University of Technology Sydney

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 2020 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

There are course requisites for this subject. See access conditions.

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)

a. identify significant issues (e.g. social, cultural, economic, historical, linguist background ) that impact upon the achievement of educational outcomes by Indigenous Australian students. (GTS 1.4);
b. appreciate at an elementary level, the significance of land, kinship, customary lore/law and spirituality to Indigenous Australian people. (GTS 2.4);
c. explain the principles of Aboriginal self-determination and identify how educators can incorporate some of those principles in their professional practice. (GTS 2.4 & 4.1);
d. 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 2.4 & 4.1);
e. demonstrate their ability to enhance primary or secondary units of work within a nominated key learning area in regard to Indigenous Australian studies. (GTS 2.4 & 4.1);
f. demonstrate their capacity to undertake initial consultation/s with Indigenous Australian organization representatives and/or community members to inform professional practice. (GTS 7.3).

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

Face-to-face classes 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.

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: Online Multiple Choice Quiz

Objective(s):

a and b

Type: Quiz/test
Groupwork: Individual
Weight: 25%
Length:

Maximum of 100 multiple-choice questions

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Depth of understanding of Indigenous Australian histories, cultures and identities 100 a, b 4.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Developing Indigenous Australian specific units of study and /or perspectives

Objective(s):

a, b, c, d and e

Weight: 35%
Length:

Maximum 2,000 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Depth of understanding re: Indigenous Australian histories, cultures and identities 25 a, b 4.1
Coherence of argument & structure of presentation 25 c, d 6.2
Effective and coherent embedding of Indigenous Australian perspectives indicating a clear understanding 25 a, b, c, d, e 1.2
Clarity of communication including effective use of new media 25 a, b, c, d 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Connecting with Indigenous Australian Communities

Objective(s):

a, b, c, d and f

Weight: 40%
Length:

Maximum 3 minutes per student per small group presentation e.g. 4 students per small group then group has 12 minutes for their presentation.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Depth of understanding of Indigenous Australian histories, cultures & identities 25 a, b 4.1
Professionalism in engaging with an Indigenous Australian organisation/service provider 25 f 3.1
Explanation of connection between the ‘placement’ and professional practice 25 f 1.2
Ability to work as a team 25 c, d 6.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance at all lectures and tutorials (classes) is essential in this subject as learning, knowledge and development of skills is based on a collaborative approach, which involves workshopping and an interchange of ideas with other students and the tutor. A maximum of one class only can be missed, and students should advise the tutor in a timely manner if they are unable to attend. This subject addresses key Graduate Teaching Standards and students’ achievements of them must be verified in multiple ways. Therefore, all three assessment tasks must be passed in order to pass this subject. For further information about Attendance and / or participation requirements see UTS Rule 3.8.

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

Board of Studies of New South Wales (1997). Big mob books for little fullas: the Aboriginal emergent readers kit Sydney, NSW: Board of Studies of NSW

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

Board of Studies of New South Wales (1994). Otitis Media and Aboriginal Children: A Handbook For Teachers And Communities North Sydney: Board of Studies

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 Sydney

Frigo, T. (1999). Resources and Teaching Strategies to Support Aboriginal Children’s Numeracy Learning: A Review of Literature (pp 6-7) Sydney: Office of the Board of Studies of NSW

Indij Readers Ltd. (2003). Indij Readers for Little Fullas Sydney: Indij Readers Ltd.

Indij Readers Ltd. (2003). Indij Readers for Big Fullas Sydney: Indij Readers Ltd.

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

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

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)

Perso, T. & Hayward, C. (2015) Teaching Indigenous Students: Cultural awareness and classroom strategies for improving leaning outcomes, Sydney: Allen & Unwin

Sarra, C. (2003). Young and Black and Deadly: Strategies for Improving Outcomes for Indigenous Students Deakin West, ACT: Australian College of Educators

Other resources

Australian Bureau of Statistics http://www.abs.gov.au/

Australian Human Rights Commission (AHRC) (2006). Your Guide to the Racial Discrimination Act, 2006unhcr.org/refworld/docid/49997af50.html

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

Australian Government Quality Teaching Program (AGQTP) & NSW Department of Education & Training (DET), (2003) AGQTP Literacy in Aboriginal languages

http://www.curriculumsupport.education.nsw.gov.au/aboriginal_languages/web_site/

City of Sydney Barani http://www.cityofsydney.nsw.gov.au/barani/main.html

Council for Aboriginal Reconciliation (2000). Overview: The Challenge of Going Forward (pp. 1-4). In Final Report of the Council for Reconciliation

http://www.austlii.edu.au/au/other/IndigLRes/car/2000/16/prelim05.htm

Council for Aboriginal Reconciliation (2000). Australian Declaration Towards Reconciliation (p.1). In Final Report of the Council for Reconciliation

http://www.austlii.edu.au/au/other/IndigLRes/car/2000/11/declaration.htm

Lawlink – NSW Anti-Discrimination legislation: http://www.lawlink.nsw.gov.au/lawlink/adb/ll_adb.nsf/pages/adb_adlaw

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

NSW Aboriginal Land Council http://www.alc.org.au/

NSW Department of Aboriginal Affairs http://www.daa.nsw.gov.au/

NSW DET & NSW AECG (nd) ‘Together we are, together we can, and together we will: Maintaining a collaborative partnership into the future. Partnership agreement 2010-2020’, NSWDER, NSWAECG

https://www.det.nsw.edu.au/media/downloads/what-we-offer/aboriginal-services/part_agree.pdf

https://www.det.nsw.edu.au/media/downloads/.../welcomecountry.pdf

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