Indigenous Education: What Works (6577.5)

Please note these are the 2015 details for this unit
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Indigenous Education: What Works
Available teaching periods Delivery mode Location
View teaching periods
EFTSL Credit points Faculty
0.125 3 Faculty Of Education, Science, Technology & Maths
Discipline Study level HECS Bands
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)
The unit provides an overview of Australian education as it relates to Indigenous education and introduces students to issues associated with educational outcomes for Indigenous children and how teachers can address these in the school and classroom. It promotes culturally inclusive classroom practices that enable sensitive and positive interaction while providing historical perspectives that have impeded participation and engagement. Current programs sponsored nationally by the Commonwealth Department of Education, Science and Training are explored, as well as online curriculum content. Resources are evaluated and ways of integrating Aboriginal Studies and Torres Strait Islander Studies within the classroom are developed. Data collecting central to Indigenous education is investigated. Educational issues such as the expectation effect, and concepts of identity, recognition, culture and respect will all be studied.

Learning outcomes

On 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 attributes

1. 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


Prerequisites

Completion 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

Corequisites

Enrolment in a Teaching course.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
Not available

Required texts

 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.

Essential readings

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

http://resources.oxfam.org.au/pages/view.php?ref=223&k=

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

 

Highly Recommended

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).

 

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Participation requirements

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.

Participation requirements

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

Standard

In-unit costs

A fee of $5 will apply for the excursion to the NMA.   

Work placement, internships or practicums

None