Course coordinator
Dr Suraiya Abdul Hameed
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
In the 21st century, understanding diversity, equity, and inclusion (DEI) is crucial for developing globalised competence. This course will take you on a journey of understanding Indigenous knowledge and worldview, beginning with understanding culture, beliefs and identity of Indigenous peoples globally. Together we will explore and unpack Indigenous cultures around the globe, exploring histories and practices of Indigenous peoples. There will be a focus on the experiences of Indigenous Australians, discussing the importance of dialogue between Indigenous and non-Indigenous ways of knowing, pedagogical practices, voices and perspectives from valued Indigenous academics and elders. It explores the terrain of Indigenous Australian studies as well as broadening the context to include cross-cultural comparisons with other international Indigenous populations.
This newlyﾠdesigned course allows students to have a better understanding of Indigenous knowledge and worldview, unpacking students' understanding of culture and identity of Indigenous peoples globally. Students will also have an opportunity to explore and unpack Indigenous culture globally, learning about the histories and practices of Indigenousﾠpeoples. Most importantly, there will be a focus on the experiences of Indigenous Australians, discussing the importance of dialogue between Indigenous and non-Indigenous ways of knowing, pedagogical practices, voices and perspectives from valued Indigenous academics and elders. The course allows students toﾠﾠexploreﾠthe terrain of Indigenous Australian studies as well as broadeningﾠthe context to include cross cultural comparisons with other international Indigenous populations.
This course is taught and managed byﾠIndigenous academics- Dr Suraiya Hameed (Indigenous Malay from Singapore) who specialises and research in the field of leadership and Indigenous education. This course has been developed with advice and consultation from A/P Marnee Shay, a renowned scholar in the field of Indigenous studies. She is an Aboriginal woman whose maternal family is from the Ngen'giwumirri language group (Daly River, Northern Territory), born in Brisbane, with strong connections to Indigenous communities in Southeast Queensland. A/P Marnee Shay is an experienced and qualified secondary teacher. We also have PhD scholars and other academics assisting as tutors in the course. All tutors bring global experience and come from diverse backgrounds, which will enhance students' learning experience through varied perspectives and expertise in the area of Global Indigenous studies.
This team is passionate about Indigenous representation and are committed to the issues focused on the course.
The course will run with a 2ﾠhr lecture and 1 hr tutorial each week for 13 weeks.
This course is taught and assessed at master's level.
Course requirements
Assumed background
This course has no needed pre-requisites.
Restrictions
Restricted to students enrolled in the GCEdSt and MEdSt
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This is an external course, and all classes are conducted online.
Course contact
Lecturer
Dr Suraiya Abdul Hameed
Course staff
Tutor
Ms Linh Chu
Dr Preeti Vayada
Mr Enoch Nyarkoh
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The coreﾠfocus of EDUC7610 is on ensuring a strong student understanding of culture, history and policies around Indigenous knowledge and education in Australia and globally.ﾠWe aim to make space for and privilege Indigenous voices, perspectives and systems of knowledge and pedagogyﾠwithin the Indigenous Australian education landscape and globally.ﾠThe course as a whole isﾠbuilt around threeﾠimportant concepts: 'Respect, Relationships and Reconciliation'. A critical component of the course is understanding your positionality within this space andﾠwe ask you to know yourself, know your world; know your students; and know what you teach, specifcally the critical knowledge that you are delivering.ﾠThis knowledge is integral to a cultural complex that also encompasses language, systems of classification, resource use practices, social interactions, ritual and spirituality.ﾠThese unique ways of knowing are important facets of the world’s cultural diversity, and provide a foundation for locally-appropriate ways ofﾠpreserving and celebrating Indigenous culture.
Theoretically grounded within critical pedagogy and critical race discourse and also exploring the work of Indigenous scholars like Martin Nakata,ﾠGayatri Spivak,ﾠHomi Bhabha and Marnee Shay's work on identity and belonging,ﾠwe would like youﾠto consider the power and possibilities you hold to make a difference to Indigenous Global knowledge and education. We will ask you throughout the course to continually reflect upon your positioning in relation to Indigenousﾠpeoples globally and encourage you to critique, question, and discuss the kind of educator that you would like to be in relation to catering to Indigenousﾠstudents.ﾠThe 1-hour tutorialsﾠwill be a space for you to talk about your responses to this question and the course material and to engage in conversation with your peers and teaching staff.ﾠ
Being situated in Australia, it is importantﾠto have a greater understanding of th
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection |
Reflective Learning Journal
|
40% 2000 words |
22/09/2025 2:00 pm |
| Essay/ Critique |
Research Essay-Navigating through Indigenous Know
|
60% 3000 words |
29/10/2025 2:00 pm |
Assessment details
Reflective Learning Journal
- Mode
- Written
- Category
- Reflection
- Weight
- 40% 2000 words
- Due date
22/09/2025 2:00 pm
- Other conditions
- Time limited.
