CULTURE AND INDIGENOUS PERSPECTIVES

EDU3CIP

Not currently offered

Credit points: 15

Subject outline

This subject explores and develops knowledge and understandings of the histories, cultures, traditions, languages, and diversity of Aboriginal and Torres Strait Island peoples, and the types of education most appropriate to their needs. It aims to equip preservice teachers with skills and strategies that incorporate Indigenous perspectives across all learning areas of the curriculum and teach Indigenous and non-Indigenous students with confidence and without prejudice.

SchoolEducation

Credit points15

Subject Co-ordinatorKathryn Coff

Available to Study Abroad/Exchange StudentsNo

Subject year levelYear Level 3 - UG

Available as ElectiveNo

Learning ActivitiesN/A

Capstone subjectNo

Subject particulars

Subject rules

PrerequisitesN/A

Co-requisitesN/A

Incompatible subjectsEDU5CIP

Equivalent subjectsN/A

Quota Management StrategyN/A

Quota-conditions or rulesN/A

Special conditionsN/A

Minimum credit point requirementN/A

Assumed knowledgeN/A

Readings

Why is life so hard for the Aboriginal students in urban classrooms?

Resource TypeRecommended

Resource RequirementN/A

AuthorMalin, M.

Year1990

Edition/VolumeN/A

PublisherThe Aboriginal Child at

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Indigenous education: language, culture, and identity

Resource TypeRecommended

Resource RequirementN/A

AuthorJacob, W., Cheng, S., Porter, M.

Year2015

Edition/VolumeN/A

PublisherSpringer.

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Teaching and Learning in Aboriginal Education

Resource TypePrescribed

Resource RequirementN/A

AuthorHarrison, N.

Year2011

Edition/VolumeN/A

PublisherAustralia: Oxford University Press

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

I'm an Aboriginal woman -Who are you? In Austin, J. (2005) Culture and Identity, pp. 159-169

Resource TypeRecommended

Resource RequirementN/A

AuthorHowey, K.

Year2005

Edition/Volume2nd edition

PublisherPearson: Australia.

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

The con-situational re-cognition scam-pain: the campaign for the hidden re-cognition of first nation peoples racial inferiority [online

Resource TypeRecommended

Resource RequirementN/A

AuthorChalmers, G.

Year2014

Edition/VolumeN/A

PublisherIndigenous Law Bulletin, 8(15), pp.27-30

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

The cultural interface.

Resource TypeRecommended

Resource RequirementN/A

AuthorNakata, M

Year2007

Edition/VolumeN/A

PublisherAustralian Journal of Indigenous education

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://rrr.edu.au.

Other descriptionN/A

Source locationN/A

Aboriginal and Torres Strait Islander Education: An introduction for the teaching profession

Resource TypePrescribed

Resource RequirementN/A

AuthorPrice, K.

Year2015

Edition/VolumeN/A

PublisherAustralia: Cambridge University Press

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Aboriginal representation: Conflict or dialogue in the academy.

Resource TypeRecommended

Resource RequirementN/A

AuthorLearn, J.

Year2010

Edition/VolumeN/A

PublisherThe Australian Journal of Indigenous Education, 39 pp. 32 -39.

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Indigenous Education: A learning journey for teachers, schools, and communities.

Resource TypeRecommended

Resource RequirementN/A

AuthorNina Burridge, N., Frances Whalan, F., Vaughan, K.

Year2012

Edition/VolumeN/A

PublisherSense Publishers.

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

The visibility and the invisibility of the Aboriginal child in the classroom

Resource TypeRecommended

Resource RequirementN/A

AuthorMalin, M.

Year1990

Edition/VolumeN/A

PublisherAustralian Journal of Education, 34(3), pp. 312-29.

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Global Perspective Framework: Schools and Diversity

Resource TypeRecommended

Resource RequirementN/A

AuthorKeeffe, M., & Carrington, S.

Year2007

Edition/VolumeN/A

PublisherPearson: Australia.

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum

Resource TypeRecommended

Resource RequirementN/A

AuthorGilbert, R., Hoepper, B.

Year2014

Edition/VolumeN/A

PublisherMelbourne: Cengage Learning.

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Career Ready

Career-focusedNo

Work-based learningNo

Self sourced or Uni sourcedN/A

Entire subject or partial subjectN/A

Total hours/days requiredN/A

Location of WBL activity (region)N/A

WBL addtional requirementsN/A

Graduate capabilities & intended learning outcomes

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.
02. Examine past and contemporary policy issues impacting on Indigenous Australians including the Stolen Generation and develop a critical perspective that supports student engagement.
03. Examine the variations in cultures in First Nations peoples and how these are accommodated and supported in education.
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.
05. Engaged with Indigenous communities in a respectful and authentic consultation in which the reconciliation process is promoted as part of the teaching process.

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