Course coordinator
Dr Danielle Armour
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Indigenous knowledge and education is a course based on the principles inherent within the Indigenous worldview that proposes Aboriginal and Torres Strait Islander pathways to knowledge as a necessary enhancement of teaching practice and a vital component of a balanced school curriculum. The course specifically aims to give students capacity in relation to the Australian Professional Standards for Teachers 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students and 2.4: Understand and respect Aboriginal and Torres Strait Islander peoples and promote reconciliation between Indigenous and non-Indigenous Australian.
This course introduces you toﾠ the landscape of Aboriginal and Torres Strait Islander education in Australia as a dialogue between Indigenous and non-Indigenous ways of knowing, pedagogical practices, voices and perspectives. The course explores the terrain of Indigenous Australian Studies as a curriculum area and our work as teachers in relation to Aboriginal and Torres Strait Islander students.
Each lecture aims to introduce you to important theories, philosophies and pedagogies which underpin Indigenous Australian education in both a historical and contemporary sense. The weekly tutorials make use of relational,ﾠdialogic and interactive approaches to learning which aim to engage us all in conversation about working effectively with Aboriginal and Torres Strait Islander students (APST1.4), teaching Indigenous Australian Studies (APST2.4), and embedding Indigenous Australian knowledges and understandings throughout the curriculum.
Please be aware that due to cultural reasons guest lectures will not be recorded. There is often sensitive information shared by the guest lecturer about their families and it is not appropriate that it is shared through recordings. Guest lectures are also subject to change depending on guests availability.ﾠ
Course requirements
Assumed background
While this course is introductory in scope, it is recommended for students who have completed their first year of studies at university.ﾠ
Course contact
Lecturer
Dr Danielle Armour
Course staff
Tutor
Dr Jennifer Clutterbuck
Mr Muhammad Musofer
Ms Amal Weeratunge
Dr Daniel McKinnon
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
EDUC2090 is a 13-week course.ﾠTo be successful in this course, students need to engage with the weekly and tutorials/workshops (as per schedule) and make effective use of their independent study. Lectures andﾠtutorial workshops will commence in Week 1.
Please note any lectures facilitated by Elders as guest lecturers will not be recorded for cultural reasons.ﾠ
Aims and outcomes
EDUC2090 aims to prepare you as initial teacher educatorsﾠto work effectively and appropriately across the landscape of Indigenous Australian education. The course explores two major areas of this terrain - your work as teachers with Aboriginal and Torres Strait Islander students, and the teaching of Indigenous Australian Studies. These aims link directly with theﾠtwoﾠAboriginal and Torres Strait Islanderﾠeducation focus areas of theﾠAustralian Professional Standards for Teachers - Standard 1.4 which asks teachers to demonstrate strategies for teaching Aboriginal and Torres Strait Islander students, and Standard 2.4 which requires teachers to understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. We aim to make space for and privilege Indigenous voices, perspectives and systems of knowledge and pedagogy as integral to our practice as teachers within the Indigenous Australian education landscape, and the set readings each week will present the work of Indigenous Australian academics and teachers in order to achieve this.
The course as a whole isﾠbuilt around threeﾠimportant concepts in relation to the Indigenous Australian education landscape: respect, relationships and reconciliation. On top of this we ask you to know yourself, know your world; know your students; and knowﾠwhat you teach. Theoretically grounded within critical pedagogy and critical race discourse with the aim of encouraging you as initial teacher educatorsﾠto consider the power and possibilities you hold to make a difference to Indigenous Australian education. We will ask you throughout the course to continually reflect upon your positioning in relation to Indigenous Australian peoples and encourage you to critique, question, and discuss the kind of teacher you would like to be in relation to Aboriginal and Torres Strait Islander students.ﾠThe two-hour tutorialsﾠwill be a space for you to talk
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate a critical understanding of theoretical underpinnings and debates, curriculum, legislative and policy frameworks, and pedagogical practices which make up the landscape of Indigenous education in Australia today.
LO2.
Demonstrate understanding of the importance of critical and continual reflection on their professional, political and personal worldview and research-informed practices as an educator in relation to how Indigenous Australian students engage in education and learning, their peoples and cultures, and their histories and languages.
LO3.
Demonstrate understanding of and reflection on Indigenous Australian education as located within broader educational frameworks, system policies, processes and contexts.
LO4.
Demonstrate understandings of evidence-based teaching and learning strategies, alongside your worldview as a teacher, in relation to working with Aboriginal and Torres Strait Islander students.
LO5.
Demonstrate a growing capacity to work effectively and respectfully within the Indigenous Australian education landscape.
LO6.
