Year
2021
Units
4.5
Contact
1 x 1-hour lecture weekly
1 x 2-hour tutorial weekly
Prerequisites
1 Admission into MTEC-Master of Teaching (Early Childhood)
1a Admission into MTPR-Master of Teaching (Primary)
1b Admission into MTS-Master of Teaching (Secondary)
1c Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1d Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
2 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
2a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 Units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d)) or ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Enrolment not permitted
1 of EDUC2420, EDUC9205 has been successfully completed
Topic description

This topic examines the historical context of Indigenous Australian education in order to understand contemporary educational experiences of Aboriginal and Torres Strait Islander students, families and communities. Teachers who understand Indigenous perspectives on Australian history, the construction of 'Race' as an oppressive lens and education as a system of power that underpins Australian society are more equipped to meet all students' educational needs.

The topic explores current theoretical frameworks and teaching practice in Australia, through inter-disciplinary and Indigenous knowledge systems. To address AITSL Standards 1.4 and 2.4, students will develop a deeper understanding of the complexities Indigenous peoples experience in the Australian education system. The topic will assist students to make an ongoing commitment to becoming a critical, reflexive and more effective teacher of Indigenous students.

Educational aims

This topic aims to develop:

  • An understanding of the diversity of Aboriginal and Torres Strait Islander schooling experiences and Australian education from an Indigenous perspective
  • A critical understanding of the issues in, and models of, contemporary Indigenous Australian education and policy
  • An awareness of the power relations inherent in the historical constructions of 'race', racism, representation and identity and how this impacts on contemporary education policy
  • A respect for the histories, cultures and perspectives of Indigenous communities
  • Culturally sensitive and inclusive pedagogy demonstrating skills and knowledge in order for them to become an effective teacher of Indigenous students
  • Students' ability to research and communicate effectively to articulate their understanding of Indigenous issues and debates
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Analyse race relations in Australia from 1788 to the present
  2. Critically reflect on their cultural positioning and perspectives, schooling and teaching experiences and evaluate how these understandings shape their knowledge of Aboriginal and Torres Strait Islander people
  3. Identify, plan and justify the use of effective teaching strategies for Indigenous Australians
  4. Critically analyse resources for classroom/curriculum use
  5. Demonstrate skills in working collaboratively
  6. Compose an essay that develops an academic argument with appropriate referencing
  7. Demonstrate research and communication skills

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.