EUQ660 Personal Journeys in 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: | EUQ660 |
|---|---|
| Antirequisite(s): | EUN650, 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: Session 2 2026, QUT Online, Online
| Unit code: | EUQ660 |
|---|---|
| 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: | EUN650, EUZ650 |
| Coordinator: | Shanelle Fiaalii | s.fiaalii@qut.edu.au |
Overview
In this unit, you will explore the importance of cultural awareness and kinship system and how the relationships between family, country and community are essential to developing strategies of engagement and establishing healthy relationships between Indigenous and non-Indigenous people. You will critically reflect on your own cultural position and how this influences and shapes your approach to building genuine partnerships within your community. The unit introduces and engages you with contemporary theories and concepts relating to culture and race and how these can inform and support effective cross-cultural partnerships. 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:
- Discuss theoretical issues and types of discourse in working with Indigenous Australian communities in your education or workplace context.
- Critically reflect on your own cultural positioning, and the historical, social and political contexts of Indigenous Australian people and how this impacts on your relationships in the context of your education or workplace.
- Propose and justify strategies for creating a culturally safe place in your education or workplace context.
Content
This unit will cover the following:
- Who Am I? Understanding my cultural position.
- Exploration of theoretical concepts: critical race theory, whiteness, privilege.
- Understanding Indigenous Kinship Systems.
- What is a Culturally Safe Working Environment? Cultural awareness.
- Developing Relationships within Community.
- Maintaining Relationships within Community.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Activities
- Evaluation exercises.
During the unit, you will be required to engage in critical reflection, analyse, synthesise and apply the presented concepts to your own education practice and knowledge traditions.
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 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 site.
Assessment
Overview
There are two assessments in this unit:
1. Reflection Presentation - requires you to draw on theories discussed in the unit to reflect on your cultural position and the impact of this on your education, workplace or context.
2. Indigenous Australian Education Strategy - requires you to write an education strategy that demonstrates how you will build and develop relationships with Indigenous Australian people in your education, workplace and/or context and discuss the strategies involved.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection Presentation
The purpose of this assessment is to reflect on and draw from the content you have studied in Modules 1–4. Throughout these modules, you have been asked to add to the Community of Practice, discussing your thoughts and personal experiences surrounding Indigenous Country, culture and theory with your peers. These reflections and discussions should be used as a foundation for Assessment 1. You are to record yourself discussing the theories as explored in the unit, applying them to your cultural position.
Your reflection presentation is a tool for you to establish an understanding of current theories in relation to your cultural position. The presentation should refer to at least eight sources, including sources from Indigenous Australian authors.
GenAI prohibited: The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Some components of this assessment are eligible for the 48-hour late submission period and assignment extensions. Written component is eligible for the 48-hour late submission period.
Assessment: Indigenous Australian Education Strategy
You will take on the role of a professional working in an educational context to develop an Indigenous Australian Education Strategy to share with your leadership team. You will use emerging digital technologies to create an initial strategy. Your strategy should include the following:
- Personal vision statement,
- Strategies for practice, and a
- Professional development plan.
Using the knowledge gained in this unit, you will critique the AI generated strategy using annotations. You will use the critique to produce a final Indigenous Australian Education Strategy.
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, Reflection Presentation - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Reflection Presentation, Indigenous Australian Education Strategy - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Indigenous Australian Education Strategy
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO3
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Reflection Presentation - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Reflection Presentation, Indigenous Australian Education Strategy - 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: ULO3, Indigenous Australian Education Strategy
Unit Outline: Session 4 2026, QUT Online, Online
| Unit code: | EUQ660 |
|---|---|
| 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: | EUN650, EUZ650 |
| Coordinator: | Shanelle Fiaalii | s.fiaalii@qut.edu.au |
Overview
In this unit, you will explore the importance of cultural awareness and kinship system and how the relationships between family, country and community are essential to developing strategies of engagement and establishing healthy relationships between Indigenous and non-Indigenous people. You will critically reflect on your own cultural position and how this influences and shapes your approach to building genuine partnerships within your community. The unit introduces and engages you with contemporary theories and concepts relating to culture and race and how these can inform and support effective cross-cultural partnerships. 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:
- Discuss theoretical issues and types of discourse in working with Indigenous Australian communities in your education or workplace context.
- Critically reflect on your own cultural positioning, and the historical, social and political contexts of Indigenous Australian people and how this impacts on your relationships in the context of your education or workplace.
- Propose and justify strategies for creating a culturally safe place in your education or workplace context.
Content
This unit will cover the following:
- Who Am I? Understanding my cultural position.
- Exploration of theoretical concepts: critical race theory, whiteness, privilege.
- Understanding Indigenous Kinship Systems.
- What is a Culturally Safe Working Environment? Cultural awareness.
- Developing Relationships within Community.
- Maintaining Relationships within Community.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Activities
- Evaluation exercises.
During the unit, you will be required to engage in critical reflection, analyse, synthesise and apply the presented concepts to your own education practice and knowledge traditions.
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 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 site.
Assessment
Overview
There are two assessments in this unit:
1. Reflection Presentation - requires you to draw on theories discussed in the unit to reflect on your cultural position and the impact of this on your education, workplace or context.
2. Indigenous Australian Education Strategy - requires you to write an education strategy that demonstrates how you will build and develop relationships with Indigenous Australian people in your education, workplace and/or context and discuss the strategies involved.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection Presentation
The purpose of this assessment is to reflect on and draw from the content you have studied in Modules 1–4. Throughout these modules, you have been asked to add to the Community of Practice, discussing your thoughts and personal experiences surrounding Indigenous Country, culture and theory with your peers. These reflections and discussions should be used as a foundation for Assessment 1. You are to record yourself discussing the theories as explored in the unit, applying them to your cultural position.
Your reflection presentation is a tool for you to establish an understanding of current theories in relation to your cultural position. The presentation should refer to at least eight sources, including sources from Indigenous Australian authors.
GenAI prohibited: The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Some components of this assessment are eligible for the 48-hour late submission period and assignment extensions. Written component is eligible for the 48-hour late submission period.
Assessment: Indigenous Australian Education Strategy
You will take on the role of a professional working in an educational context to develop an Indigenous Australian Education Strategy to share with your leadership team. You will use emerging digital technologies to create an initial strategy. Your strategy should include the following:
- Personal vision statement,
- Strategies for practice, and a
- Professional development plan.
Using the knowledge gained in this unit, you will critique the AI generated strategy using annotations. You will use the critique to produce a final Indigenous Australian Education Strategy.
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, Reflection Presentation - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Reflection Presentation, Indigenous Australian Education Strategy - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Indigenous Australian Education Strategy
EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO1 - Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of education (CLO2.1).
Relates to: ULO2 - Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional education practice or scholarship (CLO2.4).
Relates to: ULO3
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Reflection Presentation - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Reflection Presentation, Indigenous Australian Education Strategy - 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: ULO3, Indigenous Australian Education Strategy