First Nations in Education (SI) (EDUC91202)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
This subject empowers Interns to meet their responsibilities as future classroom teachers to demonstrate knowledge and understanding of Aboriginal and Torres Strait Islander histories and cultures.
This subject encourages Interns to broaden their knowledge and understanding of the impact of cultures, cultural identities, and linguistic backgrounds on the education of children and students from First Nations backgrounds.
This subject will enable Interns to effect change in working towards improving the educational attainment of Aboriginal and Torres Strait Islander children and students whilst providing opportunity for all Australian children and students to engage and learn with First Nations cultures, societies and histories, developing respect for First Nations peoples and everything they have achieved.
Interns will engage in critical discussions and activities that enable them to reflect on the impacts of settler colonialism, racism and unexamined bias on First Nations educational sovereignties as well as build their understanding and awareness of Indigenous knowledges and strategies for working towards decolonization.
Interns will engage with an e-portfolio as a provocation generating analysis and reflection. Interns will explore a range of strategies, resources including ICT, and pedagogical approaches that demonstrate knowledge, understanding and respect for First Nations histories, cultures and languages. Interns will identify the key components necessary to provide a culturally responsive classroom to encourage the participation and support of First Nations children and students. A broad range of strategies that support children and students’ wellbeing and safety are explored including strategies for engaging parents/carers in the educative process.
Intended learning outcomes
On completion of this subject, Interns should be able to:
- Apply knowledge of and respect for First Nations histories, cultures and languages by including Indigenous perspectives and curriculum content in teaching.
- Demonstrate knowledge of the learning strengths and needs of First Nations learners with consideration of culture, cultural identities and linguistic backgrounds to support inclusive student participation and engagement.
- Identify how a range of teaching strategies and pedagogical approaches can be adapted to meet the needs of individual children and students in educational contexts and support positive educational experiences for Indigenous students, families and communities.
- Examine a range of challenges and achievements related to learning and teaching of First Nations children and students and inclusion of First Nations histories and cultures in education spaces, and apply this reflexivity to the specific work of teaching.
- Critically evaluate a range of resources that engage children and students in the learning of and respect for First Nations histories and cultures, and develop anti-racist practices that support people from diverse cultural and linguistic backgrounds.
- Use the relevant legislative, administrative and organisational policies and processes to show contextual applications for educators and teachers and centre/school sites that promote student safety, wellbeing and full participation of First Nations children and students.
Generic skills
On completion of this subject, Interns should be able to demonstrate:
- Clinical reasoning and evidence-based practice.
- Creativity and innovation.
- Learning to learn and metacognition.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Active and participatory citizenship.
- Ethical and intercultural understanding.
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
Corequisites
Non-allowed subjects
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91047 | First Nations in Education | Semester 1 (On Campus - Parkville) |
12.5 |
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Reflective Portfolio: Reflective portfolio documenting developing knowledge and understanding of First Nations peoples, histories, cultures and knowledges.
| 4 weeks after the end of the intensive | 40% |
Curated portfolio: Curated portfolio focused on the teaching and learning of First Nations students and Aboriginal and Torres Strait Islander histories and cultures.
| 8 weeks after the end of the intensive | 60% |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- January
Coordinator Sue Mentha Mode of delivery On Campus (Parkville) Contact hours 24 hours (16 hours of on-campus classes and 8 hours of asynchronous online activities). Total time commitment 170 hours Teaching period 6 January 2025 to 28 March 2025 Last self-enrol date 22 January 2025 Census date 31 January 2025 Last date to withdraw without fail 14 March 2025 Assessment period ends 22 April 2025 January contact information
Sue Mentha <susan.mentha@unimelb.edu.au>
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 4 March 2025
Further information
- Texts
Prescribed texts
Kwaymullina, A. (2020). Living on stolen land. Magabala Books.
Recommended texts and other resources
Price, K. & Rogers, J. ((2019). Aboriginal and Torres Strait Islander Education: An introduction for the teaching profession (3rd Ed.). Cambridge University Press.
Shay, M. & Oliver, R. (2021). Indigenous education in Australia: Learning and Teaching for deadly futures (1st Ed.). Routledge.
Heiss, A. (2018). Growing up Aboriginal in Australia. Black Inc Press.
- Related Handbook entries
- Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 4 March 2025