EUN104 Culture Studies: Indigenous Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN104 |
|---|---|
| Prerequisite(s): | Completion of 192 credit points in MV01 Bachelor of Mathematics or SV02 Bachelor of Science; or admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), EU50 Master of Teaching (Secondary). |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $246 |
| Domestic tuition unit fee | $1,296 |
| International unit fee | $1,860 |
Unit Outline: 6 Week Teaching Period - 2 2021, Kelvin Grove, Internal
| Unit code: | EUN104 |
|---|---|
| Credit points: | 6 |
| Coordinator: | Alison Quin | alison.quin@qut.edu.au |
Overview
The Australian Curriculum and Assessment Reporting Authority identifies Aboriginal and Torres Strait Islander histories and cultures as one of the three cross-curricular priorities to be embedded across all key learning areas. Further, improving Indigenous education outcomes has been recognised as a national priority through the Close the Gap strategy. This introductory six-week unit begins with an analysis of your own cultural place in the Australian context and moves toward understanding Aboriginal and Torres Strait Islander perspectives on history and contemporary issues in education. You will examine why Aboriginal and Torres Strait Islander children and students have been disadvantaged by the Australian education system. The unit introduces theories in relation to cultural standpoint, decolonisation and race and supports the development of informed approaches for practice in Aboriginal and Torres Strait Islander education.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrating comprehensive professional knowledge and understanding of recent developments in the fields of curriculum, teaching, and learning; specifically, complex ideas and concepts about Indigenous education (CLO1).
- Reflecting critically on the ways in which educational theory and research informs and impacts professional decisions around embedding Indigenous perspectives (CLO2).
- Synthesise various knowledge to create safe, suppportive, caring, inclusive and postive learning environments (CLO3).
- Collaborate and connect with professional networks and wider community (CL05).
- Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds (CL07).
Content
This unit covers:
- Theoretical positions about identity and culture as a way of understanding invisible and taken-for-granted values and assumptions in Australia.
- Key Government and educational policy and strategies that are addressing Indigenous education in Australia and transforming these strategies to practice.
- A range of strategies and approaches informed by research that will assist in developing Indigenous education as a componenet of teaching professional practices
- Knowledge about Australia, its history and issues experienced by Aboriginal and Torres Strait Islander peoples in relation to early childhood education and care and schooling. This includes issues of exclusion and inclusion and clarification of teaching beliefs and practices.
Learning Approaches
This unit engages you in learning through a theory-to-practice approach. You will be supported to engage with theory, content and reflexive processes through a blended learning approach comprising face-to-face and online tutorials, assigned readings and discussion forums.
Feedback on Learning and Assessment
Feedback in this unit is provided to you through:
- comments on summative assessment work;
- discussions during structured learning activities will provide opportunities for questions and formative feedback, including feedback from peers; and
- generic comments to the student cohort via the QUT learning management system and email.
Assessment
Overview
Assessment in this unit will be both formative and summative. There is one summative assessment item.
Literacy and numeracy standards as required by the profession are inherent in the requirements of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Research project
Indigenous Education Strategy
Creating an Indigenous Education Strategy for the individual to address a wide range of practices in Indigenous education.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 5, 7
APST: 1.3, 1.4, 2.4
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
QUT readings including literature authored by Indigenous educators and researchers.
Queensland Catholic Education Commission. Policies, Position Statements and Guidelines.
Independent Schools Queensland. Choice and diversity.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Research project - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Research project
2 Professional Knowledge: Know the content and how to teach it
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Research project
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Research project - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Research project - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Research project - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Research project - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Research project
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Research project - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Research project - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Research project - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Research project - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Research project
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Research project - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Research project - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Research project - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Research project - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO5, Research project
Unit Outline: 6 Week Teaching Period - 2 2021, Online
| Unit code: | EUN104 |
|---|---|
| Credit points: | 6 |
Overview
The Australian Curriculum and Assessment Reporting Authority identifies Aboriginal and Torres Strait Islander histories and cultures as one of the three cross-curricular priorities to be embedded across all key learning areas. Further, improving Indigenous education outcomes has been recognised as a national priority through the Close the Gap strategy. This introductory six-week unit begins with an analysis of your own cultural place in the Australian context and moves toward understanding Aboriginal and Torres Strait Islander perspectives on history and contemporary issues in education. You will examine why Aboriginal and Torres Strait Islander children and students have been disadvantaged by the Australian education system. The unit introduces theories in relation to cultural standpoint, decolonisation and race and supports the development of informed approaches for practice in Aboriginal and Torres Strait Islander education.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrating comprehensive professional knowledge and understanding of recent developments in the fields of curriculum, teaching, and learning; specifically, complex ideas and concepts about Indigenous education (CLO1).
- Reflecting critically on the ways in which educational theory and research informs and impacts professional decisions around embedding Indigenous perspectives (CLO2).
- Synthesise various knowledge to create safe, suppportive, caring, inclusive and postive learning environments (CLO3).
- Collaborate and connect with professional networks and wider community (CL05).
- Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds (CL07).
Content
This unit covers:
- Theoretical positions about identity and culture as a way of understanding invisible and taken-for-granted values and assumptions in Australia.
- Key Government and educational policy and strategies that are addressing Indigenous education in Australia and transforming these strategies to practice.
- A range of strategies and approaches informed by research that will assist in developing Indigenous education as a componenet of teaching professional practices
- Knowledge about Australia, its history and issues experienced by Aboriginal and Torres Strait Islander peoples in relation to early childhood education and care and schooling. This includes issues of exclusion and inclusion and clarification of teaching beliefs and practices.
Learning Approaches
This unit engages you in learning through a theory-to-practice approach. You will be supported to engage with theory, content and reflexive processes through a blended learning approach comprising face-to-face and online tutorials, assigned readings and discussion forums.
Feedback on Learning and Assessment
Feedback in this unit is provided to you through:
- comments on summative assessment work;
- discussions during structured learning activities will provide opportunities for questions and formative feedback, including feedback from peers; and
- generic comments to the student cohort via the QUT learning management system and email.
Assessment
Overview
Assessment in this unit will be both formative and summative. There is one summative assessment item.
Literacy and numeracy standards as required by the profession are inherent in the requirements of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Research project
Indigenous Education Strategy
Creating an Indigenous Education Strategy for the individual to address a wide range of practices in Indigenous education.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 5, 7
APST: 1.3, 1.4, 2.4
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Other
QUT readings including literature authored by Indigenous educators and researchers.
Queensland Catholic Education Commission. Policies, Position Statements and Guidelines.
Independent Schools Queensland. Choice and diversity.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Research project - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Research project
2 Professional Knowledge: Know the content and how to teach it
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Research project
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Research project - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Research project - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Research project - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Research project - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Research project
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Research project - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Research project - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Research project - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Research project - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Research project
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Research project - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Research project - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Research project - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Research project - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO5, Research project