028237 Issues in 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 2024 is available in the Archives.

Description

Enhancing the educational outcomes of Indigenous Australian (includes both Aboriginal and Torres Strait Islander) students and ensuring that all school students are taught Indigenous Australian studies appropriately are priorities in contemporary education across Australia. This subject provides foundational knowledge and experiences that assist students to recognise underpinning principles that apply to effective partnership with Indigenous communities, and reflect on their own practice and how it might contribute to meeting the diverse requirements of Indigenous Australian students. Issues such as integrating Indigenous Australian perspectives across Key Learning Areas, historical educational experiences, the nature and impact of policy, post-colonialism and the foundational status of Indigenous Australians are explored.

Subject learning objectives (SLOs)

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.

• Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
• Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
• Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
• Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
• Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
• Respect diverse societies and cultures and demonstrate inclusive practices (GTS 1, 3, 4) (3.2)
• Respect and acknowledge Aboriginal and Torres Strait Islander cultures and histories, policies and priorities and their implications for education and inclusion (GTS 1, 2) (4.1)
• Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
• Exhibit high-level numeracy and literacies (GTS 2) (6.2)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)

3. International and Intercultural Engagement
3.1 Respond critically to national and global changes that affect learners, learning and the creation of a well-informed society (GTS 3)

4. Indigenous Competencies
4.1 Respect and acknowledge Aboriginal and Torres Strait Islander cultures and histories, policies and priorities and their implications for education and inclusion (GTS 1, 2)

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
6.2 Exhibit high level numeracy and literacies (GTS 2)

Teaching and learning strategies

Workshops will incorporate a range of teaching and learning strategies including short presentations, videos, simulations, discussion of readings and case studies and student group work. These will be complemented by independent student reading and participation in online discussion. Students will receive early tutor and peer feedback, prior to census date, on their individual presentations and groupwork activities.

Please note that attendance at workshops is important due to the interactive nature of this subject where group and pair work will be utilised as well as whole class discussions.

Content (topics)

The subject builds students’ knowledge and understanding that will enable them as classroom teachers to support the successes of Indigenous Australian students. The subject addresses the relevant NSW Priority Areas (PAs), and is organises the content in the following way:

• Overview of Australian social policies affecting Aboriginal peoples (i.e. segregation, assimilation, self-determination)(PA 1.1);
• Histories of Aboriginal education in NSW; social, economic and political contexts. Significant themes (e.g. pre-school, numeracy/literacy strategies, absenteeism, expulsion rates, retention, vocational education opportunities and representations in higher education) (PA 1.4);
• Introduction to polices pertaining to contemporary Indigenous Australian Education
  • Commonwealth Department of Education, Employment and Workplace Relations (DEEWR)
  • NSW Department of Education and Communities (DEC) Aboriginal Education Policies;
  • Australian Institute for Teaching and School Leadership (AITSL) National Professional Standards for Teachers). (PA 1.10);
• NSW primary and secondary syllabuses and cross-curriculum priorities pertaining to Aboriginal and Torres Strait Islander histories and cultures
  • Aboriginal languages,
  • Aboriginal Studies,
  • Human Society and its Environment
  • Aboriginal/Indigenous Australian content within Key Learning Areas). (PA 1.5, 1.8);
• Professional and community services/networks within Aboriginal education. Introduction to the role of
  • the NSW Aboriginal Education Consultative Group (AECG) Inc.;
  • NSW DEC ‘Aboriginal Education Consultants’;
  • New South Wales Education Standards Authority (NESA) NSW Aboriginal Education representatives. (PA 1.12);
• Introduction to cultural inclusiveness and in-depth exploration of becoming a culturally competent professional (PA 1.2,1.5);
• Pedagogical discourse in Indigenous Australian Education (PA 1.6).

Assessment

Assessment task 1: Critical self-reflection

Assessment task 2: Project-based Learning Group Assignment

Assessment task 3: Unit of work

Minimum requirements

External accrediting bodies (NESA and AITSL) require all tasks to be satisfactorily completed in order to demonstrate achievement against NSW Graduate teacher Standards.

Required texts

There is no set text to be purchased for this subject. Weekly readings will be made available via UTSOnline.

References should be formatted in the referencing style used by the School area. For example, for the BABEd course, referencing should be in the American Psychological Association (APA) (UTS) style details of which can be found at:

http://www.lib.uts.edu.au/help/referencing/apa-referencing-guide

References

See Reading List

Other resources

Australian Institute of Aboriginal Torres Strait Islander Studies (AIATSIS) http://www.aiatsis.gov.au

National Indigenous Youth Education Coaliation (NIYEC) http://www.niyec.com

NSW Aboriginal Education Consultative Group Inc. http://www.nswaecg.com.au/

Racism No Way: http://www.racismnoway.com.au/

Respect, Relationships, Reconciliation: http:www.rrr.edu.au

Yarning Strong http://www.oup.com.au/primary/literacy/yarning_strong