Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilIncompatible
EDAB161 Indigenous Cultures and Peoples
Unit rationale, description and aim
EDAB162 recognises the role that evolving knowledges play in the way that communities understand and act in the world. Without knowledge of the past one cannot appreciate the present or predict the future. There is a societal expectation that educators have a thorough understanding of the diversity of Australian Aboriginal and Torres Strait Islander cultures, a knowledge and understanding of historical events and movements impacting Aboriginal and Torres Strait Islander Australians, and be able to recognise and combat racism in all its forms. This unit further emphasises the importance of situating learning within a local context and encourages pre-service teachers to investigate and engage with the cultures and history of their local region.
The aim of this unit is to assist students to develop an appreciation for the cultural diversity within their own communities and an understanding of how these communities have evolved, the organisations and people around them, while at the same time developing an understanding of cultural bias and cultural assumptions locally, nationally and internationally.
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.
| Learning Outcome Number | Learning Outcome Description |
|---|---|
| LO1 | Demonstrate an understanding of Indigenous knowings and Western knowledges, their ontological and epistemological foundations and the ways in which those differences are played out in Australian life today (APST 1.3, 1.4; ACECQA D3) |
| LO2 | Reflect on and evaluate the sources of individual and community beliefs and assumptions about Aboriginal and Torres Strait Islander peoples, communities and cultures (APST 1.3, 1.4, 2.4; ACECQA D5) |
| LO3 | Demonstrate an understanding of the impact of colonial and post-colonial experiences on the relationship between Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander peoples (APST 1.4, 2.4; ACECQA D3) |
| LO4 | Demonstrate an appreciation of issues around identities, arts, laws, literatures, Countries, stolen generations, languages and terminology, racism, and popular culture as they relate specifically to their own community (APST 1.4, 2.4; ACECQA D3) |
| LO5 | Analyse different approaches to Aboriginal and Torres Strait Islander education and the historical movements that shaped them (APST 2.4; ACECQA A6) |
| LO6 | Demonstrate an appreciation of the diversity of Aboriginal and Torres Strait Islander students and their educational needs and strategies that can be adopted to address these needs (APST 1.3; ACECQA A6, D5) |
| LO7 | Incorporate Aboriginal and Torres Strait Islander perspectives into classroom practice across a range of key learning areas (APST 1.4; ACECQA A6, D5) |
| LO8 | Demonstrate an understanding of the representation of Aboriginal and Torres Strait Islander Peoples in national discourse and its impact on Indigenous peoples and communities (APST 2.4; ACECQA D1, D3) |
| LO9 | Communicate the importance of having sound knowledge of Aboriginal and Torres Strait Islander peoples, cultures and communities for their own pedagogical practices (APST 1.4, 2.4; ACECQA A6, D1, D5). |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
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. |
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A. Psychology and child development A6. Diversity, difference and inclusivity |
D. Families and community partnerships D1. Developing family and community partnerships D3. Aboriginal and Torres Strait Islander perspectives D5. Culture, diversity and inclusion. |
Content
Topics may include:
- An overview of the distinction between Aboriginal and Torres Strait Islander and Western ontologies and epistemologies.
- Aboriginal and Torres Strait Islander cultures, encompassing identities, arts, laws, literatures, Countries, stolen generations, languages and terminologies, racism, and popular culture.
- different philosophical and pedagogical perspectives that have been historically applied since colonisation.
- Aboriginal and Torres Strait Islander education policies and practices over time, particularly related to the local context.
- issues related to education outcomes for Aboriginal and Torres Strait Islander students.
- Australian history that has particularly impacted on Aboriginal and Torres Strait Islander peoples, including local, state and national government policies and key historical events.
- theories and forms of racism, its impact on individuals, organisations, systems and nations.
- the political and personal nature of the representation of Aboriginal and Torres Strait Islander Peoples since colonisation in Australian life, including national narratives and popular culture
- the critical role of Aboriginal and Torres Strait Islander studies and transformative learning in uncovering hidden privileges through examination of individual standpoint and privilege
- strategies for forming local relationships and localising theoretical knowledge
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. The unit delivery will consist of pre-recorded lectures comprising approximately 45mins viewing time per week. Students are expected to listen to, read and reflect on each week’s topic, and contribute to a discussion on the week’s Discussion Forum. Opportunities will be provided regularly for students to engage synchronously with their peers and lecturer in online workshops and tutorials (Webinars).
Students should anticipate undertaking 150 hours of study for this unit. This unit will be delivered fully online. Participation will be via weekly online lecture content, workshops and tutorials (Webinars). All resources will be available online, including video material, readings and links to external website.
Assessment strategy and rationale
The assessment in this unit relates directly to the outcomes listed above. It will allow students to demonstrate personal reflection and analysis of the issues covered and is particularly designed to be applied to the teaching profession. Students will draw upon their enhanced understanding to inform their pedagogical practice.
Minimum Achievement Standards
The total assessment tasks will amount to the equivalent of 4000 words. The following task and weightings are indicative.
