EUN650 Leading Indigenous Australian 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: | EUN650 |
|---|---|
| Antirequisite(s): | EUQ659, EUQ660 |
| Equivalent(s): | EUZ650 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN650 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ650 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Anti-requisite: | EUQ659, EUQ660 |
| Coordinator: | Shanelle Fiaalii | s.fiaalii@qut.edu.au |
Overview
This unit on leading Indigenous Australians education equips educators with the skills to develop and lead professional development initiatives that foster meaningful engagement with Indigenous Australian communities. Understanding one’s cultural position and its impact on educational practice is crucial. The unit explores critical race theory, whiteness, and privilege, providing a theoretical foundation. You will learn to design effective professional development tailored to your context, drawing on best practices in Indigenous Australians education. Engaging in professional conversations and critically reflecting on your cultural position and design journey are key components. By the end of the course, you will have developed a comprehensive plan of action for future practice, ensuring sustained and respectful engagement with Indigenous Australian communities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Investigate and discuss Indigenous Australian knowledge and practice in specific local contexts.
- Design and justify professional development plans for oneself and others responsive to engaging Indigenous Australian communities in education contexts.
- Analyse strategies and plans for engagement with Indigenous Australian communities and colleagues to identify opportunities for improvement.
- Critically reflect on how you are culturally positioned in Indigenous Australian education practice.
- Reflect on professional conversations about engaging with Indigenous Australian communities to plan for future practice.
Content
This unit will cover the following:
- exploring your cultural position and how it influences your education practice
- engaging with theoretical concepts including critical race theory, whiteness, privilege
- designing professional development for your context drawing on best design principles in Indigenous Australians education
- participating in professional conversations regarding engagement with community
- critically reflecting on your cultural position, and your design journey and the link between the two
- developing a plan of action for future practice.
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- small group collaboration and professional conversations
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers and colleagues as you investigate and discuss issues raised throughout the unit
- self assessment through reflective tasks
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two pieces of written assessment for this unit.
1. Professional Development Plan - this task requires you to analyse a plan or strategy for engagement with Aboriginal and Torres Strait Islander colleagues and community, and design a professional development learning experience to address an identified gap.
2. Critical reflection and plan of action - this task requires you to draw on theories discussed in the unit to reflect on your cultural position and draw on this to inform a plan of action. You will engage in professional conversations to seek feedback on your plan and provide feedback to others.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Plan
You will design a professional development experience based on your organisation’s commitment to engage (RAP, engagement strategy etc) with Aboriginal and Torres Strait Islander colleagues and communities. You will analyse the plan or strategy to identify a gap and plan professional development to address this.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critical reflection and plan of action
You will critically reflect on your cultural position, engaging with the theoretical lenses covered in this unit. Develop a plan for future practice that builds on the lessons learned from your critical reflection. You will then engage in professional conversations to discuss your plan and participate in a feedback loop to improve your plan and reflect on your learning. You will need to submit evidence of your professional conversations.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. There may also be images of deceased Indigenous people. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Professional Development Plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO4, ULO5, Critical reflection and plan of action - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Professional Development Plan, Critical reflection and plan of action - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO2, Professional Development Plan, Critical reflection and plan of action - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO5, Critical reflection and plan of action
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Professional Development Plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO4, ULO5, Critical reflection and plan of action - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Professional Development Plan, Critical reflection and plan of action - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO2, Professional Development Plan, Critical reflection and plan of action - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO5, Critical reflection and plan of action
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN650 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ650 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Anti-requisite: | EUQ659, EUQ660 |
Overview
This unit on leading Indigenous Australians education equips educators with the skills to develop and lead professional development initiatives that foster meaningful engagement with Indigenous Australian communities. Understanding one’s cultural position and its impact on educational practice is crucial. The unit explores critical race theory, whiteness, and privilege, providing a theoretical foundation. You will learn to design effective professional development tailored to your context, drawing on best practices in Indigenous Australians education. Engaging in professional conversations and critically reflecting on your cultural position and design journey are key components. By the end of the course, you will have developed a comprehensive plan of action for future practice, ensuring sustained and respectful engagement with Indigenous Australian communities.
Learning Outcomes
On successful completion of this unit you will be able to:
- Investigate and discuss Indigenous Australian knowledge and practice in specific local contexts.
- Design and justify professional development plans for oneself and others responsive to engaging Indigenous Australian communities in education contexts.
- Analyse strategies and plans for engagement with Indigenous Australian communities and colleagues to identify opportunities for improvement.
- Critically reflect on how you are culturally positioned in Indigenous Australian education practice.
- Reflect on professional conversations about engaging with Indigenous Australian communities to plan for future practice.
Content
This unit will cover the following:
- exploring your cultural position and how it influences your education practice
- engaging with theoretical concepts including critical race theory, whiteness, privilege
- designing professional development for your context drawing on best design principles in Indigenous Australians education
- participating in professional conversations regarding engagement with community
- critically reflecting on your cultural position, and your design journey and the link between the two
- developing a plan of action for future practice.
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- small group collaboration and professional conversations
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers and colleagues as you investigate and discuss issues raised throughout the unit
- self assessment through reflective tasks
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two pieces of written assessment for this unit.
1. Professional Development Plan - this task requires you to analyse a plan or strategy for engagement with Aboriginal and Torres Strait Islander colleagues and community, and design a professional development learning experience to address an identified gap.
2. Critical reflection and plan of action - this task requires you to draw on theories discussed in the unit to reflect on your cultural position and draw on this to inform a plan of action. You will engage in professional conversations to seek feedback on your plan and provide feedback to others.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Development Plan
You will design a professional development experience based on your organisation’s commitment to engage (RAP, engagement strategy etc) with Aboriginal and Torres Strait Islander colleagues and communities. You will analyse the plan or strategy to identify a gap and plan professional development to address this.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critical reflection and plan of action
You will critically reflect on your cultural position, engaging with the theoretical lenses covered in this unit. Develop a plan for future practice that builds on the lessons learned from your critical reflection. You will then engage in professional conversations to discuss your plan and participate in a feedback loop to improve your plan and reflect on your learning. You will need to submit evidence of your professional conversations.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. There may also be images of deceased Indigenous people. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Professional Development Plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO4, ULO5, Critical reflection and plan of action - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Professional Development Plan, Critical reflection and plan of action - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO2, Professional Development Plan, Critical reflection and plan of action - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO5, Critical reflection and plan of action
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Professional Development Plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO4, ULO5, Critical reflection and plan of action - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Professional Development Plan, Critical reflection and plan of action - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO2, Professional Development Plan, Critical reflection and plan of action - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO5, Critical reflection and plan of action