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Australian Indigenous Education (EDUC90425)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Winter Term
Semester 2
Overview
Availability | Winter Term Semester 2 |
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Fees | Look up fees |
This subject provides you with an introduction to Indigenous education in Australia, and an opportunity to develop the knowledge required to work at the interface between Indigenous and Western knowledge systems. The subject will explore the history of Indigenous education policy in Australia, its global context, and contemporary education issues affecting Indigenous students, families their communities. You will develop knowledge of and the ability to engage in education initiatives that support communities, in addition to working with non-Indigenous students and teachers to support anti-racist and decolonizing practices in classrooms, in partnership with communities and in policy development and leadership positions.
On completion, you will be able to 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. You will also be able to demonstrate broad knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. A secondary aim of this subject is the development of a set of professional skills for teaching non-Indigenous students about Aboriginal and Torres Strait Islander perspectives and issues. This subject is suitable for Teacher Candidates who are new to Indigenous education, or Indigenous Studies more broadly and will provide a robust introduction to the field in addition to the specificities of Indigenous education, curriculum and pedagogy.
Intended learning outcomes
Upon completion of this subject, Teacher Candidates should be able to:
- 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.
- Demonstrate broad knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages and the capacity to include Indigenous perspectives and curriculum content in their teaching practices.
- Understand how principles of learning and teaching are able to be adapted to meet the needs of individual students in new educational contexts and support positive educational experiences for Indigenous students, families and communities.
- Communicate and collaborate effectively with other professionals (within other team members and with professionals in host settings); including the capacity to articulate to colleagues the reparative purpose and benefits of teaching Indigenous histories, perspectives and issues to non-Indigenous students.
- Examine a range of issues related to learning and teaching in the context in which the teaching occurred.
- Demonstrate the knowledge, skills and dispositions required to commence teaching effectively, including to 1) critically evaluate Indigenous education policies, programs and initiatives and 2) develop anti-racist practices that support people from diverse cultural and linguistic backgrounds.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Annotated Bibliography (2000 words) due mid semester (40%)
- Essay (3000 words) due end semester (60%)
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- Winter Term
Principal coordinator Bernadette Murphy Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 26 June 2017 to 7 July 2017 Last self-enrol date 28 June 2017 Census date 7 July 2017 Last date to withdraw without fail 21 July 2017 Assessment period ends 4 August 2017 Winter Term contact information
- Semester 2
Principal coordinator Bernadette Murphy Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 17 July 2017 to 22 October 2017 Last self-enrol date 28 July 2017 Census date 31 August 2017 Last date to withdraw without fail 22 September 2017 Assessment period ends 17 November 2017 Semester 2 contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Participants will be provided with a collection of readings via the online Learning Management System (LMS)
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Secondary) Course Master of Teaching (Primary)
Last updated: 10 February 2024