Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitIncompatible
EDAB161 Indigenous Cultures and Peoples , EDAB411 Aboriginal and Torres Strait Islander Cultures, Peoples and Education ,EDAB162 Aboriginal and Torres Strait Islander Perspectives for Educators
Unit rationale, description and aim
Australian education aims to promote equity and excellence, and for all children and young people to become successful learners and confident and creative individuals. Teachers must develop knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander peoples and cultures in order to support learners from Aboriginal and Torres Strait Islander backgrounds to achieve this goal. Teachers also need an awareness of skills, protocols, sensitivities and educational practices needed for teaching all students about Aboriginal and Torres Strait Islander ways of knowing, being and doing.
This unit develops pre-service teacher knowledge and understanding of the complexity and diversity of Aboriginal and Torres Strait Islander histories, cultures and languages, and the impact of cultural identity and language background on the education of Aboriginal and Torres Strait Islander students. Through critical reflection on the literature, and sensitive engagement in discussion and collaborative tasks, you will develop an understanding of educational philosophy, contemporary issues, contexts and policies shaping the educational experiences of Australia’s first peoples. Contemporary Aboriginal and Torres Strait Islander knowledges, the ways of teaching and learning from an Indigenous perspective and how to work culturally with Aboriginal and Torres Strait Islander students and communities is explored.
The aim of this unit is to enable pre-service teachers to learn from and through Aboriginal and Torres Strait Islander perspectives to enhance their respect for and knowledge of Aboriginal and Torres Strait Islander cultures and histories. In doing so, pre-service teachers will develop intercultural understandings, to promote reconciliation and build capacity to work culturally with students from an Indigenous Australian background.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Describe the impact of colonial and post-colonial experiences on the histories, cultures, relationships and interactions between Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander peoples (GA1, GA4, GA8, APST 2.4; ACECQA D3, D5, E1)
LO2 - Analyse contemporary issues, history, context and government policies and their impact on Aboriginal and Torres Strait Islander peoples (GA1, GA4, GA5, GA8; APST 2.4; ACECQA D3, D5, E1, E2)
LO3 - Describe how to work culturally and communicate authentically in cross cultural situations with an appreciation of the centrality of Aboriginal and Torres Strait Islander cultures to the current national identity of Australians (GA1, GA4, GA7, GA8; APST 1.4, 2.4, 7.3; ACECQA C5, C6, D1, D3, D4, D5)
LO4 - Analyse the specific needs of Aboriginal and Torres Strait Islander students, working with communities, knowledges, pedagogies (GA1, GA2, GA4, GA5, GA8; APST 1.4, 2.4, 3.7, 7.3, 7.4; ACECQA B5, C4, C5, C6, D3, D5)
Graduate attributes
GA1 - Demonstrate respect for the dignity of each individual and for human diversity
GA2 - Recognise their responsibility to the common good, the environment and society
GA4 - Think critically and reflectively
GA5 - Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - Work both autonomously and collaboratively
GA8 - Locate, organise, analyse, synthesise and evaluate information
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
3.7 Describe a broad range of strategies for involving parents/carers in the educative process. |
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
ACECQA Curriculum Specifications
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
B. Education and curriculum studies B5. English as an additional language |
C. Teaching pedagogies C4. teaching methods and strategies C5. children with diverse needs and backgrounds C6. working with children who speak languages other than, or in addition to, English |
D. Family and community contexts D1. developing family and community partnerships D3. Aboriginal and Torres Strait Islander perspectives D4. socially inclusive practice D5. culture, diversity and inclusion |
E. History and philosophy of early childhood E1. historical and comparative perspectives E2. contemporary theories and practice |
Content
Topics will include:
- Overview of Aboriginal and Torres Strait Islander histories, cultures, and languages, spirituality, beliefs and values, and concepts of kinship and culturally sensitive issues
- An overview of the similarities and diversities of Indigenous and non-Indigenous traditional and contemporary knowledges and knowledge sources, ontologies, epistemologies, and pedagogies
- The impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
- Theories and forms of racism, its impact on individuals, organisations, systems and nations including: white privilege; systemic racism and differing world views; and anti-racism strategies
- Analysis of contemporary issues, including media portrayal, racism and stereotypical views and assumptions impacting on Aboriginal and Torres Strait Islander communities
- Past and present national and local jurisdictional educational policies, priorities, programs and practices, and their impact on Aboriginal and Torres Strait Islander peoples within the Australian society, as compared to other relevant international policies
- Current and historical events that have impacted Aboriginal and Torres Strait Islander peoples and their education
- Strategies to connect with communities and families to promote reconciliation and involve parents/carers in the educative process
- Creating inclusive and culturally safe learning environments to engage with Aboriginal and Torres Strait Islander people highlighting culturally appropriate and relevant teaching strategies incorporating Aboriginal and Torres Strait Islander knowings, being and doing
- Reliable resources for extending the understanding of Aboriginal and Torres Strait Islander peoples and education.
