EDF3065 · Indigenous perspectives and learning

Overview

This foundation unit explores Aboriginal and Torres Strait Islander peoples, cultures, histories and perspectives in Australian education contexts. It investigates historical and contemporary policies, issues, and experiences of Indigenous students, families, and communities in relation to schools and schooling in Australia. You will reflect on your standpoint to examine the fundamentals of culturally responsive teaching strategies and pedagogies for Aboriginal and Torres Strait Islander students. You will consider the practical implications for curriculum development and classroom organisation to meet the needs of diverse learners, and to promote reconciliation between Indigenous and non-Indigenous Australians. The skills and insights you develop will be applied to frame principles for learner engagement and the creation of partnerships with Aboriginal and Torres Strait Islander communities to contribute to improved learning experiences and outcomes for Indigenous and non-Indigenous students.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate a broad and respectful understanding of the diverse cultures, histories, and perspectives of Aboriginal and Torres Strait Islander peoples
2. develop a reflective and reflexive educator practice through collaboration and critical conversations with peers
3. apply Indigenist Standpoint Pedagogy to critically reflect on your knowledge of Indigenous experiences and your own positionality, and explain how this informs your practice
4. evaluate culturally responsive strategies to respond to the diverse needs of learners, including Aboriginal and Torres Strait Islander learners
5. design learning experiences that authentically embed local and diverse Indigenous perspectives, aligned with curriculum and community aspirations.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.