edu3cip culture and indigenous perspectives
CULTURE AND INDIGENOUS PERSPECTIVES
EDU3CIP
2018
Credit points: 15
Subject outline
This subject explores and develops knowledge andunderstandings of the histories, cultures, traditions, languages, and diversityof Aboriginal and Torres Strait Island peoples, and the types of education mostappropriate to their needs. It aims to equip preservice teachers with skillsand strategies that incorporate Indigenous perspectives across all learningareas of the curriculum and teach Indigenous and non-Indigenous students withconfidence and without prejudice.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorBruce Pridham
Available to Study Abroad StudentsNo
Subject year levelYear Level 3 - UG
Exchange StudentsNo
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjects This subject is incompatible with EDU5CIP.
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Teaching and Learning in Aboriginal Education | Prescribed | Harrison, N. (2011). | Australia: Oxford University Press |
| Readings | Aboriginal and Torres Strait Islander Education: An introduction for the teaching profession | Prescribed | Price, K. (Eds). (2015) | Australia: Cambridge University Press |
| Readings | The con-situational re-cognition scam-pain: the campaign for the hidden re-cognition of first nation peoples# racial inferiority [online | Recommended | Chalmers, G. (2014) | Indigenous Law Bulletin, 8(15), pp.27-30 |
| Readings | Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum | Recommended | Gilbert, R., Hoepper, B. (2014). | Melbourne: Cengage Learning. |
| Readings | I#m an Aboriginal woman -Who are you? In Austin, J. (2005) Culture and Identity (2nd edition), pp. 159-169 | Recommended | Howey, K. (2005) | Pearson: Australia. |
| Readings | Indigenous education: language, culture, and identity | Recommended | Jacob, W., Cheng, S., Porter, M. (2015). | Springer. |
| Readings | Global Perspective Framework: Schools and Diversity | Recommended | Keeffe, M., & Carrington, S. (2007). | Pearson: Australia. |
| Readings | Aboriginal representation: Conflict or dialogue in the academy. | Recommended | Learn, J. (2010). | The Australian Journal of Indigenous Education, 39 pp. 32 -39. |
| Readings | The visibility and the invisibility of the Aboriginal child in the classroom | Recommended | Malin, M. (1990 | Australian Journal of Education, 34(3), pp. 312-29. |
| Readings | Why is life so hard for the Aboriginal students in urban classrooms? | Recommended | Malin, M. (1990). | The Aboriginal Child at |
| Readings | Indigenous Education: A learning journey for teachers, schools, and communities. | Recommended | Nina Burridge, N., Frances Whalan, F., Vaughan, K. (Eds). (2012). | Sense Publishers. |
| Readings | The cultural interface. | Recommended | Nakata, M (2007). | Australian Journal of Indigenous education |
Graduate capabilities & intended learning outcomes
01. Develop a critical understanding of, acknowledgement, and respect for Australia's Indigenous people's personal histories, beliefs and values, languages, and lifestyle, that promote tolerance, and respect.
- Activities:
- Readings supported by lectures and in class discussions. Assessment through critical reflection of literature.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- 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:
- Readings supported by lectures and in class discussions. Action plan assessments get students to develop ways to foster awareness of topics raised in this subject.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- 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:
- Readings supported by lectures and in class discussions. Assessment through end of semester essay demonstrating knowledge acquired through literature search.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
04. Plan and manage learning programs that incorporate Indigenous perspectives as a comprehensive approach across curriculum learning areas that maximize outcomes for both Indigenous and non-Indigenous student's tolerance and success.
- Activities:
- Readings supported by lectures and in class discussions. Action plan assessments get students to develop ways to foster awareness of topics raised in this subject.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
05. Engaged with Indigenous communities in a respectful and authentic consultation in which the reconciliation process is promoted as part of the teaching process.
- Activities:
- In class discussion, based on prescribed readings and lecture topics.
- Related graduate capabilities and elements:
- Literacies and Communication Skills(Writing,Speaking,Cultural Literacy)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Inquiry/Research)
- Personal and Professional Skills(Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
Select to view your study options…
Bendigo, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorBruce Pridham
Class requirements
Lecture/SeminarWeek: 10 - 22
Two 7.0 hours lecture/seminar per study period on weekends during the day from week 10 to week 22 and delivered via face-to-face.
"Face to face sessions held at Bundoora campus only"
Scheduled Online ClassWeek: 10 - 22
Two 2.0 hours scheduled online class per study period on weekdays during the day from week 10 to week 22 and delivered via online.
"Zoom Sessions"
Unscheduled Online ClassWeek: 10 - 22
One 2.0 hours unscheduled online class per week on weekdays during the day from week 10 to week 22 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Critical Reflection - Word Count Equivalence: 750 | 20 | 02, 03 | |
| Develop an Action Plan focusing on Indigenous content - Word Count Equivalence: 1250 | 30 | 01, 05 | |
| Essay based on your knowledge and thorough literature search. - Word Count Equivalence: 2000 | 50 | 01, 02, 04, 05 |
Melbourne, 2018, Semester 1, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMartha Kamara
Class requirements
Lecture/SeminarWeek: 10 - 22
Two 7.0 hours lecture/seminar per study period on weekends during the day from week 10 to week 22 and delivered via face-to-face.
"Face to face sessions held at Bundoora campus only"
Scheduled Online ClassWeek: 10 - 22
Two 2.0 hours scheduled online class per study period on weekdays during the day from week 10 to week 22 and delivered via online.
"Zoom sessions"
Unscheduled Online ClassWeek: 10 - 22
One 2.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Critical Reflection - Word Count Equivalence: 750 | 20 | 02, 03 | |
| Develop an Action Plan focusing on Indigenous content - Word Count Equivalence: 1250 | 30 | 01, 05 | |
| Essay based on your knowledge and thorough literature search. - Word Count Equivalence: 2000 | 50 | 01, 02, 04, 05 |