Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDLL503 Embedding Aboriginal and Torres Strait Islander Histories and Knowledges Within Australia Today
Unit rationale, description and aim
The Australian education system promotes equity and excellence, and for all children and young people to become successful learners as well as creative and confident individuals. Teachers must develop knowledges of, understandings about and respect for Aboriginal and Torres Strait Islander knowledges, histories and cultures in order to support Indigenous learners. Teachers also need an awareness of Indigenous protocols, sensitivities and educational practices in order to be able to teach students about Aboriginal and Torres Strait Islander ways of knowing, being and doing.
This unit develops teachers’ knowledges and understandings of the complexity and diversity of Aboriginal and Torres Strait Islander histories, cultures, languages, and the impact of cultural identity and diversity of Australia’s Indigenous students. Through critical reflection of the literature, and sensitive engagement in discussion and collaborative tasks, teachers will develop an advanced understanding of educational philosophy, contemporary issues, contexts and policies shaping the educational experiences of Australia’s ‘First Peoples’. Contemporary Aboriginal and Torres Strait Islander knowledges, the ways of teaching from an Indigenous perspective and how to work culturally with Aboriginal and Torres Strait Islander students and communities is explored. Teachers will gain a thorough understanding on how to embed Aboriginal and Torres Strait Islander perspectives integrating the cross-curriculum priority area of the Australian Curriculum.
The aim of this unit is to develop intercultural understandings, to promote reconciliation and build capacity to teach Aboriginal and Torres Strait Islander histories and cultures; as well as being confident and competent in working sensitively and culturally appropriately with Indigenous Australian students.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Describe and evaluate the impact of colonial and post-colonial experiences on the histories, cultures, relationships and interactions between Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander peoples ( ACECQA C1, C7, E1, E2) | GC1, GC2, GC5, GC6, GC7, GC9, GC11 |
| LO2 | Research and critically analyse contemporary issues, history, context and government policies and their impact on Aboriginal and Torres Strait Islander peoples (APST 1.4, 2.4; ACECQA C1, C7, E1, E2) | GC1, GC2, GC5, GC6, GC7, GC8, GC9, GC11 |
| LO3 | Develop practical strategies for building rapport and understanding on how to work culturally and to communicate authentically and effectively within Aboriginal and Torres Strait Islander students, communities and knowledges. (APST 1.4, 2.4, 3.7, 4.1, 7.3, 7.4; ACECQA B9, C1, C3, C4, C5, C6, C7, D1, D2, D3, D4, D5, F3) | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC11, GC12 |
| LO4 | Research and apply the concepts of Aboriginal and Torres Strait Islander knowledges and pedagogy in the development of curriculum, including content, resources and teaching and assessment strategies whilst embedding the cross-curriculum priorities of the Australian Curriculum (APST 1.3, 1.4, 2.4, 3.5, 4.1, 7.2, 7.4; ACECQA B9, C1, C3, C4, C5, C6, C7, D1, D2, D3, D4, D5, F3, F5) | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11 |
| LO5 | Develop a personal learning plan informed by the self-evaluation of knowledge and understanding of strategies for teaching Aboriginal and Torres Strait Islander learners and respect for Aboriginal and Torres Strait Islander people to promote reconciliation and respect (APST 1.4, 2.4, 6.1, 6.2, 7.4; ACECQA F3) | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11, GC12 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
3.7 Describe a broad range of strategies for involving parents/carers in the educative process. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
ACECQA Curriculum Specifications
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
B Education and curriculum studies B9 Curriculum planning, programming and evaluation |
C Teaching pedagogies C1 alternative pedagogies and curriculum approaches C3 Guiding behaviour / engaging young learners C4 teaching methods and strategies C5 Children with diverse needs and backgrounds C6 Working with children who speak languages other than, or in addition to, English C7 Contemporary society and pedagogy |
D Family and community contexts D1 Developing family and community partnerships D2 Multicultural education D3 Aboriginal and Torres Strait Islander perspectives D4 Socially inclusive practice D5 Culture, diversity and inclusion |
E History and philosophy of early childhood E1 Historical and comparative perspectives E2 contemporary theories and practice |
F Early childhood professional practice F3 professional identity and development F5 research |
Content
Topics will include:
- Overview of Aboriginal and Torres Strait Islander histories, cultures and languages including similarities and diversities across geographic regions (nations)
- An overview of the similarities and diversities of Indigenous and non-Indigenous traditional and contemporary knowledges, ontologies, epistemologies, and pedagogies
- The impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
