Indigenous Education: What Works (6577.5)
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|0.125||3||Faculty Of Education, Science, Technology & Maths|
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|Academic Program Area - Education||Level 1 - Undergraduate Introductory Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesOn completion of this unit it is expected that students can:
1: Apply Aboriginal and Torres Strait Islander education perspectives to Western education practices;
2: Consider the educational needs of Aboriginal and Torres Strait Islander students;
3: Extend their appreciation of Aboriginal and Torres Strait Islander cultures as a basis on which to develop their own teaching.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
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 - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
PrerequisitesCompletion of 24 credit points, unless enrolled in Bachelor of Education (Graduate Entry), 204JA; Bachelor of Education in Early Childhood Teaching (Graduate Entry), 788AA OR Bachelor of Education in Primary Teaching (Graduate Entry), 789AA
CorequisitesEnrolment in a Teaching course.
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The readings for this unit have been divided into Essential and Highly Recommended readings.
Please note: Due to copyright laws, some of the readings are in short-term loan rather than eReserve.
Set texts are available in the Coop Book shop, in the UC Library or on e-reserve
Harrison, N. (2011). Teaching and Learning in Aboriginal Australia. 2nd Edition. Victoria. Oxford University Press.
Price, K. (Ed). 2015. Aboriginal and Torres Strait Islander Education: An introduction for the teaching profession. (2 ed). Melbourne. Cambridge University Press.
Additional essential readings
ACARA. (2013). Cross curriculum priorities. http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html
ACARA. (2013). Student Diversity and the Australian Curriculum: Advice for principals, schools and teachers. www.acara.edu.au
ACARA. (2013). The Australian Curriculum. Cross curriculum priorities: Information Sheet http://www.acara.edu.au/verve/_resources/Information_Sheet_Cross-curriculum_priorities.pdf
Kessaris, T. Ngarritjan. (2006). About Being Munungay (Whitefulla): Making Covert Group Racism Visible. Journal of Community & Applied Social Psychology, 16: 347–362.
Oxfam. (2007). Respect Aboriginal and Torres Strait Islander protocols. Oxfam. Australia
Phillips, J. & Lampert, J. (Eds). (2012) Introductory Indigenous Studies in Education: Reflection and the importance of knowing. 2nd Edition. NSW. Person Australia. (Especially chapters 2, 5, 6,, 7, 10 & 11).
Purdie, N. Milgate, G & Bell, H.R. (Eds). (2011) Two way teaching and learning: Toward culturally reflective and relevant education. Victoria. ACER Press. (especially Part 2).
Yunkaporta, Tyson (2009). Aboriginal pedagogies at the cultural interface. PhD thesis, James Cook University. http://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf
Simpson, J. Caffery, J. & P. McConvell. (2009). Gaps in Australia's Indigenous Language Policy: Dismantling bilingual education in the Northern Territory. AIATSIS Discussion Paper Number 24. AIATSIS. Canberra. www.aiatsis.gov.au/research_program/publications/discussion_papers
Simpson, J. & Wigglesworth, G. (Eds). (2008). Children's Language and Multilingualism: Indigenous language use at home and school. London. Continuum. (Chapter 7).
The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge, learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 3cp unit the total notional workload over the semester or term is assumed to be 150 hours. These hours include time spent in classes. The total workload for units of different credit point value should vary proportionally. For example, for a 6cp unit the total notional workload over a semester or term is assumed to be 300 hours.
Your participation in both class and 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
A fee of $5 will apply for the excursion to the NMA.
Work placement, internships or practicums