CULTURE AND INDIGENOUS PERSPECTIVES

EDU3CIP

2018

Credit points: 15

Subject outline

 This subject explores and develops knowledge andunderstandings of the histories, cultures, traditions, languages, and diversityof Aboriginal and Torres Strait Island peoples, and the types of education mostappropriate to their needs. It aims to equip preservice teachers with skillsand strategies that incorporate Indigenous perspectives across all learningareas of the curriculum and teach Indigenous and non-Indigenous students withconfidence and without prejudice.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorMichael Brown

Available to Study Abroad StudentsNo

Subject year levelYear Level 3 - UG

Exchange StudentsNo

Subject particulars

Subject rules

PrerequisitesN/A

Co-requisitesN/A

Incompatible subjects This subject is incompatible with EDU5CIP.

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsTeaching and Learning in Aboriginal EducationPrescribedHarrison, N. (2011).Australia: Oxford University Press
ReadingsAboriginal and Torres Strait Islander Education: An introduction for the teaching professionPrescribedPrice, K. (Eds). (2015)Australia: Cambridge University Press
ReadingsThe con-situational re-cognition scam-pain: the campaign for the hidden re-cognition of first nation peoples# racial inferiority [onlineRecommendedChalmers, G. (2014) Indigenous Law Bulletin, 8(15), pp.27-30
ReadingsTeaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian CurriculumRecommendedGilbert, R., Hoepper, B. (2014).Melbourne: Cengage Learning.
ReadingsI#m an Aboriginal woman -Who are you? In Austin, J. (2005) Culture and Identity (2nd edition), pp. 159-169RecommendedHowey, K. (2005)Pearson: Australia.
ReadingsIndigenous education: language, culture, and identityRecommendedJacob, W., Cheng, S., Porter, M. (2015).Springer.
ReadingsGlobal Perspective Framework: Schools and DiversityRecommendedKeeffe, M., & Carrington, S. (2007).Pearson: Australia.
ReadingsAboriginal representation: Conflict or dialogue in the academy.RecommendedLearn, J. (2010).The Australian Journal of Indigenous Education, 39 pp. 32 -39.
ReadingsThe visibility and the invisibility of the Aboriginal child in the classroomRecommendedMalin, M. (1990Australian Journal of Education, 34(3), pp. 312-29.
ReadingsWhy is life so hard for the Aboriginal students in urban classrooms?RecommendedMalin, M. (1990).The Aboriginal Child at
ReadingsIndigenous Education: A learning journey for teachers, schools, and communities.RecommendedNina Burridge, N., Frances Whalan, F., Vaughan, K. (Eds). (2012).Sense Publishers.
ReadingsThe cultural interface.RecommendedNakata, M (2007).Australian Journal of Indigenous education

Graduate capabilities & intended learning outcomes

01. Develop a critical understanding of, acknowledgement, and respect for Australia's Indigenous people's personal histories, beliefs and values, languages, and lifestyle, that promote tolerance, and respect.

Activities:
Readings supported by lectures and in class discussions. Assessment through critical reflection of literature.
Related graduate capabilities and elements:
Literacies and Communication Skills
Literacies and Communication Skills
Inquiry and Analytical Skills
Inquiry and Analytical Skills
Personal and Professional Skills
Personal and Professional Skills
Discipline -Specific Knowledge and Skills

02. Examine past and contemporary policy issues impacting on Indigenous Australians including the Stolen Generation and develop a critical perspective that supports student engagement.

Activities:
Readings supported by lectures and in class discussions. Action plan assessments get students to develop ways to foster awareness of topics raised in this subject.
Related graduate capabilities and elements:
Literacies and Communication Skills
Literacies and Communication Skills
Inquiry and Analytical Skills
Personal and Professional Skills
Discipline -Specific Knowledge and Skills

03. Examine the variations in cultures in First Nations peoples and how these are accommodated and supported in education.

Activities:
Readings supported by lectures and in class discussions. Assessment through end of semester essay demonstrating knowledge acquired through literature search.
Related graduate capabilities and elements:
Literacies and Communication Skills
Literacies and Communication Skills
Inquiry and Analytical Skills
Inquiry and Analytical Skills
Personal and Professional Skills
Personal and Professional Skills
Discipline -Specific Knowledge and Skills

04. Plan and manage learning programs that incorporate Indigenous perspectives as a comprehensive approach across curriculum learning areas that maximize outcomes for both Indigenous and non-Indigenous student's tolerance and success.

Activities:
Readings supported by lectures and in class discussions. Action plan assessments get students to develop ways to foster awareness of topics raised in this subject.
Related graduate capabilities and elements:
Literacies and Communication Skills
Literacies and Communication Skills
Literacies and Communication Skills
Personal and Professional Skills
Personal and Professional Skills
Personal and Professional Skills
Discipline -Specific Knowledge and Skills

05. Engaged with Indigenous communities in a respectful and authentic consultation in which the reconciliation process is promoted as part of the teaching process.

Activities:
In class discussion, based on prescribed readings and lecture topics.
Related graduate capabilities and elements:
Literacies and Communication Skills
Inquiry and Analytical Skills
Inquiry and Analytical Skills
Personal and Professional Skills
Discipline -Specific Knowledge and Skills

Subject options

Select to view your study options…

Start date between: and    Key dates

Bendigo, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorMichael Brown

Class requirements

Lecture/Seminar Week: 10 - 22
Six 7.0 hours lecture/seminar per study period on weekends during the day from week 10 to week 22 and delivered via face-to-face.
"Face to face sessions held at Bundoora campus only"

Scheduled Online Class Week: 10 - 22
Two 2.0 hours scheduled online class per study period on weekdays during the day from week 10 to week 22 and delivered via online.
"Zoom Sessions"

Unscheduled Online Class Week: 10 - 22
One 2.0 hours unscheduled online class per week on weekdays during the day from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments% ILO*
Critical Reflection - Word Count Equivalence: 750 20 02, 03
Develop an Action Plan focusing on Indigenous content - Word Count Equivalence: 125030 01, 05
Essay based on your knowledge and thorough literature search. - Word Count Equivalence: 2000 50 01, 02, 04, 05

Melbourne, 2018, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorMichael Brown

Class requirements

Lecture/Seminar Week: 10 - 22
Six 7.0 hours lecture/seminar per study period on weekends during the day from week 10 to week 22 and delivered via face-to-face.
"Face to face sessions held at Bundoora campus only"

Scheduled Online Class Week: 10 - 22
Two 2.0 hours scheduled online class per study period on weekdays during the day from week 10 to week 22 and delivered via online.
"Zoom sessions"

Unscheduled Online Class Week: 10 - 22
One 2.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments% ILO*
Critical Reflection - Word Count Equivalence: 750 20 02, 03
Develop an Action Plan focusing on Indigenous content - Word Count Equivalence: 125030 01, 05
Essay based on your knowledge and thorough literature search. - Word Count Equivalence: 2000 50 01, 02, 04, 05