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Details for EDU127 Aboriginal and Torres Strait Islander Perspectives

This subject aims to empower students to implement classroom practices responsive to, and respectful of, Aboriginal and Torres Strait Islander cultures, identities, and perspectives. It provides an overview of Aboriginal and Torres Strait Islander education related to policy, curriculum, and pedagogy. The subject presents the case for culturally responsive approaches and supportive learning environments that address diverse needs across a range of settings, including examples from rural, remote, and urban Australian Indigenous communities. It examines the effectiveness of Australian education policies past and present in enabling Aboriginal and Torres Strait Islander students to reach their full potential.    

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU127
  • Credit points: 10

Subject Coordinator

Garrick Everett

Prerequisite

The following is a prerequisite:

  • 40 credit points

Unit Content

Outcomes

  1. Articulate a biblically informed view of what it is to be human including factors that shape identify as individuals and within cultures, with particular focus on Aboriginal and Torres Strait Islander people.
  2. Discuss and synthesise information about significant social, cultural, economic and historical factors that have influenced Australian Indigenous and Torres Strait Islander education in Australia
  3. Describe culturally responsive strategies for engaging with students and parent/guardians of Aboriginal and Torres Strait Islander backgrounds
  4. Analyse Australian education policies frameworks and standards that reference Aboriginal and Torres Strait Islander education and discuss their role in contributing to student outcomes and access to an equitable quality of school education.
  5. Identify pedagogies and resources that support positive learning environments that celebrate and integrate different ways of knowing and learning with a specific focus on Aboriginal and Torres Strait Islander perspectives.

Subject Content

  1. Introduction to the course
  2. History and Identity
  3. Culture, connections and relationships
  4. Pedagogies, programs and services
  5. Policies and Procedures
  6. Policies and practices for EAL/D
  7. Planning for responsive and supportive learning & Promoting harmony
  8.  Inculcation of a culture of working collaboratively with a wide range of stakeholders i.e., specialists, teachers, parents, and community leaders, to support students from culturally and linguistically diverse backgrounds to achieve their full potential in classrooms characterised by inclusivity and collaboration.
  9. Assessments & Presentations

This course may be offered in the following formats

  • Face-to-Face (extensive)
  • Online e-learning (asynchronous)
  • Online e-learning (synchronous)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

  1. Critical Reflection: Forum Posts (20%)
  2. Major Essay (40%)
  3. Individual Case Study Analysis and reflection (40%)

Prescribed Text

  • Archee, R, Gurney, M & Mohan, T. (2013). Intercultural communication. In Communicating as professionals (3rd ed.) (pp. 85-109). Cengage Learning Australia. 
  • Australian Institute of Health and Welfare. (2013). Engaging with Indigenous Australia – exploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities. Issues paper no. 5 produced for Closing the Gap Clearinghouse. Australian Government.  
  • Australian Institute for Teaching and School Leadership (AITSL). (2022). Advice for beginning teachers working in remote settings. AITSL. https://www.aitsl.edu.au/docs/default-source/teach-documents/start-your-career/nt-induction-resources.pdf?sfvrsn=5ef3a73c_2 
  • Australians Together. (n.d.). Christianity and Indigenous spirituality: An Australians Together approach. https://australianstogether.org.au/assets/External-Files/PD180+Indigenous+Spirituality+Paper-web-FA.pdf 
  • Boon, H. J., & Lewthwaite, B. E. (2016). Signatures of quality teaching for Indigenous students. Australian Educational Researcher. 
  • Coff, K. & Lampert, J. (2019). Mentoring as Two-Way Learning: An Australian First Nations/Non-indigenous Collaboration. Frontiers in Education. 4(24). doi: 10.3389/feduc.2019.00024 
  • Commonwealth of Australia, Department of the Prime Minister and Cabinet. (2018). Closing the gap prime minister’s report 2018. https://www.niaa.gov.au/sites/default/files/reports/closing-the-gap-2018/sites/default/files/ctg-report-20183872.pdf 
  • Department of Education Aboriginal Education (n.d.). Aboriginal education policy: Turning policy into action. (n.d.). https://education.nsw.gov.au/content/dam/main-education/policy-library/associated-documents/aetp_turning.pdfhttps://education.nsw.gov.au/content/dam/main-education/policy-library/associated-documents/aetp_turning.pdf 
  • Dixon, S. & Angelo, D. (2014). Dodgy data, language invisibility and the implications for social inclusion: A critical analysis of Indigenous student language data in Queensland schools. Australian Review of Applied Linguistics, 37(3), 213-233. 10.1075/aral.37.3.02dixHarrison, N., Page, S., & Tobin, L. (2016). Art has a place: Country as a teacher in the city. Educational Philosophy and Theory, 48(13), 1321-1335. doi.org/10.1080/00131857.2015.111112 
  • Harrison, N., & Sellwood, J. (2021). Learning and teaching in Aboriginal and Torres Strait Islander Education (4th ed.). [ebook]. Oxford University Press Australia & New Zealand. 
  • Jackson-Barrett, E., & Lee-Hammond, L. (2018). Strengthening identities and involvement of Aboriginal children through learning on country. Australian Journal of Teacher Education, 43(6), 86–106. https://doi.org/10.14221/ajte.2018v43n6.6 
  • NSW Government. Anti-racism policy and implementation document.  
  • NSW Government. Capability Framework: Teaching Aboriginal and Torres Strait Islander EAL/D learners. https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/resources-for-schools/eald/frameworks-and-tools 
  • Partridge, F. (2020). Understanding the past and shaping the future. The Christian Teachers Journal, May 2020. 
  • Price, K. & Rogers, J. (Eds.) (2019).  Aboriginal and Torres Strait Islander Education. (3rd ed.). Sydney, NSW: Cambridge University Press. 
  • Queensland Curriculum & Assessment Authority. (2022). Aboriginal and Torres Strait Islander histories and cultures: Cross-curriculum priority. https://www.qcaa.qld.edu.au/downloads/aciqv9/general-resources/ac9_ccp_atsi_hist_culture.pdf 
  • Shay, M., Wickes, J. Aboriginal identity in education settings: privileging our stories as a way of deconstructing the past and re-imagining the future. Aust. Educ. Res. 44, 107–122 (2017). https://doi.org/10.1007/s13384-017-0232-0 
  • Simpson, J. & Wigglesworth, G. (2019). Language diversity in Indigenous Australia in the 21st century, Current Issues in Language Planning, 20(1), 67-80, DOI: 10.1080/14664208.2018.1503389 
  • Taylor, R. D., & Gebre, A. (2016). Teacher–student relationships and personalized learning: Implications of person and contextual variables. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 205–220). Center on Innovations in Learning. Retrieved from www.centeril.org