In order to pass this unit, students are required to submit all assessment tasks and achieve a minimum of 50% overall.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 Personal reflection task Students will reflect on their own knowledge and understanding coming into the unit, and unpack their pre-existing assumptions and beliefs. Using one of the unit’s case studies as well as the readings provided, students are to: a) describe what is happening in the case study, b) provide an example where the specific issues raised in the case study have manifested in their own life/community/experience, and c) analyse any implications the issue, and their response to it, may have for their own practice as educators.
Approximately 500 words. Due at the end of Module 1. | 25% | LO1, LO2, LO3, LO7, LO8, LO9 |
Assessment Task 2 Multi-media Project Based on the student’s own research, discipline area and program of study (early childhood, primary, secondary), design a multi-media project that includes four major components which address an issue or topic of significance to Aboriginal and Torres Strait Islander cultures – past, present or future. The project should be relevant to a specific age group of children depending on your program of study (i.e., Early childhood project for EC students) and should relate to ACARA, and relevant AITSL (Graduate level) outcomes. The 4 components will be created physically but presented digitally using a website, ePortfolio, blog, WiKi or other digital presentation tool approved by the LIC. Your digital presentation will include photographs and/or video and/or audio of each of the 4 components as appropriate. At least one of the photographs of each component needs to display a sign stating “EDAB162 Semester X, Year”.
The four major components may be self-defined (see examples below), however at least ONE component must include a reference by an Aboriginal and/or Torres Strait Islander author and/or content creator (e.g., song, video, music, artwork, book), and at least ONE component must include local knowledge (local to the student’s lived community) - A board game/puzzle/card game / other hands-on activity A video appropriate for children of the specific age group (perhaps as an explanation of a concept) A poster A written resource (for example, a storybook) A learning activity (for example a web-quest) A play or dramatic interpretation A song or musical presentation Visual art work/s
A 300-word rationale should accompany the project describing: 1.the reason for including each of the 4 components and how they specifically relate to the chosen issue/topic. 2.the multimedia presentation’s alignment to ACARA and the specified age group of children.
Due date End of Module 2. | 40% | LO3, LO4, LO5, LO6 |
Assessment Task 3 Critical response In Assessment Task 1 students explored where they came from (their pre-existing knowledge and assumptions), in Assessment Task 2, students, based on their research created four major teaching tools. In Assessment Task 3, students will critically reflect on the unit content and their enhanced personal understanding of Aboriginal and Torres Strait Islander Perspectives to articulate a clear direction for their future as educators in the 21st Century. In the critical reflection, students should ask of themselves and answer a selection of the following questions:
Critically reflect and analyse readings from the unit including the text references. Include at least one journal article of your own choice. Relate the analysis and reflections to the statement: ‘Aboriginal and Torres Strait Islander histories and culture are an important cross-curriculum priority in ACARA’ Due date End of Module 3. 1500 word limit | 35% | LO5, LO6, LO7, LO8, LO9 |
Representative texts and references
Fredericks, B. (2009). The epistemology that maintains white race privilege, power and control of Indigenous Studies and Indigenous peoples' participation in universities. Australian Critical Race and Whiteness Studies Association eJournal, 5(1), 1-17. Retrieved October 11, 2010, from http://eprints.qut.edu.au/26717/2/26717.pdf
Graham, M. (2008) Some Thoughts about the Philosophical Underpinnings of Aboriginal Worldviews. Australian Humanities Review 45 (November 2008). Retrieved from http://www.australianhumanitiesreview.org/archive/Issue-November-2008/graham.html
Hooks, B. (1994). Teaching to transgress: Education as a practice of freedom. New York: Routledge Press.
Pascoe, B. (2014). Dark Emu. Broome: Magabala Books.
Heiss, A., I’m not racist, but …: A Collection of Social Observations. [Kindle Edition]. Retreived from http://www.amazon.com.au/not-racist-but-Collection-Observations-ebook/dp/B00RB5MN1G
Martin, K. (1999) When ‘why’ becomes ‘why not?’: Cultural safety and Aboriginal early childhood services. Every Child, Vol 5, No. 4, Summer 1999:6-7.
Moreton-Robinson, A. (2004). Whiteness, epistemology and Indigenous representation. In A. Moreton-Robinson (Ed.) Whitening Race: Essays in social and cultural criticism (pp. 74-88). Canberra: Aboriginal Studies Press.
Phillips, J. and Lampert, J (Eds) (2012) Introductory Indigenous Studies in Education: Reflection and the Importance of Knowing (2nd ed.). Frenchs Forest, NSW: Pearson Australia.
Price, K. (Ed.). (2012). Aboriginal and Torres Strait Islander education: An Introduction for the teaching profession. Port Melbourne, Vic: Cambridge University Press.
Sarra, C. (2003). Young and black and deadly: Strategies for improving outcomes for Indigenous students. Quality Teaching Series (Paper No. 5, Australian College of Education).