edu5cip culture
CULTURE & INDIGENOUS PERSPECTIVES
EDU5CIP
2017
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 pre-service 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.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorMartha Kamara
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Students must be enrolled in either of the following courses in order to undertake this subject: Masters of Teaching Secondary (EMTCS, EMTCSB, EMTCSW), Master of Teaching Primary (EMTCP, EMTCPB and EMTCPW), Master of Teaching Secondary (EMTS), Master of Teaching Secondary (EMTSB), Bachelor of Arts/Bachelor of Arts Education (AZAAE), Bachelor of Science//Bachelor of Science Education (SZSSE), Bachelor of Science & Masters of Teaching (Secondary (SZSTS), Bachelor of Arts/Master of Teaching (AZATS) or Master of Teaching (EMTP)
Co-requisitesN/A
Incompatible subjects EDU3CIP
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Aboriginal and Torres Strait Islander Education: An introduction for the teaching profession. | Prescribed | Price, K. (Eds). (2015) | Australia: Cambridge University Press |
| Readings | Teaching and Learning in Aboriginal Education. | Prescribed | Harrison, N. (2011). | Australia: Oxford University Press |
Graduate capabilities & intended learning outcomes
01. Develop a critical understanding of, acknowledgement, and respect for Australia#s Indigenous peoples# personal histories, beliefs and values, languages, and lifestyle, that promote tolerance, and respect.
- Activities:
- A variety of blended mode learning activities. Identity and identity formation module
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
02. Examine past and contemporary policy issues impacting on Indigenous Australians including the Stolen Generation and develop a critical perspective that supports student engagement.
- Activities:
- A variety of blended mode learning activities. Indigenous policy and reconciliation module
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
03. Examine the variations in cultures in First Nations peoples and how these are accommodated and supported in education.
- Activities:
- A variety of blended mode learning activities. Indigenous peoples around the world module. Indigenpus policy module
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
04. Develop and design a learning experience that demonstrates teaching strategies that are responsive to the learning needs of students from diverse backgrounds.
- Activities:
- A variety of blended mode learning activities.Cross-curriculum priority across learning areas module Curriculum pedagogy and assessment module Inquiry unit development module
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
05. Engage with Indigenous communities in a respectful and authentic consultation in which the reconciliation process is promoted as part of the teaching process.
- Activities:
- A variety of blended mode learning activities. Indigenous perspectives across the curriculum. Types of education appropriate to the needs of Indigenous Australians module Classroom management module.
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
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Albury-Wodonga, 2017, Week 20-39, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMartha Kamara
Class requirements
Block ModeWeek: 20 - 31
One 2.0 hours block mode per week on weekdays during the day from week 20 to week 31 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Cultural Plunge - Narrated presentation (9-12 minutes) =2000 words | Timely feedback on this assessment will provide direction on the major 70% task 3. | 25 | 01, 05 |
| Critical Reflection on Mark Rose' article =1500 words | Timely feedback will assist students to prepare adequately for task 3. | 15 | 02, 03 |
| Reflection on Teaching = 1600 words plus 10 min video recording) | This assessment will be scaffolded by providing students with online resources which are specific indigenous websites. This will support the students in developing and engaging inquiry based learning unit.The interactive online webiners additionally scaffold assessment tasks 1, 2 and 3 | 60 | 01, 02, 03, 04, 05 |
Bendigo, 2017, Week 20-39, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMartha Kamara
Class requirements
Block ModeWeek: 20 - 31
One 2.0 hours block mode per week on weekdays from week 20 to week 31 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Cultural Plunge - Narrated presentation (9-12 minutes) =2000 words | Timely feedback on this assessment will provide direction on the major 70% task 3. | 25 | 01, 05 |
| Critical Reflection on Mark Rose' article =1500 words | Timely feedback will assist students to prepare adequately for task 3. | 15 | 02, 03 |
| Reflection on Teaching = 1600 words plus 10 min video recording) | This assessment will be scaffolded by providing students with online resources which are specific indigenous websites. This will support the students in developing and engaging inquiry based learning unit.The interactive online webiners additionally scaffold assessment tasks 1, 2 and 3 | 60 | 01, 02, 03, 04, 05 |
Melbourne, 2017, Week 20-39, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMartha Kamara
Class requirements
Block ModeWeek: 20 - 31
One 2.0 hours block mode per week on weekdays from week 20 to week 31 and delivered via blended.
Block ModeWeek: 22 - 35
One 2.0 hours block mode per week on weekdays from week 22 to week 35 and delivered via blended.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Cultural Plunge - Narrated presentation (9-12 minutes) =2000 words | Timely feedback on this assessment will provide direction on the major 70% task 3. | 25 | 01, 05 |
| Critical Reflection on Mark Rose' article =1500 words | Timely feedback will assist students to prepare adequately for task 3. | 15 | 02, 03 |
| Reflection on Teaching = 1600 words plus 10 min video recording) | This assessment will be scaffolded by providing students with online resources which are specific indigenous websites. This will support the students in developing and engaging inquiry based learning unit.The interactive online webiners additionally scaffold assessment tasks 1, 2 and 3 | 60 | 01, 02, 03, 04, 05 |