Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilUnit rationale, description and aim
This unit is designed to offer pre-service teachers a greater understanding of Aboriginal and Torres Strait Islander peoples, cultures and histories and the role of this knowledge within the Australian educational context. The unit focuses on the diversity of Aboriginal and Torres Strait Islander nations within Australia with particular emphasis on the cultures and histories of the region in which it is being taught. The unit aspires to give pre-service teachers an appreciation of the centrality of Aboriginal and Torres Strait Islander cultures to the national identity of Australians in the 21st Century. The development and implementation of the unit will involve Aboriginal and Torres Strait Islander community members and make reference to relevant local resources. Major themes will include: contemporary cultures and issues; the contributions of Aboriginal and Torres Strait Islander Peoples in the making of Australia; traditional cultures and histories and contemporary Aboriginal and Torres Strait Islander perspectives in education.
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 | Identify, reflect on and evaluate personal and community attitudes to Aboriginal and Torres Strait Islander peoples and cultures (APST 1.4) |
| LO2 | Critique syllabuses, learning and teaching activities and resources and integrate Aboriginal and Torres Strait Islander content across a range of curriculum perspectives and key learning areas in education and school practices (APST 2.4, 7.4) |
| LO3 | Demonstrate an informed and critical understanding of the particular needs of Aboriginal and Torres Strait Islander students in schools in your local State or Territory and the principal strategies that can be adopted to address these needs and support the education of students from Aboriginal and Torres Strait Islander backgrounds (APST 1.4, 3.7) |
| LO4 | Critique the impact of colonial and post-colonial experiences on relationships between Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander peoples and identify opportunities and strategies to promote reconciliation between Indigenous and non-Indigenous Australians (APST 2.4, 7.4) |
| LO5 | Communicate effectively and respectfully in cross-cultural situations, particularly those involving Aboriginal and Torres Strait Islander and non-Aboriginal peoples (APST 3.7, 7.3, 7.4) |
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. |
Content
Topics will include:
- An overview of Aboriginal and Torres Strait Islander and Western ways of Knowing and Knowledge
- Know yourself, your culture and your values: The concept of ‘Whiteness’ will be explored
- An overview of Aboriginal English and literacies
- An overview of the nature and origins of Aboriginal and Torres Strait Islander Studies in national and state curriculum documents
- A critical analysis of contemporary issues impacting on Aboriginal and Torres Strait Islander communities with particular reference to education and school practices for establishing partnerships with students, families and communities
- Critique of what constitutes racism and the development of anti-racism strategies, policies, and legislation
- An overview of the history of Aboriginal and Torres Strait Islander education at State and Federal levels and its impact on the learning outcomes of Aboriginal and Torres Strait Islanders students and their families/communities
- Treatment of the dialogue occurring in history circles about Aboriginal and Torres Strait Islander histories
- Critiquing, developing and implementing Aboriginal and Torres Strait Islander perspectives across the curriculum
- Treatment of story in the teaching of Aboriginal and Torres Strait Islander perspectives and Aboriginal and Torres Strait Islander Studies
- Treatment of Aboriginal and Torres Strait Islander arts and associated mediums and their use in developing and teaching Aboriginal and Torres Strait Islander Studies and/or adding Aboriginal and Torres Strait Islander perspectives
- Synthesis and evaluation of syllabuses, educational and community-based programs, strategies and resources that are working to create effective, culturally appropriate education and improve outcomes for Aboriginal and Torres Strait Islander peoples.
Learning and teaching strategy and rationale
Pre-service teachers should anticipate undertaking 150 hours of study for this unit. with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study. This unit will be delivered face to face on a weekly basis across a 12-week semester or in intensive mode. Where in exceptional circumstances small cohort groups of participants exist studying in multi-modal programs, the delivery may involve a combination of face to face and multi-mode delivery.
Pre-service teachers will build their understanding and appreciation of Aboriginal and Torres Strait Islander perspectives 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.
Technology Enhanced Learning
The unit will include a Canvas site to enhance teaching and learning, as well as in assessment, as a means of communication, production and feedback.
Assessment strategy and rationale
The assessment tasks and their weightings are designed for participants to demonstrate the achievement of each learning outcome. A range of assessment procedures is used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. To enable an assessment to best meet the needs of learners, three assessment tasks are outlined below. All learning outcomes are assessed.
Minimum Achievement Standards
In order to pass this unit, you are required to complete and pass all assessment tasks as well as actively contribute in no less than 80% of Talking Circles/Tutorials. Pre-service teachers are required to participate in the field visits.
Assessment tasks will amount to the equivalent of 4,000 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 NITV: Personal Reflection and Analysis: Personal reflection and analysis of issues raised in NITV programs | 25% | LO1, LO4 |
Assessment Task 2 Presentation: Small groups to present to the whole tutorial group during tutorials. Presentations will be 25 minutes in duration and will engage participants in critiquing syllabuses, learning and teaching activities and resources after visiting an Aboriginal and Torres Strait Islander organisation or site with recommendations for integration in cross-curriculum and Key Learning Areas. This enables capacity building through sharing and exploring a greater range of local community resources for all students. It also provides for community engagement with Aboriginal and Torres Strait Islander students, families and communities. | 30% | LO1, LO2, LO3, LO4, LO5 |
Assessment Task 3 Critical Analysis and Implementation: Select one of the main 6 thematic areas from this Unit (see below). Critically analyse readings from the Unit Outline including the textbook and reference to current journal articles from your chosen area with a focus on developing and implementing quality teaching and learning curriculum which embodies Indigenous perspectives and strategies for engaging Aboriginal and Torres Strait Islander students and fostering inclusive educational partnerships with student, families and communities:
| 45% | LO1, LO2, LO3, LO4, LO5 |
Representative texts and references
Archibald, J. (2008). Indigenous storywork: Educating the heart, mind, body and spirit. Vancouver, BC, Canada: UBC Press.
Battiste, M., & Henderson, J. Y. (2000). Protecting Indigenous knowledge and heritage. A global challenge. Saskatoon, Saskatchewan, Canada: Purich.
Clark, A. (2008). History’s children: History wars in the classroom. Sydney, NSW: University of New South Wales Press.
Collins-Gearing, B., & Osland, D. (2010). Who will save us from the rabbits?: Rewriting the past allegorically.In The looking glass: New perspectives on children's literature, Vol 14, No 2.
Harrison, N. (2008). Teaching and learning in Indigenous education. South Melbourne, Vic: Oxford University Press.
Hanlen, W. (2008) Cultural Insights into Indigenous Literacies – Royal Far West School case study, Paper presented at Future Directions in Literacy Conference: Local Conversations, University of Sydney, Sydney.
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.
New South Wales Department of Education and Communities. (2012). 8 ways Aboriginal pedagogy, Dubbo, NSW: The Bangamalanha Centre.
Phillips, J., & Lampert, J. (2012). Introductory Indigenous studies in education. Reflection and the importance of knowing (2nd ed.). Frenchs Forest, NSW: Pearson Australia
Appropriate Journals and Websites