013407 Resetting the Future: Indigenous Australian Education
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 96 credit points of completed study in spk(s): C10404 Bachelor of Science Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10405 Bachelor of Communication (Writing and Publishing) Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10450 Bachelor of Economics Master of Teaching Secondary Education OR 96 credit points of completed study in spk(s): C10406 Bachelor of Technology Master of Teaching Secondary Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 012239 Resetting the Future: Indigenous Australian Education
Description
Secondary school teachers play a vital role in influencing Aboriginal and Torres Strait Islander students’ experiences of schooling. This subject celebrates the diversity of Aboriginal and Torres Strait Islander peoples, cultures and Country. A core focus of this subject is to prepare preservice teachers to teach Aboriginal and Torres Strait Islander students (AITSL 1.4) and teach all students about Aboriginal and Torres Strait Islander languages, histories and cultures to promote reconciliation (AITSL 2.4). Preservice teachers are introduced to key policies and practices that influence educational outcomes for Indigenous students and their communities. Foundational knowledge and skills to embed Indigenous knowledges and perspectives in the curriculum are developed. Teacher-education students reflect on their emerging professional identities as teachers and consider the influence of this on their teaching practices.
Subject learning objectives (SLOs)
| a. | respect and value the diversity of Aboriginal and Torres Strait Islander cultures and promote reconciliation between Indigenous and non-Indigenous Australians (GTS 2.4); |
|---|---|
| b. | identify and reflect on their own life stories to make meaning of the relationship between Aboriginal and non- Aboriginal Australians; |
| c. | identify how historical, social, cultural, economic and linguistic backgrounds impact on the education of Aboriginal and Torres Strait Islander students (GTS 1.4); |
| d. | appraise their own understanding of new knowledge gained and demonstrate discernment in regard to the selection of teaching resources that represent Indigenous Australian peoples and/or will be used for teaching Indigenous Australian students (GTS 1.4 & 2.4); |
| e. | demonstrate their ability to enhance secondary school units of work through appropriately embedding Indigenous perspectives within either a NESA or AITSL nominated key learning area; |
| f. | produce accurate and cohesive academic texts. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
- Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
- Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
- Engage in professional learning for educators (1.5)
- Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
- Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)
- Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design technology-intensive learning resources (6.2)
Assessment
Assessment task 1: Critical Self-reflection task
| Objective(s): | a, b and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Essay | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 25% | ||||||||||||||||||||
| Length: | 800 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Small Group Assignment
| Objective(s): | a, c, d, e and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 35% | ||||||||||||||||||||
| Length: | 10 minutes | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Individual essay: Embedding Indigenous Perspectives
| Objective(s): | c, d, e and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Essay | ||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1200 words. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
A significant amount of student learning in this subject occurs via workshop activities where teacher-education students learn about the value of various forms of teacher learning by experiencing and reflecting on their experience of them. A pass on each assessment task is required to pass this subject in order to meet the NESA requirement that all subject learning objectives and APST graduate standards descriptors be achieved. For both these reasons, teacher-education students are required to attend 85% of workshops/seminars, including lecture activities. Note, that lectures are sometimes additional to, or integrated in, workshops. Attendance will be recorded with a roll at on-campus teaching activities, and through statistical online tracking for online teaching and learning activities. Students who do not meet attendance requirements may receive a ‘Fail’ for the student’s enrolment in the subject (Rule 3.8).
All assessments are due on the date specified. An extension must be sought before the due date. No exemptions will be given after this time. Any exemption longer that one week must be sought through the special considerations office.
Students must ensure that they have an email from CANVAS that confirms assessment submission. Non-submission on CANVAS will not be deemed an IT glitch.
All assignments are screened for plagiarism with TURNITIN. This is a serious offence and will be treated as such. Please ensure that you understand how to correctly cite work that is not your own.
If you are unsure of what constitutes plagiarism please complete the “How to avoid plagiarism” tutorial available through the university library.
Required texts
There are no required texts for this subject. Please see the reading list in Canvas for each module to check for required reading/viewing for each session.
Recommended texts
Whilst there are no recommended texts there are a number of recommended texts/viewings in each module in CANVAS.
References
Anderson, L., Andrews, T., Gibson, F., Kantawara, M., Martin, B., Oldfield, Y., ... & Hall, L. (2017). We always stay: Stories from remarkable Aboriginal teachers in remote Australia.
Board of Studies of New South Wales (1995). Invasion and Resistance (Kit): Untold stories: Aboriginal voices in Australian history North Sydney, NSW: Board of Studies of New South Wales
Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian identity within education. Race Ethnicity and Education, 19(4), 784-807.
Brayboy, B. M. J. (2014). Culture, place, and power: Engaging the histories and possibilities of American Indian education. History of Education Quarterly, 54(3), 395-402.