Learning and teaching strategy and rationale
Where in exceptional circumstances small cohort groups of participants exist studying in multi-modal programs, delivery may involve a combination of face-to-face and multi-mode delivery. Participants should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and group discussions, both online and face-to-face, self-directed study activities and assessment tasks. Face-to-face engagement with appropriate Aboriginal and Torres Strait Islander community organisations or service deliverers will be required.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students must engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.
Technology Enhanced Learning
This unit uses a Learning Management System for the provision of lecture and tutorial content, required and/or further readings, and other unit material. Recorded lectures will be made available to students through this system.
Assessment strategy and rationale
A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures).
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes.
The Effective Teaching units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of ACECQA criteria and the APST: Graduate level. This unit focuses specifically one APST 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students and 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 the pre-service teacher will have the opportunity to review and reflect on conceptions of Aboriginal and Torres Strait Islander peoples in society today. Through completing Task 2 the pre-service teacher will develop research, communication and teamwork skills and will deepen their understanding of community organisations which support Aboriginal and Torres Strait Islander peoples. In Task 3 will examine and reflect on a number of educational concerns to ensure the best educational opportunities for Aboriginal and Torres Strait Islander peoples.
Minimum Achievement Standards
In order to pass this unit, pre-service teachers are required to demonstrate achievement of learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50%.
Assessments in EDES105 includes a Critical Task Assessment Task 3 Reflective Journal. This task is core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in Task 3 in order to pass this unit.
Electronic Submission, Marking and Return
Electronic submission is used as a means for submitting, marking, and returning of assessment tasks. Assessment tasks will be returned within three weeks of submission.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1 Media Investigation Students will research two stories in the media (using social media, print media and broadcast media) that have occurred in the past 12 months regarding Aboriginal and/or Torres Strait Islander people. Reflect and analyse the significance of the stories in light of Aboriginal and Torres Strait Islander peoples, cultures and histories. For consideration:
Students will prepare a personal reflection on the stories and their impact on themselves and Aboriginal and Torres Strait Islander peoples. | 25% | LO1, LO2 | GA1, GA4, GA5, GA8 |
Assessment Task 2 Community Organisations In a small group, students will identify an Aboriginal or Torres Strait Islander organisation in their local area to:
In the same group, students will develop and present a 15 minute session for their tutorial group. The presentation must include how the service benefits educational providers, families or colleagues to support Aboriginal and Torres Strait Islander perspectives and promote inclusivity. Develop a pamphlet for educational providers, families or colleagues. Include a review of the organisation, the way the organisation supports families or colleagues and how an educational provider can use the facilities. Students should liaise with their lecturer prior to contacting the organisation. | 30% | LO3, LO4 | GA1, GA2, GA4, GA5, GA7, GA8 |
Assessment Task 3: Reflective Journal (Critical Task) Individually write a reflective journal that draws together understandings from the weekly lectures, tutorial/workshop activities and prescribed readings. The journal entries demonstrate critical reflection and growing understanding of:
Student will reflect and include how the content learnt throughout the unit will influence their teaching of Aboriginal and Torres Strait Islander students the importance of acknowledging and embedding Aboriginal and Torres Strait Islander perspectives into the classroom. | 45% | LO1, LO2, LO3, LO4 | GA1, GA2, GA4, GA5, GA7, GA8 |
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/.
Recommended references
Battiste, M., & Henderson, J. Y. (2000). Protecting Indigenous knowledge and heritage. A global challenge. Saskatoon, Saskatchewan, Canada: Purich.
Bird Rose, D. (1996). Nourishing terrains. Australian Aboriginal views of landscape and wilderness. Canberra, ACT: Australian Heritage Commission.
Blair, N. (2015). Aboriginal Education: More than adding perspectives. In Noelene L. Weatherby-Fell (Ed). Learning to Teach in the Secondary School. Cambridge: Cambridge University Press, pp.189-208.
Clark, A. (2008). History’s children: History wars in the classroom. Sydney, NSW: University of New South Wales Press.
Hampton, R., & Toombs, M. (2013). Indigenous Australians and health: The wombat in the room. South Melbourne, Vic: Oxford University Press.
Harrison, N., & Sellwood J (2016). Teaching and learning in Aboriginal education (3rd ed.). South Melbourne, Vic: Oxford University Press.
Kickett-Tucker, C (Ed). (2017). Mia Mia. Aboriginal community development: Fostering cultural security. Port Melbourne. Vic: Cambridge University Press.
Manne, R. (2003) (Ed). Whitewash. On Keith Windschuttle’s fabrication of Aboriginal history. Melbourne, Vic: Black Inc. Agenda.
Martin, K. (2008). Please knock before you enter: Aboriginal regulator of outsiders and the implication for researchers. Teneriffe, Qld: Post Pressed.
Nakata, M. (2007). Disciplining the savages. Savaging the disciplines. Canberra, ACT: Aboriginal Studies Press.
Price, K., & Rogers, J. (Eds). (2019). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession (3rd ed.). Port Melbourne, Vic: Cambridge University Press.
Reynolds, H. (2018) This whispering in our hearts revisited. Sydney: University of New South Wales Press.