Demonstrate the skills and knowledge to engage effectively and work in partnership with Aboriginal and Torres Strait Islander peoples and communities.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | Reflective learning journal | 40% 1200 words |
22/08/2024 2:00 pm |
| Portfolio |
Indigenous Education Professional Portfolio
|
60% 2000 words |
24/10/2024 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Reflective learning journal
- Mode
- Written
- Category
- Reflection
- Weight
- 40% 1200 words
- Due date
22/08/2024 2:00 pm
Task description
Assessment task one requires you to complete a reflective journal outlining your learning and engagement with a range of materials and learning sources across this unit. Using the ‘Five Rs’ (Bain et al., 1999), you will undertake a process of thinking critically about your learning, your responses to the learning and how you will take that forward into your practice as a teacher in the future.
You will complete three reflections in total of 400 words each (total word count: 1200).
You must have a range of examples of learning materials including:
· Lectures
· Tutorial activities
· Readings
· Online materials and activities
Reflections are to be written in short paragraphs and in first person. There must be evidence of engagement with:
· theories introduced throughout the unit such as critical race theory
· engagement of a range of course learning materials and literature including Indigenous authored sources
· application of the 5 Rs in reflecting on your learning experience
· critical reflection on your worldview (social, cultural, political, economic) and the impact upon your reaction to engaging with Indigenous Australian peoples and learning
· consideration of how to apply the learning from your reflection in your practice as a teacher
Five Rs (adapted from Bain, Ballantyne, Packer & Mills, 1999)
Reporting: what was the source of the learning?
Responding: what were your feelings towards the issue? what was your initial response?
Relating: how did the learning relate to your past and current personal and or professional experiences? why was it significant in the context of learning about Indigenous education?
Reasoning: what theories are relevant in helping to understand and critically reflect on the issue? why do you think you had the initial response and what factors impacted on this?
Reconstructing: why was this a significant learning experience for you as a teacher? how will you take this learning forward into practice
-Lectures
-Tutorial activities
-Readings
- Online materials and activities
Reflections are to be written in short paragraphs and in first person. There must be evidence of engagement with:
- theories introduced throughout the unit such as critical race theory
- engagement of a range of course learning materials and literature including Indigenous authored sources
- application of the 5 Rs in reflecting on your learning experience
- critical reflection on your social positioning (social, cultural, political, economic) and the impact upon your reaction to engaging with Indigenous Australian peoples and learning
- consideration of how to apply the learning from your reflection in your practice as a teacher
Submission guidelines
Please submit through Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Indigenous Education Professional Portfolio
- Hurdle
- Mode
- Product/ Artefact/ Multimedia
- Category
- Portfolio
- Weight
- 60% 2000 words
- Due date
24/10/2024 2:00 pm
Task description
Assessment task two requires you to develop a professional portfolio, which will allow you demonstrate your understanding of the field of Indigenous education and connect it to your professional context. You will also demonstrate your ability to embed Indigenous knowledges and perspectives in your discipline area and discuss the theories, literature and policy that inform how and why professionals play an important role in shaping social and political discourse in Indigenous education.
There are three parts to your professional portfolio. In all sections, you are required to use scholarly sources (using APA) and refer to Indigenous education policy, relevant theories and literature to support the development of your portfolio.
To do this work effectively, teachers must have the ability to engage in critical self-reflection and be proactive in identifying gaps in their knowledge and skills. As part of this portfolio, you will develop a future professional learning plan that outlines your plan to engage with a range of materials and learning to continue your professional learning and development in Indigenous education.
There are three parts to your professional portfolio. In all sections, you are required to use scholarly sources (using APA) and refer to Indigenous education policy, relevant theories and literature to support the development of your portfolio.
Part A (500 words)
Professional statement
You will write a professional statement outlining your intent to address the Australian Professional Standards for Teachers and the Australian Curriculum cross-priority aimed at addressing improving Indigenous education outcomes and practices. The statement can be added to your professional portfolio and can be written in first person. Your statement may include:
· Reference to Indigenous education policy, the Australian Professional Standards for Teachers and the Australian Curriculum
· Your professional values
· Reference to reconciliation
· Theories and literature that have influenced your theories
· Reference to Indigenous aspirations in education
Part B (1000 words)
Lesson plan and rationale
You will develop one lesson plan that clearly demonstrate your ability to embed Indigenous Australian knowledges and perspectives into curriculum. You may use a lesson plan template used in your curriculum area but the lesson plan must include:
· Learning objectives
· Year level
· Key learning area
· Time frame
· Pedagogical adjustments
· Indigenous material and resources used (with evidence of rigorous selection of the type of resources used)
· Mechanisms for evaluation of the lesson
Rationale
The rationale will address the reasons why it is important for teachers to be capable and confident in addressing issues in Indigenous education, including engaging effectively and collaboratively with Indigenous students, families and communities, embedding Indigenous perspectives and how to teach Indigenous students.
