campus | Dr David Spillman |
2024 | UC Sydney Hills, Castle Hill, NSW | Semester 2 | 29 July 2024 | On-Campus | Dr David Spillman |
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit
timetable.