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 five reflections in total of 400 words each (total word count: 2000).
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, Indigenous Standpoint, Cultural Interface etc
- 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 peoples and learning
- consideration of how to apply the learning from your reflection in your practice as a teacher/a person who advocates for respect, trust and positive relationship
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/an individual who advocates for respect, trust and positive relationship. How will this look like in practice?
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
Deferral or extension
You may be able to apply for an extension.
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.
Research Essay-Navigating through Indigenous Know
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 60% 3000 words
- Due date
29/10/2025 2:00 pm
- Other conditions
- Time limited.
Task description
Select an issue from the list below and undertake a research essay demonstrating your understanding of the content using an interdisciplinary approach.
Examples of Topics:
Culture and Identity
Stolen Generations
Indigenous policy
Race Issues
Indigenous languages
Indigenous health
Indigenous human rights (globally/Australia)
Land Rights
Choose a topic that interest you and you can discuss this with your co-ordinator/tutor
Your research essay should be no longer than 3000 words with at least 12 scholarly references.
Your research essay must include:
- How your topic is connected to Indigenous education
- How history and colonisation is implicated in your topic
- Global Indigenous/ Aboriginal & Torres Strait Islander perspectives on the topic
- Interdisciplinary perspectives on the topic (for example health, education, law)-optional
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
Deferral or extension
You may be able to apply for an extension.
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 | Description |
|---|---|
| 1 (Low Fail) |
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
Assignments must be submitted by the due date - refer policies about late submission and requests for extensions.ﾠContact the Course Co-ordinator for any issues/questions regarding extensions for assignments!
Final grades are determined through the use of weighting formula based on the grades awarded for and weighting of each assignment. Each student will have a grade out of 7 for each assignment. Assignment 1ﾠ is weighted as 40%, Assignment 2 is weighted as 60%. The weighting formula is illustrated by the following examples
Student A
Grade for Assignment 1: 5
Grade for Assignment 2: 4
Calculation of final grade using weighting formula: (5 x .4 = 2) + (4 x .6 = 2.4) = 4.4 Final Grade 4
Student B
Grade for Assignment 1 : 4
Grade for Assignment 2: 5
Calculation of final grade using weighting formula: (4 x .4 = 1.6) + (5 x .6 = 3) = 4.6 Final Grade 5
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:
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.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
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.
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 (28 Jul - 03 Aug) |
Lecture |
Wk 1-Introducing Global Indigenous knowledges & Education The first lecture of the course is a positioning lecture where we provide an overview and an introduction to the landscape of Global Indigenous education incorporating Aboriginal and Torres Strait Islander Studies. |
Tutorial |
Wk 1: Introducing Global Indigenous knowledges & Ed Week 1: Our place, our history, our identities: The first tutorial will start off with understanding who you are within this space. We will introduce you to the 5 Rs through undertaking a critical self-reflection activity based on lecture one. We will also explore how our social, cultural and historical experiences shape our lenses and worldviews. |
|
Week 2 (04 Aug - 10 Aug) |
Lecture |
Wk 2- A Global History of Colonisation Aboriginality, Blackness and the Formation of the Colonial Matrix of Power. Discussion on the dominance of the majority culture. |
Tutorial |
Wk 2: A Global History of Colonisation Examining the impact of colonisation. Watch the video-Reconciling our histories, Myall Creek Massacre and engage in a discussion relating it to some of the global atrocities around the world. For e.g. The Rohingya genocide which is a series of ongoing persecutions by the Myanmar military of the Muslim Rohingya people. |
|
Week 3 (11 Aug - 17 Aug) |
Lecture |
Wk 3-Histories and the importance of communities. Guest Lecturer: Aunty Denise Proud, Honorary Senior Fellow, UQ 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. Aunty Denise 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. https://education.uq.edu.au/profile/2448/denise-proud. |
Tutorial |
Wk 3- Histories and the importance of understanding We will unpack the lecture content shared by Aunty Denise on Australian histories - how much do we really know? Students will explore Australian histories and critically reflect on their own context, why we know or don't know and how we have come to know. |
|
Week 4 (18 Aug - 24 Aug) |
Lecture |
Wk 4- Indigenous Identities & wellbeing Guest lecturer-Ms Toni Torepe, University of Canterbury, New Zealand. Exploring Indigenous identities in New Zealand & Australia. Looking at how teachers can affirm identities of Indigenous Young People. |
Tutorial |
Wk 4- Indigenous Identities & wellbeing Media analysis on Identity. Black is... : The students will work on a Padlet activity to explore the concept of identity. BIMA Black exercise allows students to reflect on how teachers can affirm the identities of young people in schools. |
