EUQ657 Indigenous Australian Knowledge Societies
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: | EUQ657 |
|---|---|
| Antirequisite(s): | EUN689, EUN690, EUZ689, EUZ690 EUN689, EUN690, EUZ689, EUZ690 EUN689, EUN690, EUZ689, EUZ690 EUN689, EUN690, EUZ689, EUZ690 |
| 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: Session 1 2026, QUT Online, Online
| Unit code: | EUQ657 |
|---|---|
| Credit points: | 12 |
| 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: | EUN689, EUN690, EUZ689, EUZ690 |
| Coordinator: | Shanelle Fiaalii | s.fiaalii@qut.edu.au |
Overview
In this unit, you will develop your understanding of Indigenous Australian ways of knowing and investigate how Indigenous Australian knowledge and perspectives are represented and incorporated into a variety of Australian education experiences. This unit will assist you to interrogate the foundations of your own ways of knowing and develop your abilities to analyse the cultural contexts that underpin education practices in Australia. These understandings will contribute to the development of your own critical practice relating to Indigenous Australian education. The learning in this unit provides essential insights for professionals who design and deliver education initiatives in any field with and for Indigenous Australian people, in diverse educational contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain Indigenous Australian ways of knowing, being and doing, and connect these with educational contexts.
- Reflect on personal and professional relationships and practice in relation to Indigenous Australian ways of knowing and the impact of these on professional practice.
- Apply appropriate protocols to critically analyse Indigenous Australian resources for use in education contexts.
- Justify the importance of using appropriate protocols when critiquing resources.
Content
This unit will cover the following:
- Ways to understand knowledge – epistemology, ontology and The Dreaming
- Indigenous Australian ways of knowing and being in the world
- Indigenous Australian knowledge and education practices
- Educators and knowledge holders navigating the cultural interface
- Current initiatives in sharing Indigenous Australian knowledge for education purposes
- Protocols for appropriate knowledge practice
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Activities
- Evaluation exercises.
This unit employs interactive and discussion-based learning and critical reflection on 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
- opportunity for formative feedback in this unit will include feedback on one reflection from assessment task 1
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessment tasks in this unit:
1. Reflective journal - this task requires you to reflect on your own knowledge frameworks and ways of knowing as you learn about Indigenous Australian ways of knowing, and the ways in which knowledge and education practices intersect.
2. Critique - this task requires you to critically analyse how Indigenous Australian knowledge sharing initiatives can be respectfully incorporated into an education context you are familiar with.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective journal
Submit four reflections that respond to stimuli provided in the first four weeks of study. These reflections will allow you to critically reflect on:
- your own ways of knowing,
- Indigenous Australian ways of knowing,
- the connection between knowledge and education, and
- culturally-informed education practices.
GenAI prohibited: The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critique
You will take on the role of an educator wanting to embed Indigenous Australian perspectives into your teaching and you have been asked to provide advice to your teaching team. You will analyse an Indigenous Australian education resource that can be used to incorporate Indigenous Australian knowledges and/or perspectives into an education experience. Use a GenAI tool to undertake an initial analysis of the resource. Evaluate the analysis and re-write it using the protocols and guiding principles from the unit. Justify the importance of using appropriate protocols when critiquing resources.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
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.EQ60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Reflective journal, Critique - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Reflective journal - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, ULO4, Critique - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: Critique
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Reflective journal, Critique - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Reflective journal - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, ULO4, Critique - 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: Critique
Unit Outline: Session 3 2026, QUT Online, Online
| Unit code: | EUQ657 |
|---|---|
| Credit points: | 12 |
| 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: | EUN689, EUN690, EUZ689, EUZ690 |
| Coordinator: | Shanelle Fiaalii | s.fiaalii@qut.edu.au |
Overview
In this unit, you will develop your understanding of Indigenous Australian ways of knowing and investigate how Indigenous Australian knowledge and perspectives are represented and incorporated into a variety of Australian education experiences. This unit will assist you to interrogate the foundations of your own ways of knowing and develop your abilities to analyse the cultural contexts that underpin education practices in Australia. These understandings will contribute to the development of your own critical practice relating to Indigenous Australian education. The learning in this unit provides essential insights for professionals who design and deliver education initiatives in any field with and for Indigenous Australian people, in diverse educational contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explain Indigenous Australian ways of knowing, being and doing, and connect these with educational contexts.
- Reflect on personal and professional relationships and practice in relation to Indigenous Australian ways of knowing and the impact of these on professional practice.
- Apply appropriate protocols to critically analyse Indigenous Australian resources for use in education contexts.
- Justify the importance of using appropriate protocols when critiquing resources.
Content
This unit will cover the following:
- Ways to understand knowledge – epistemology, ontology and The Dreaming
- Indigenous Australian ways of knowing and being in the world
- Indigenous Australian knowledge and education practices
- Educators and knowledge holders navigating the cultural interface
- Current initiatives in sharing Indigenous Australian knowledge for education purposes
- Protocols for appropriate knowledge practice
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Activities
- Evaluation exercises.
This unit employs interactive and discussion-based learning and critical reflection on 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
- opportunity for formative feedback in this unit will include feedback on one reflection from assessment task 1
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas website.
Assessment
Overview
There are two assessment tasks in this unit:
1. Reflective journal - this task requires you to reflect on your own knowledge frameworks and ways of knowing as you learn about Indigenous Australian ways of knowing, and the ways in which knowledge and education practices intersect.
2. Critique - this task requires you to critically analyse how Indigenous Australian knowledge sharing initiatives can be respectfully incorporated into an education context you are familiar with.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflective journal
Submit four reflections that respond to stimuli provided in the first four weeks of study. These reflections will allow you to critically reflect on:
- your own ways of knowing,
- Indigenous Australian ways of knowing,
- the connection between knowledge and education, and
- culturally-informed education practices.
GenAI prohibited: The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critique
You will take on the role of an educator wanting to embed Indigenous Australian perspectives into your teaching and you have been asked to provide advice to your teaching team. You will analyse an Indigenous Australian education resource that can be used to incorporate Indigenous Australian knowledges and/or perspectives into an education experience. Use a GenAI tool to undertake an initial analysis of the resource. Evaluate the analysis and re-write it using the protocols and guiding principles from the unit. Justify the importance of using appropriate protocols when critiquing resources.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
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.EQ60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Reflective journal, Critique - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Reflective journal - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, ULO4, Critique - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: Critique
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Reflective journal, Critique - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Reflective journal - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, ULO4, Critique - 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: Critique