This rationale will be written in third person and will need to use scholarly sources only. This can include policy documents and peer reviewed literature. In the rationale, you will need to address:
- Why it is important for teachers to know Indigenous education policy and how to include it in their practice
- How theories can assist in addressing the issues
- How embedding Indigenous knowledges and perspectives addresses issues in Indigenous education and broader social issues
- Why it is important for teachers to engage and work in partnership with Indigenous peoples and communities
Part C (500 words)
Indigenous Education professional development
The professional development plan can be written in first person. This section is designed to allow you to self-assess gaps that might still exist in your understanding of Australian histories, your culture and standpoint, Aboriginal and Torres Strait Islander cultures and histories and Indigenous education frameworks and approaches. You may identify materials from a range of sources including:
- Indigenous community events and organisations
- Professional development sessions
- Books
- Web based resources
- Documentaries
A suggested template for your plan is below:
Gap area I Resource (reference or information I How will engaging with resource address the gap I How does this address policy (APSTs, Aust. Curriculum, CT)
_
_
_
Hurdle requirements
You must pass this Indigenous Education Professional Portfolio to pass the course.Submission guidelines
Please submit via Turnitin on Blackboard.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Marks | Description |
|---|---|---|
| 1 (Low Fail) | <p>0</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) | - |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) | - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) | - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) | - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) | - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) | - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
All assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example
A student receives the following three grades
Assignment 1 (A1): grade of 7 at 40% weighting
Assignment 2 (A2): grade of 5 at 60% weighting
ﾠ
The final grade for this student taking into account the weighting of each assignment would be:
(A1: .40ﾠx 6) + (A2: .60ﾠx 5) = 2.4 + 2ﾠ = 4.4
The final grade would be rounded to the nearest whole number; in this case the grade would be 4.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Use of generative AI to support or inform assessment
Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance.
A failure to reference generative AI use may constitute student misconduct under the Student Code of Conduct.
ﾠ
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
The Blackboard site for this course will have an extensive amount of other learning resources for you to access.
Please note: The following website is not considered an appropriate resource for this course - www.creativespirits.info.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Tutorial |
Introducing Indigenous knowledges and education In tutorials this week, we will have a chance to explain, explore and discuss the requirements for this course. We will also begin the relational aspect of this course and get to know who we are and linking them to pedagogical practices that can be used in the classroom. |
Lecture |
Introducing Indigenous knowledges and education The first lecture for the course is a positioning lecture where we provide an overview, and an introduction to the landscape of Indigenous education. This introductory lecture will discuss use of appropriate language in engaging with the course content, providing a summary of why specific languages are preferred and the key theories and policies that underpin these discussions. The assessment tasks for the course will also be outlined. |
|
Week 2 (29 Jul - 04 Aug) |
Tutorial |
Worldviews This week in the tutorials we will look at what we are connected to and knowing ourselves so we can better understand our students. We will also explore how our social, cultural and historical experiences shape our lenses and worldviews. Learning Objectives: 1, 2, 3 |
Lecture |
Worldviews This lecture will focus on who we are as a person and a teacher. It will explore the ways of knowing, the ways of doing and the ways of being so that we can learn to understand who we are, privilege and barriers and connections. |
|
Week 3 (05 Aug - 11 Aug) |
Tutorial |
Australian histories - how much do we really know? This week we will explore Australian histories and critically reflect on why we know or don't know and how we have come to know. |
Lecture |
QLD Histories and the importance of communities: Guest Lecturer: Aunty Denise Proud Honorary Senior Fellow, UQ https://education.uq.edu.au/profile/2448/denise-proud PLEASE NOTE THIS SESSION WILL NOT BE RECORDED Aunty Denise is a proud Aboriginal woman and respected Elder and educator, known nationally and internationally for her work as an artist, author and presenter. Aunty Denise is also an expert consultant in Indigenous and early childhood education. She will share her personal experience of living through past policies in Queensland on the settlement of Cherbourg and her journey of becoming a successful educator in diverse settings. |
|
Week 4 (12 Aug - 18 Aug) |
Tutorial |
Equity and Equality in the classroom This tutorial will explore the concept of race and racism within Australian schools and how we can embed Indigenous perspectives within our content and what it means for our praxis as teachers. We will start to look at lesson plans in detail. |