- Theories and forms of racism, its impact on individuals, organisations, systems and nations including; white privilege; systemic racism and differing world views; and anti-racism strategies
- Analysis of contemporary issues, including media portrayal, racism and stereotypical views and assumptions impacting on Aboriginal and Torres Strait Islander communities
- Past and present national and local jurisdictional educational policies, priorities, programs and practices, and their impact on Aboriginal and Torres Strait Islander peoples within the Australian society as a whole, as compared to other relevant international policies
- Current and historical events that have impacted Aboriginal and Torres Strait Islander peoples and their education
- Strategies to connect with communities and families to promote reconciliation and involve parents/carers in the educative process
- Creating inclusive and culturally safe learning environments to engage with Aboriginal and Torres Strait Islander people highlighting culturally appropriate and relevant teaching strategies incorporating Aboriginal and Torres Strait Islander knowings, being and doing
- Reliable resources for extending the understanding of Aboriginal and Torres Strait Islander peoples and education
Learning and teaching strategy and rationale
Pre-service teachers should expect to participate in a range of the following: online lectures, tutorials, seminar presentations and group discussions, self-directed study activities and assessment tasks. Delivery may involve a combination of online and multi-mode delivery. This combination ensures that participants can engage with critical literature pertinent to learning outcomes and explore and develop critical understanding by engaging in critical conversations with students to promote learning through a theory-to-practice approach that will be responsive and relevant to the diversity of participants’ current knowledge and ongoing contextual experiences with a key component being the reflexive link between theoretical knowledge and the workplace. Online engagement with appropriate Aboriginal and Torres Strait Islander community organisations or service deliverers will be required. Such opportunities will create authentic, contextually rich learning experiences for participants grounded in the communities in which they are teaching.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the teaching period. The learning and teaching strategies include a range of approaches to support learning such as readings, reflections, discussions, webinars, podcasts and video resources. These strategies will combine to developmentally progress the participant first through a preliminary in-depth understanding of and ability to analyse important theoretical and contemporary issues relevant to unit learning outcomes, including Aboriginal and Torres Strait Islander histories, cultures, languages, knowledges and pedagogies, and the impact of culture, identity, racism, and media portrayal on the experiences and outcomes of Aboriginal and Torres Strait Islander peoples. They will continue to read, view, and discuss these issues but situate them in the context of their own classrooms, schools, and broader communities, and engage in activities that emphasise creating and applying knowledge and skills to create effective teaching and learning opportunities, and engaging with key stakeholders in their broader community, including local Indigenous organisations.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit is offered in different modes to cater to the learning needs and preferences of a range of participants and maximise effective participation for isolated and/or marginalised groups.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow teachers to progressively demonstrate achievement against the unit learning outcomes. The assessments progress from demonstrating a broad understanding of Aboriginal and Torres Strait Islander histories, cultures, and languages, and these features on the education of Aboriginal and Torres Strait Islander students. As the teaching and learning of the unit progresses from more theoretical understandings and investigations towards application of this knowledge in an authentic context, participants are then assessed on the development of authentic classroom artefacts, drawn from their professional experience and actual teaching, to demonstrate the integration of this knowledge into practice.
The choice of tasks provides a balance of assessment procedures that reflect the key learning processes that are critical to successful achievement of the unit learning outcomes. This includes critical analysis of contemporary issues (assessment 1), the development and commentary around planning documents that integrate unit learning outcomes (assessment 2), and the extensive use of critical reflection (assessment 3). The educational studies units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet the APST at Graduate level. This unit focuses on two APSTs: 1.4 Understand impact of cult/identity/linguistic and strategies for teaching students from Aboriginal and Torres Strait Islander backgrounds, and 2.4 Understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages
Minimum Achievement Standards
To achieve a passing standard in this unit, students must engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. Pre-service teachers are required to demonstrate achievement of learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50%.