Burgess, C., Tennent, C., Vass, G., Guenther, J., Lowe, K., & Moodie, N. (2019). A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students. The Australian Educational Researcher, 46(2), 297-318.
Burridge, N., Whalan, F., and Vaughan, K. (eds.) (2012). Indigenous Education: A learning Journey for teachers, Schools and Communities, Boston, Sense Publishers
Craven, R., (2011). Teaching Aboriginal Studies: A practical resource for primary and secondary teaching, St. Leonards, Allen & Unwin
Eades, D., (2013). Aboriginal Ways of Using English, Canberra, Aboriginal Studies Press
Fletcher, J. J. (1989). Clean, clad and courteous: A history of Aboriginal education in New South Wales. Carlton, NSW: J. Fletcher.
Heiss, A. (Ed.). (2018). Growing up aboriginal in Australia. Black Inc..
Herbert, J. (2012). “Ceaselessly circling the centre”: Historical contextualization of indigenous education within Australia. History of Education Review, 41(2), 91-103.
Hogarth, M. (2017). Speaking back to the deficit discourses: A theoretical and methodological approach. The Australian Educational Researcher, 44(1), 21-34.
Janke, T. (1998). Our Culture; Our Future Report on Australian Indigenous Cultural and Intellectual Property Rights Canberra: AIATSIS and ATSIC
Janke, T. (2002). New Media: Protocols for Producing Indigenous Australian Visual Arts and Crafts Australia Council for the Arts: Sydney
Janke, T. (2002). Performing: Protocols for Producing Indigenous Australian Visual Arts and Crafts Australia Council for the Arts: Sydney
Janke, T. (2002). Visual Cultures: Protocols for Producing Indigenous Australian Visual Arts and Crafts Australia Council for the Arts: Sydney
Janke, T. (2002). Writing: Protocols for Producing Indigenous Australian Visual Arts and Crafts Australia Council for the Arts: Sydney
Janke, T. (2002). Surviving in the Big City. In Anita Heiss (Ed.) Life in Gadigal Country (pp 48-52) Strawberry Hills: Gadigal Information Services
McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124.
McRae, D., Ainsworth, G., Hughes, P., et al (2002). What Works. The Works Program. Improving outcomes for Indigenous students. Canberra: Australian Curriculum Studies Association & National Curriculum Services
Moodie, N., Maxwell, J. & Rudolph, S. The impact of racism on the schooling experiences of Aboriginal and Torres Strait Islander students: A systematic review. Aust. Educ. Res. 46, 273–295 (2019). https://doi.org/10.1007/s13384-019-00312-8
McKinley, E. A., & Smith, L. T. (Eds.). (2019). Handbook of Indigenous education (pp. 1-15). Singapore: Springer Singapore.
Nakata, M. (2007). The cultural interface. The Australian journal of Indigenous education, 36(S1), 7-14.
NSW Department of School Education (1996). Aboriginal Education Policy Sydney: DSE
NSW Department of School Education (1996). Aboriginal Education, Training and Development Resource: Participant’s Handbook (Folder and video)
Patrick, R., & Moodie, N. (2016). Indigenous education policy discourses in Australia: Rethinking the “problem”. In Global learning in the 21st century (pp. 163-184). Brill.
Perso, T. & Hayward, C. (2015) Teaching Indigenous Students: Cultural awareness and classroom strategies for improving leaning outcomes, Sydney: Allen & Unwin
Rigney, L. I. (2020). Aboriginal child as knowledge producer: Bringing into dialogue Indigenist epistemologies and culturally responsive pedagogies for schooling. In Routledge handbook of critical Indigenous studies (pp. 578-590). Routledge.
Rudolph, S. (2019). Unsettling the gap: race, politics and Indigenous education (p. 21). London: Peter Lang.
Sarra, C. (2003). Young and Black and Deadly: Strategies for Improving Outcomes for Indigenous Students Deakin West, ACT: Australian College of Educators
Smith, L. T. (2019). Indigenous and decolonizing studies in education. E. Tuck, & K. W. Yang (Eds.). Routledge, Taylor & Francis Group.
Sriprakash, A., Rudolph, S., & Gerrard, J. (2022). Learning, Whiteness: Education and the Settler Colonial State.
Thorpe, K., Burgess, C., & Egan, S. (2021). Aboriginal community-led preservice teacher education: Learning from Country in the City. Australian Journal of Teacher Education, 46(1), 55-73
Thorpe, K. (2022). Learning From Country: Aboriginal-Led Country-Centered Learning for Preservice Teachers. In W. O. Lee, P. Brown, A. L. Goodwin, & A. Green (Eds.), International Handbook on Education Development in Asia-Pacific (pp. 1-23). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-2327-1_77-1