Details for Australian Indigenous Education

Note: This subject has been replaced by EDU127 from Semester 1, 2024 onwards.

Awards offering Australian Indigenous Education

This unit is offered as a part of the following awards:

• Associate Degree in Education Studies
• Bachelor of Arts (Education Studies)
• Bachelor of Education (Early Childhood and Primary)
• Bachelor of Education (Primary)
• Bachelor of Education (Secondary)
• Diploma of Arts
• Diploma of Education Studies

Unit Content

Curriculum Objective

In this introductory subject Teacher Education Students (TES) will be introduced to curriculum and pedagogy to be empowered to implement practices responsive to, and respectful of, indigenous perspectives. This subject argues the case for culturally responsive pedagogies and teaching to engender supportive learning environments that address the needs of diverse classrooms and learning environments across a range of settings including rural, remote and urban Australian Indigenous communities to enable students to reach their full potential. This subject examines the effectiveness of Australian Education Policy past and present, in terms of Aboriginal and Torres Strait Islander students and applies the principles and theories of literacy and numeracy education to first and second language learning contexts. It is anticipated that the TES’s own desire to engage more in understanding worldviews of different Australian Indigenous groups will be strengthened and in this way, Christian and other schools will actively work towards closing the gap in Australian Indigenous education.

Outcomes

1. Draw on current research and evidence-based practices to articulate an understanding of and respect for Aboriginal and Torres Strait Islander cultures and languages;
2. Describe strategies for working effectively, sensitively and confidentially with parent/carers (and students) of Aboriginal and Torres Strait Islander (ATSI) backgrounds to involve them in the educative process in ways that show an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages and identity;
3. Explain the significant issues: social, cultural, economic and historical that affect the achievement of Australian Indigenous students’ educational outcomes.
4. Select culturally effective pedagogies which promote heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential and flourish.
5. Discuss the effectiveness of Australian Indigenous policies and procedures as well as anti-racism and EALD policies, programs and services and their role in contributing to student outcomes and the equity and quality of school education;
6. Describe pedagogies that engender a supportive learning environment and develop positive attitudes towards Australian Indigenous students.
7. Outline principles and theories of literacy and numeracy education to first and second language learning in programming for cross-curricula units of work.

Subject Content

• An understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures, oral cultural traditions and languages to promote reconciliation.
• The significant issues (political, social and economic) that affect the achievement of Australian Indigenous students’ educational outcomes. Students will examine factors affecting the outcomes of Australian Indigenous students including: the impact of colonisation, racism, Education policy past and present,  literacy/numeracy, absenteeism, retention rates, vocational education opportunities and representations in higher education; examining the Bandscales for Aboriginal and Torres Strait Islander Learners Project.
• Analyse the effectiveness of current educational and social policies and programs for promoting equity in education, including Christian or alternate views of social inclusion.
• Evaluation of Aboriginal and Torres Strait Islander culture and its respresentation in relevant syllabuses, biases and their representation in relevant syllabuses. How resources may be modified to be used  more appropriately to accommodate Aboriginal and Torres Strait Islander students in mainstream classrooms. Strategies to develop partnerships with Aboriginal and Torres Strait Islander students, families and communities.
• Significance of culture, identity, and the learner in effective learning environments. Language and linguistic factors that affect first and second language learning in the community, school, curriculum and classroom. Literacy and numeracy demands of the content and concepts.
• Development of learning and teaching strategies for second language learners in the context of the mainstream classroom, including skills in inclusive practices in relation to the curriculum, classroom teaching and assessment, and collaborative relationships with specialist teachers, school community liaison personnel and community and family partnerships. The use of yarning circles in early childhood to facilitate Aboriginal inquiry skills – deep listening, reciprocating knowledge, respectful interactions and reflecting and revisiting. An understanding of the 8 Aboriginal ways of learning framework and how it can be incorporated into practice.
• Inculcation of a culture of working collaboratively with a wide range of specialists, including teachers and community leaders, in order to support students from culturally and linguistically diverse backgrounds to achieve their full potential in classrooms characterised by inclusivity and collaboration.

This course may be offered in the following formats

• Face to Face (onsite)
• E-learning (online)

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

• Forum Posts (20%)
• Minor Essay 1 (30%)
• Minor Essay 2 (30%)
• Individual Presentation (20%)