Assessment in this unit includes Critical Tasks:
- Assessment Task 2 – Building capacity, connections and relationships with Community
- Assessment Task 3 – Reflective Journal
These tasks are core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative Graduate Teacher Standard identified and attain a score of at least 50% in Task 2 and 3 in order to pass this unit.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Evaluation of news items involving Aboriginal and Torres Strait Islander peoples or histories Students will find three news items or stories in the media that appeared in social media, newspapers, TV or radio within the last 12 months and related to Aboriginal and Torres Strait Islander peoples. Students will frame each of these items within their socioeconomic, educational or political contexts. They must justify their selections of the news item based on a set of criteria that they develop. They will critically analyse the significance of the reported stories and reflect upon them in the light of their declared criteria which should include the understanding of news makers or reports of Aboriginal and Torres Strait Islander peoples, cultures and histories. Students should consider in their account the following questions?
Students will prepare a personal reflection on each story and its significance. They will support their reflections by examples derived from the analysis of the news item, its context and the relevant literature. | 30% | LO1, LO2 |
Assessment Task 2: Building capacity, connections and relationships with Community Critical Task Students will work individually or in groups to attend an Indigenous community organisation where they live or study to learn about a service through Indigenous Peoples affiliated with or working with the organisation. The aim is to learn as much as possible while meeting with the community/service, so students can develop a comprehensive presentation about how this service/community informs their future teaching. | 40% | LO2, LO3, LO4 |
Assessment Task 3: Reflective Journal Critical Task Individually write a reflective journal that synthesises understandings from the weekly lectures, tutorial/workshop activities, prescribed readings and wider literature including policy documents and contemporary research. The journal entries demonstrate critical reflection and integrated understanding of:
| 30% | LO1, LO2, LO3, LO4, LO5 |
Representative texts and references
Required text(s)
Price, K., & Rogers, J. (Ed). (2019). Aboriginal and Torres Strait Islander education. An Introduction for the teaching profession. (3rd ed.) Cambridge University Press.
Australian Curriculum https://www.australiancurriculum.edu.au/.
Australian Curriculum, Assessment and Reporting Authority (ACARA) https://www.acara.edu.au.
Relevant State and Territory curriculum documents.
Recommended references
Battiste, M., & Henderson, J. Y. (2000). Protecting Indigenous knowledge and heritage. A global challenge. Purich Publishing Ltd.
Beresford, Q., Partington, G., & Gower, G. (Ed) 2012 Reform and Resistance in Aboriginal Education. The Australian Experience (Revised ed.). University of Western Australia Publishing.
Blair, N. (2015). Aboriginal Education: More than adding perspectives. In Noelene L. Weatherby-Fell (Ed). Learning to Teach in the Secondary School. Cambridge University Press, pp.189-208.
Clark, A. (2008). History’s children: History wars in the classroom. University of New South Wales Press.
Craven, R (ed.) (2011) Teaching Aboriginal studies: A practical resource for primary and secondary teaching. Allen & Unwin.
Harrison, N. & Sellwood, J. (2016). Teaching and learning in Aboriginal education (3rd ed.). Oxford University Press.
Kickett-Tucker, C (Ed). (2017). Mia Mia. Aboriginal community development. Fostering cultural security. Cambridge University Press.
Perso, T. & Hayward, C. (2015) Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Allen & Unwin.
Phillips, J., & Lampert, J. (2012). Introductory Indigenous studies in education. Reflection and the importance of knowing (2nd ed.). Pearson Australia.
Purdie, N., Milgate, G. & Bell, H.R. (ed). (2011) Two-way teaching and learning: toward culturally reflective and relevant education. Acer Press.
Reynolds, H. (2018) This whispering in our hearts revisited. University of New South Wales Press.
Rigney, L. (2009) Review of Australian Directions in Indigenous Education, 2005-2008 for the, Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).