EUB103 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: | EUB103 |
|---|---|
| Antirequisite(s): | EDB171 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB103 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EDB171 |
| Coordinator: | Shanelle Fiaalii | s.fiaalii@qut.edu.au |
Overview
This unit provides you with foundation skills and knowledge about teaching Aboriginal and Torres Strait Islander students and embedding Aboriginal and Torres Strait Islander peoples' knowledge as required by the Australian Curriculum, Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It is about understanding Aboriginal and Torres Strait Islander peoples' perspectives on history and contemporary issues, and why Aboriginal and Torres Strait Islander students continue to be disadvantaged by education systems. You'll develop theoretical, personal and professional knowledge around Indigenous perspectives enabling you to think more deeply about your role as a teacher in diverse educational contexts. It will cover a relevant concepts and issues in the area of Indigenous education, establishing a critical foundation for your teaching practice capacity to meet the educational needs of Indigenous students, their families and communities in practical ways.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate comprehensive professional knowledge and understanding of recent developments in the fields of curriculum, teaching, and learning; specifically, complex ideas and concepts about Indigenous education. (Relates to CLO 1; APST 1.3, 1.4, 2.4)
- Reflect critically on your own cultural positioning and how this can impact your future as an educator to inform professional decisions. (Relates to CLO 2; APST 1.4, 2.4)
- Synthesise various knowledge to create culturally safe, supportive, caring , inclusive and positive learning environments for Indigenous and non-Indigenous students. (Relates to CLO 3, 4; APST 1.3, 1.4, 2.4, 3.3, 3.4, 4.4)
- Devise ways to engage ethically and respectfully with learners, colleagues parents/carers and and communities from diverse backgrounds. (Relates to CLO 8; APST 3.7, 7.3,7.4)
- Demonstrate effective written professional communication. (Relates to CLO 9)
Content
The aim of this unit is to increase your awareness of your own cultural positioning in Australia, and understand how this will affect your future as an educator. The conceptual, ethical and critical frameworks developed in this unit will carry over into your learning throughout your study and throughout your teaching career. You will develop your skills and capabilities to embed Indigenous perspectives into planned teaching and learning activities through the use of culturally appropriate resources and pedagogies. This unit explores Aboriginal and Torres Strait Islander ways of knowing and being, Australian history and how it shapes contemporary Indigenous education contexts, pedagogy approaches that align with Indigenous epistemologies, and applications for teaching practice.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3. Inclusive- Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4 - Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
8. Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
9. Communicative - Engage and communicate effectively and professionally
Learning Approaches
Throughout this unit you will learn through a theory to practice, blended learning approach through:
- Face-to-face and on-line lectures;
- Face-to-face tutorials; and
- Face-to-face and on-line activities.
You will be required to engage with key readings and activities prior to and after some tutorials.
Feedback on Learning and Assessment
Feedback in this unit will be provided to you through:
- Through tutor and peer feedback during tutorials;
- Written feedback for Assessment 1 will directly relate to and inform your final assessment; and
- Generic comments provided to the cohort via QUT Canvas and/or emails.
Assessment
Overview
There are two assessment tasks in this unit:
1. Reflective Journal
2. Portfolio
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective Journal
Write three critical self-reflections responding to any of the lectures, tutorials or readings from the unit (weeks 1-6). Explain the impact that these have had on your standpoint/learning and will have on your future profession (300-350 words per reflection, total 900-1050 words).
Assessment Focus This task will allow you to apply your self-reflection and cultural awareness skills as you reflect on your learnings from key experiences during this unit. You will be able to demonstrate your deeper understanding of complexities in Indigenous education.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2
Assessment: Portfolio
Part A: Community snapshot (written)
Choose an Australian community and describe its current Indigenous composition. Outline the influences through history that have created this Indigenous community. Articulate your cultural standpoint in relation to this Indigenous community, and analyse the appropriateness and credibility of your information sources. (600 words)
Part B: Engagement plan (written)
Identify organisations, roles or networks that you could contact in this community in order to learn more and form school-community relationships for education. Draft an introduction email to one of the organisations, roles or networks. (400 words)
Part C: Classroom rationale (written)
Explain the Indigenous-aligned pedagogy and curriculum practices you will implement in your classroom, and why these choices are appropriate for the community you have described. Explain how they will work to create a culturally safe, inclusive learning environment for Indigenous and non-Indigenous students in that community. Support your choices with reference literature (1000 words).
This task allows you to demonstrate your understanding of contemporary Indigenous communities and their cultural and historical foundations, and assesses your understanding of teaching strategies and resources that are responsive to diversity when embedding Aboriginal and Torres Strait Islander perspectives into the curriculum.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course Learning Outcomes
CLOs -3, 4, 8, 9
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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 provided including literature authored by Indigenous educators and researchers.
