EUQ659 Global Perspectives in 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: | EUQ659 |
|---|---|
| Antirequisite(s): | EUN650, EUZ650 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 |
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Unit Outline: Session 1 2026, QUT Online, Online
| Unit code: | EUQ659 |
|---|---|
| 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 |
Overview
In this unit you will investigate the experience of indigeneity against a backdrop of colonisation and globalisation. You will apply your understanding of indigenous perspectives as they encounter a variety of education case studies from indigenous academics in other nations. They will focus on how education in diverse contexts continues to facilitate the impact that colonisation and globalisation have had on indigenous languages, cultures and identities. The learning in this unit provides essential insights for professionals who design and deliver education initiatives in any field with and for Aboriginal and Torres Strait Islander people, in diverse educational contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate how professional and academic literature and sources privilege indigenous perspectives.
- Discuss with professional peers concepts that impact indigenous groups and education.
- Critically analyse the effects of colonisation and globalisation in relation to indigenous groups and their education.
- Propose strategies and plan ways to engage stakeholders to address indigenous education challenges.
Content
This unit will cover the following:
- The power of colonisation globally on indigenous communities.
- The impact of globalisation on indigenous groups and communities.
- Indigenous Knowledges: Introducing concepts and theories about the South and Decolonisation.
- Global perspectives on language, culture and identity in indigenous education.
- Case Studies: Indigenous Education: language, culture and identity.
- Colonisation continues: A living history.
- Indigenous Peoples and Human Rights: The United Nations Declaration on the rights of Indigenous Peoples.
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 website.
Assessment
Overview
There are two assessment tasks in this unit:
1. Community of Practice Portfolio - this task draws on your understanding of the impacts of colonisation and globalisation on indigenous groups to participate in a community of practice through research, evaluation and discussion.
2. Report - this task draws on the concepts covered across the unit to create a report on an Indigenous Group of your choosing located anywhere in the world.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Community of Practice
You will create a portfolio containing examples of your contributions to the community of practice in Modules 1-4 of this unit. You will select examples that showcase your achievement of the unit learning outcomes and record yourself presenting the rationale for the inclusion of each example.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
You will take on the role of a policy officer to research and write a report about an indigenous group. Your report will include a community snapshot and an exploration of the impact that colonisation and globalisation has had on language, culture and identity of the indigenous group. Building on your research, the report will recommend directions for future policy and outcomes in indigenous education, and plan for ways to work with stakeholders to bring about change.
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. The following text is referred to throughout the unit. Other resources will be available in the unit's Canvas site.
Resource Materials
Recommended text(s)
Jacob, W. J., In Cheng, S. Y., & In Porter, M. K. (2015). Indigenous education: Language, culture and identity. New York: Springer Publishing.
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: ULO2, Community of Practice - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Community of Practice, Report - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Report - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO1, Community of Practice, Report - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO2, Community of Practice
EQ71 Master of Education
- Demonstrate knowledge of research principles and methods applicable to the field of education (CLO1.2).
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: ULO3 - 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 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4 - Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Relates to: ULO4
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO2, Community of Practice - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO1, ULO3, Community of Practice, Report - 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: ULO4, Report - 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: ULO2, Community of Practice
Unit Outline: Session 3 2026, QUT Online, Online
| Unit code: | EUQ659 |
|---|---|
| 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 |
Overview
In this unit you will investigate the experience of indigeneity against a backdrop of colonisation and globalisation. You will apply your understanding of indigenous perspectives as they encounter a variety of education case studies from indigenous academics in other nations. They will focus on how education in diverse contexts continues to facilitate the impact that colonisation and globalisation have had on indigenous languages, cultures and identities. The learning in this unit provides essential insights for professionals who design and deliver education initiatives in any field with and for Aboriginal and Torres Strait Islander people, in diverse educational contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Evaluate how professional and academic literature and sources privilege indigenous perspectives.
- Discuss with professional peers concepts that impact indigenous groups and education.
- Critically analyse the effects of colonisation and globalisation in relation to indigenous groups and their education.
- Propose strategies and plan ways to engage stakeholders to address indigenous education challenges.
Content
This unit will cover the following:
- The power of colonisation globally on indigenous communities.
- The impact of globalisation on indigenous groups and communities.
- Indigenous Knowledges: Introducing concepts and theories about the South and Decolonisation.
- Global perspectives on language, culture and identity in indigenous education.
- Case Studies: Indigenous Education: language, culture and identity.
- Colonisation continues: A living history.
- Indigenous Peoples and Human Rights: The United Nations Declaration on the rights of Indigenous Peoples.
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 website.
Assessment
Overview
There are two assessment tasks in this unit:
1. Community of Practice Portfolio - this task draws on your understanding of the impacts of colonisation and globalisation on indigenous groups to participate in a community of practice through research, evaluation and discussion.
2. Report - this task draws on the concepts covered across the unit to create a report on an Indigenous Group of your choosing located anywhere in the world.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Community of Practice
You will create a portfolio containing examples of your contributions to the community of practice in Modules 1-4 of this unit. You will select examples that showcase your achievement of the unit learning outcomes and record yourself presenting the rationale for the inclusion of each example.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report
You will take on the role of a policy officer to research and write a report about an indigenous group. Your report will include a community snapshot and an exploration of the impact that colonisation and globalisation has had on language, culture and identity of the indigenous group. Building on your research, the report will recommend directions for future policy and outcomes in indigenous education, and plan for ways to work with stakeholders to bring about change.
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. The following text is referred to throughout the unit. Other resources will be available in the unit's Canvas site.
Resource Materials
Recommended text(s)
Jacob, W. J., In Cheng, S. Y., & In Porter, M. K. (2015). Indigenous education: Language, culture and identity. New York: Springer Publishing.
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: ULO2, Community of Practice - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Community of Practice, Report - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Report - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO1, Community of Practice, Report - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO2, Community of Practice
EQ71 Master of Education
- Demonstrate knowledge of research principles and methods applicable to the field of education (CLO1.2).
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: ULO3 - 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 - Demonstrate application of knowledge and skills with creativity and initiative to new situations in professional educational practice and/or for further learning with high level personal autonomy and accountability (CLO3.1).
Relates to: ULO4 - Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Relates to: ULO4
EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO2, Community of Practice - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO1, ULO3, Community of Practice, Report - 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: ULO4, Report - 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: ULO2, Community of Practice