Understanding Indigenous Education & Perspectives
Duration
- One Semester
On-campus unit delivery combines face-to-face and digital learning. For Online unit delivery, learning is conducted exclusively online.
2021 teaching periods
Hawthorn
Higher Ed. Semester 1 | Higher Ed. Semester 1 | |
---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Swinburne Online
Teaching Period 1 | Teaching Period 1 | |
---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Teaching Period 3 | Teaching Period 3 | |
---|---|---|
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Dates: Results: Last self enrolment: Census: Last withdraw without fail: |
Prerequisites
For students enrolled in MA-TEASC Master of Teaching (Secondary): N/A
Aims and objectives
Students who successfully complete this unit will be able to:
1. Critically analyse Australian Indigenous education and perspectives.
2. Critically assess the impact of historical and contemporary events and issues on current educational contexts for Indigenous people.
3. Evaluate how Indigenous education and perspectives aligns with teachers’ professional role as advocates for children and their families.
4. Critically reflect on their own attitudes and values in relation to Indigenous people and how these may affect their teaching and professional relationships.
5. Articulate the continuous contributions of Indigenous people in Australian society.
6. Plan authentic learning experiences that enable all children to learn about Indigenous people and perspectives.
Courses with unit
MA-TEAPRI2 Master of Teaching (Primary)MA-TEAPRI3 Master of Teaching (Primary)
Unit information in detail
- Teaching methods, assessment, general skills outcomes and content.
Teaching methods
On-campus
Type | Hours per week | Number of Weeks | Total |
Face to Face Contact Workshop |
3 |
8 |
24 |
Online Contact | N/A |
|
|
Specified Learning Activities Prescribed readings Online activities | 6 | 8 | 48 |
Unspecified Learning Activities Independent study Readings Assignment preparation | 6.5 | 12 | 78 |
TOTAL |
|
| 150 hours/ 12.5 cp |
Swinburne Online
Type | Hours per week | Number of Weeks | Total |
Face to Face Contact | N/A |
|
|
Online Contact | N/A |
|
|
Specified Learning Activities Prescribed readings Online activities | 6 | 12 | 72 |
Unspecified Learning Activities Independent study Readings Assignment preparation | 6.5 | 12 | 78 |
TOTAL |
|
| 150 hours/12.5 cp |
Assessment
Types | Individual or Group task | Weighting | Assesses attainment of these ULOs |
Essay | Individual | 40% | 1, 2, 5 |
Folio | Individual | 60% | 3, 4, 5, 6 |
General skills outcomes
• Analysis Skills
• Problem Solving Skills
• Communication Skills
• Ability to work independently
Content
• History and culture of Australia’s first nation Aboriginal and Torres Strait Islander people
• The positioning of Indigenous and traditional education systems within the nation state
• The impact of colonisation and issues related to the retaining and maintaining Indigenous and traditional
• knowledge through education
• The role of international organisations in protecting, preserving and maintaining Indigenous and
• traditional education systems
• Current and past contributions of Indigenous people
• Contemporary contexts for Indigenous people
• Reconciliation and its implications for teachers
• Anti-bias curriculum
• Contemporary research into cross-curriculum dimension of Indigenous perspectives
• Integrating authentic Indigenous studies in the curriculum
• Indigenous perspectives and pedagogy in and Implications for teaching not only Indigenous children but all children
• Roles of teachers in supporting reconciliation in a post-apology Australia
Study resources
- Reading materials.