|
Week 5 (25 Aug - 31 Aug) |
Lecture |
Wk 5- The stolen generation & exemption certificate (Identity Constructs) : Guest Lecturer: Aunty Judi Wickes Aunty Judi (Kalkadoon/Wakka Wakka) is a respected community Elder, social worker and educator who write and presents nationally and internationally on her research on 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. |
Tutorial |
Wk 5-The stolen generation & exemption certificate: Guest Lecturer: Aunty Judi Wickes Consultation and engaging with Indigenous community. The focus will be the importance of engaging with community. We will provide space for you to share your insights on the importance of community engagement and also share stories across your different context on how this can be done. The session will also look at culturally responsive leadership. |
|
Week 6 (01 Sep - 07 Sep) |
Lecture |
Wk 6: Exploring Race Issues in Indigenous Education This week we take a theoretical step back to think deeply about the centrality of race to our work as teachers in the landscape of Indigenous education through the lens of critical race theory. |
Tutorial |
Wk 6- Exploring Race Issues in Indigenous Education Exploring issues on race, whiteness and privilege- Personal & Pedagogical. the overarching topic is on Race/ism and what it means for our praxis as teachers. We will also Un/entangle the lecture and the readings: What is race-making? |
|
Week 7 (08 Sep - 14 Sep) |
Lecture |
Wk 7-Growing up Torres Strait Islander, Navigating the complexities of culture & Identity Antoinette will share this resource that was developed to provide the foundation for teachers and students in Australian schools to challenge ongoing negative discourse about Indigenous Australians. In Australia, Indigenous people are a minority, making up approximately 3 per cent of the Australian population. To ensure Torres Strait Islander people’s knowledge and perspectives are authentically incorporated into learning experiences for all Australian students, it is critical that their voices and experiences be included in the Australian Curriculum. |
Tutorial |
Wk 7- Growing up Torres Strait Islander, Navigating the complexities of culture & Identity Discussion of Conversation pieces on Culture and Identity- The Imagination Declaration. |
|
Week 8 (15 Sep - 21 Sep) |
Lecture |
Wk 8- Indigenous Excellence & Strengths approach The lecture will focus on research on Indigenous excellence and strengths-based perspectives. There will be insights drawn from both Australia, Singapore and New Zealand. |
Tutorial |
Wk 8- Indigenous Excellence & Strengths approach Examining case study examples of Excellence in Indigenous education - Exploring the issues from their own context. |
|
Week 9 (22 Sep - 28 Sep) |
IT Computing |
Wk 9-Flipped classroom (Independent session). Students will watch the podcast on Rights and Plights of Indigenous Peoples. Flipped classroom (Independent session). Students will watch the podcast on Rights and Plights of Indigenous Peoples. |
Case-based learning |
Wk 9- Exploring the rights of Indigenous peoples Self-Directed Learning): Padlet exercise- case study analysis. |
|
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid Semester Break |
Week 10 (06 Oct - 12 Oct) |
Lecture |
Wk 10: Lost Culture & Languages This lecture focuses on language extinction, and the impact it has on culture. Every language reflects a unique worldview with its own value systems, philosophy and particular cultural features. The extinction of a language results in the irrecoverable loss of unique cultural knowledge embodied in it for centuries, including historical, spiritual and ecological knowledge that may be essential for the survival of not only its speakers, but also countless others. Hunt, 2018. This lecture focuses on the impact of language loss and the importance of language revitalisation. Guest speaker: Naomi Fillmore. |
Tutorial |
Wk 10- Languages & Indigenous Languages Brown Paper Bag - Boori Monty Pryor: This tutorial includes a special screening of a film made by renowned Aboriginal author, Boori Monty Pryor. The film Brown Paper Bag explores assumptions made by teachers that can impact on how Indigenous students see themselves and how they engage with curriculum. |
|
Week 11 (13 Oct - 19 Oct) |
Lecture |
Wk 11-Critical selection of resources The focus is on importance of understanding media dialogue and how teachers can identify quality curriculum materials when embedding Indigenous knowledges and perspectives in the curriculum. |
Tutorial |
Wk 11- Critical selection or resources 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. |
|
Week 12 (20 Oct - 26 Oct) |
Lecture |
Wk 12- Engaging community For this week, the focus will be the importance of engaging with community. We will provide space for you to share your insights on the importance of community engagement and also share stories across your different context on how this can be done. |
Tutorial |
Wk 12: Connecting with Community Consultation and engaging with Indigenous community. The focus will be the importance of engaging with community. We will provide space for you to share your insights on the importance of community engagement and also share stories across your different context on how this can be done. The session will also look at culturally responsive leadership. |
|
Week 13 (27 Oct - 02 Nov) |
Lecture |
Wk 13- Assessment 2 Preparation Consultation for Assessment 2 |
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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.