Lecture |
Equity & Equality This lecture will focus on the nature of racism today and its presence within Australia's education systems. Our position as teachers within this racialised landscape will be examined, Finally, strategies for teachers to address racism and support their Aboriginal and Torres Strait Islander students will be discussed.incorporating perspectives? |
|
Week 5 (19 Aug - 25 Aug) |
Tutorial |
Hidden Histories Crossing Cultures In this tutorial students will begin to create basic lesson plans around Australia s history and selected key learning area. |
Lecture |
Hidden Histories Crossing Cultures This interactive lecture will look at Australia's history through an Aboriginal and Torres Strait Islander perspective using art work to tell the story. |
|
Week 6 (26 Aug - 01 Sep) |
Tutorial |
Curriculum is not neutral This tutorial explores how curriculum works and what this means for Indigenous Australian learners and reflecting on how this can contribute to our professional knowledge |
Lecture |
Curriculum is not neutral We explore how values, knowledges and beliefs shape the design curriculum approaches. Indigenous Australian peoples: embedding or incorporating perspectives? An Evaluation Framework: making informed decisions in curriculum design (gaining professional agency). |
|
Week 7 (02 Sep - 08 Sep) |
Tutorial |
Black is... This tutorial will explore the concept of identity after learning about past policies such as the exemption certificate as we reflect on how teachers can affirm the identities of young people in schools. |
Lecture |
The Stolen Generations & exemption certificate Guest Lecturer: Aunty Judi Wickes THIS SESSION WILL NOT BE RECORDED Aunty Judi (Kalkadoon/Wakka Wakka) is a respected community Elder, social worker and educator who writes and presents nationally and internationally on her research about the impact of the stolen generation and the certificate of exemption. Aunty Judi will share her research and her story about her many years working as a social worker in community organisations and in education settings. |
|
Week 8 (09 Sep - 15 Sep) |
Tutorial |
Policy and professional practice This workshop will assist in making connections between key Indigenous education policy objectives and your professional statement (assessment 2). |
Lecture |
Indigenous education policy This lecture will look at international, national and state Indigenous education policy. We will explore some of the key policy objectives and how they inform practice approaches in schools. We will hear from the Department of Education Queensland about the 'Every Aboriginal and Torres Strait Islander student succeeding strategy' through their 3 priorities: connection to culture; high expectations and meaningful pathways. |
|
Week 9 (16 Sep - 22 Sep) |
Tutorial |
Selecting curriculum materials: This hands on workshop provides a tool called YARNS (Madsen et al) to assist teachers in identifying appropriate curriculum materials and resources in embedding Indigenous knowledges and perspectives. |
Lecture |
Critical selection of curriculum resources: In this lecture, Danielle will share her experiences working in both rural and urban schools, the importance of understanding media dialogue and influence and how teachers can identify quality curriculum materials when embedding Indigenous knowledges and perspectives in the curriculum. |
|
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid Semester Break No classes this week |
Week 10 (30 Sep - 06 Oct) |
Tutorial |
Embedding Aboriginal and Torres Strait Islalnder knowledges and perspectives This workshop unpacks content from the lecture to explore the elements of what effective embedding of Indigenous knowledges and perspectives looks like in practice. |
Lecture |
Embedding Aboriginal and Torres Strait Islander knowledges and perspectives This week we will explore and engage with strategies and ways of embedding Indigenous perspectives in our work. We will look at how to embed and implement Indigenous perspectives and knowledges across a range of key learning areas. |
|
Week 11 (07 Oct - 13 Oct) |
Tutorial |
Building Partnerships & co-constructing curriculum This week we will look at the phases of co-constructing learning experiences. |
Lecture |
Building Partnerships & co-constructing curriculum This week we will explore and engage with specific frameworks for embedding Indigenous perspectives in our classrooms. |
|
Week 12 (14 Oct - 20 Oct) |
Tutorial |
Practicing culturally responsive teaching This week we will explore different ways to implement culturally responsive teaching in the classroom. |
Lecture |
Culturally Responsive Teaching This lecture will unpack pedagogical approaches and strategies that align with Aboriginal and Torres Strait Islander education and students customs, characteristics, experience, and perspectives as tools for better classroom instruction. |
|
Week 13 (21 Oct - 27 Oct) |
Tutorial |
In My Blood it Runs Bringing our work to a close: In the final tutorials for this course, we will provide space for you to debrief about your experiences, understandings and challenges in this course. |
Lecture |
In My Blood it Runs In My Blood it Runs: This lecture will include a special screening of 'In My Blood it Runs' The film features ten year old Djuan, a child healer who speaks three languages and is a good hunter. Yet he is 'failing' at school and is labelled as troubled. The lecture will unpack some of the prevailing issues in the education system that underpin Djuan's story. We will explore some antidotes to this story and possibilities for teachers to play a role in addressing these systemic issues. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.