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: Reflective Journal, Portfolio - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Reflective Journal, Portfolio
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: Reflective Journal, Portfolio
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Portfolio - Select and use resources
Relates to: Portfolio - Engage parents/carers in the educative process
Relates to: Portfolio
4 Professional Practice: Create and maintain supportive and safe learning environments
- Maintain student safety
Relates to: Portfolio
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Portfolio - Engage with professional teaching networks and broader communities
Relates to: Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflective Journal - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflective Journal - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO4, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Portfolio
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflective Journal - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Reflective Journal - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Portfolio
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflective Journal - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflective Journal - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: Portfolio
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB103 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | EDB171 |
Overview
This unit provides you with foundation skills and knowledge about teaching Aboriginal and Torres Strait Islander students and embedding Aboriginal and Torres Strait Islander peoples' knowledge as required by the Australian Curriculum, Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It is about understanding Aboriginal and Torres Strait Islander peoples' perspectives on history and contemporary issues, and why Aboriginal and Torres Strait Islander students continue to be disadvantaged by education systems. You'll develop theoretical, personal and professional knowledge around Indigenous perspectives enabling you to think more deeply about your role as a teacher in diverse educational contexts. It will cover a relevant concepts and issues in the area of Indigenous education, establishing a critical foundation for your teaching practice capacity to meet the educational needs of Indigenous students, their families and communities in practical ways.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate comprehensive professional knowledge and understanding of recent developments in the fields of curriculum, teaching, and learning; specifically, complex ideas and concepts about Indigenous education. (Relates to CLO 1; APST 1.3, 1.4, 2.4)
- Reflect critically on your own cultural positioning and how this can impact your future as an educator to inform professional decisions. (Relates to CLO 2; APST 1.4, 2.4)
- Synthesise various knowledge to create culturally safe, supportive, caring , inclusive and positive learning environments for Indigenous and non-Indigenous students. (Relates to CLO 3, 4; APST 1.3, 1.4, 2.4, 3.3, 3.4, 4.4)
- Devise ways to engage ethically and respectfully with learners, colleagues parents/carers and and communities from diverse backgrounds. (Relates to CLO 8; APST 3.7, 7.3,7.4)
- Demonstrate effective written professional communication. (Relates to CLO 9)
Content
The aim of this unit is to increase your awareness of your own cultural positioning in Australia, and understand how this will affect your future as an educator. The conceptual, ethical and critical frameworks developed in this unit will carry over into your learning throughout your study and throughout your teaching career. You will develop your skills and capabilities to embed Indigenous perspectives into planned teaching and learning activities through the use of culturally appropriate resources and pedagogies. This unit explores Aboriginal and Torres Strait Islander ways of knowing and being, Australian history and how it shapes contemporary Indigenous education contexts, pedagogy approaches that align with Indigenous epistemologies, and applications for teaching practice.
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3. Inclusive- Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4 - Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
8. Ethical - Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
9. Communicative - Engage and communicate effectively and professionally
Learning Approaches
Throughout this unit you will learn through a theory to practice, blended learning approach through:
- Face-to-face and on-line lectures;
- Face-to-face tutorials; and
- Face-to-face and on-line activities.
You will be required to engage with key readings and activities prior to and after some tutorials.
Feedback on Learning and Assessment
Feedback in this unit will be provided to you through:
- Through tutor and peer feedback during tutorials;
- Written feedback for Assessment 1 will directly relate to and inform your final assessment; and
- Generic comments provided to the cohort via QUT Canvas and/or emails.
Assessment
Overview
There are two assessment tasks in this unit:
1. Reflective Journal
2. Portfolio
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective Journal
Write three critical self-reflections responding to any of the lectures, tutorials or readings from the unit (weeks 1-6). Explain the impact that these have had on your standpoint/learning and will have on your future profession (300-350 words per reflection, total 900-1050 words).
Assessment Focus This task will allow you to apply your self-reflection and cultural awareness skills as you reflect on your learnings from key experiences during this unit. You will be able to demonstrate your deeper understanding of complexities in Indigenous education.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2
Assessment: Portfolio
Part A: Community snapshot (written)
Choose an Australian community and describe its current Indigenous composition. Outline the influences through history that have created this Indigenous community. Articulate your cultural standpoint in relation to this Indigenous community, and analyse the appropriateness and credibility of your information sources. (600 words)
Part B: Engagement plan (written)
Identify organisations, roles or networks that you could contact in this community in order to learn more and form school-community relationships for education. Draft an introduction email to one of the organisations, roles or networks. (400 words)
Part C: Classroom rationale (written)
Explain the Indigenous-aligned pedagogy and curriculum practices you will implement in your classroom, and why these choices are appropriate for the community you have described. Explain how they will work to create a culturally safe, inclusive learning environment for Indigenous and non-Indigenous students in that community. Support your choices with reference literature (1000 words).
This task allows you to demonstrate your understanding of contemporary Indigenous communities and their cultural and historical foundations, and assesses your understanding of teaching strategies and resources that are responsive to diversity when embedding Aboriginal and Torres Strait Islander perspectives into the curriculum.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course Learning Outcomes
CLOs -3, 4, 8, 9
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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 provided including literature authored by Indigenous educators and researchers.
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: Reflective Journal, Portfolio - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Reflective Journal, Portfolio
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: Reflective Journal, Portfolio
3 Professional Practice: Plan for and implement effective teaching and learning
- Use teaching strategies
Relates to: Portfolio - Select and use resources
Relates to: Portfolio - Engage parents/carers in the educative process
Relates to: Portfolio
4 Professional Practice: Create and maintain supportive and safe learning environments
- Maintain student safety
Relates to: Portfolio
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Engage with the parents/carers
Relates to: Portfolio - Engage with professional teaching networks and broader communities
Relates to: Portfolio
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflective Journal - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflective Journal - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO4, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Portfolio
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflective Journal - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Reflective Journal - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO4, Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Portfolio
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflective Journal - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflective Journal - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Portfolio - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Portfolio - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: Portfolio - Communicative: Engage and communicate effectively and professionally.
Relates to: Portfolio