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 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Session 1 2024, QUT Online, Online
| Unit code: | EUQ659 |
|---|---|
| Credit points: | 12 |
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:
- Demonstrate the ability to independently source resources and analyse in written form their relevance and contribution to research in indigenous education. (CLO1.2)
- Investigate and analyse the effects of colonisation and globalisation in relation to concepts and theories associated with indigenous perspectives in indigenous education. (CLO1.1, CLO2.2)
- Critically analyse and reflect on global perspectives in indigenous education in relation to International issues surrounding language, culture and identity. (CLO2.1, CLO2.4)
- Demonstrate an application of knowledge concerning concepts and theories surrounding global perspectives in indigenous education by planning and executing a substantial research project. (CLO3.1, CLO3.2)
Content
- 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
Formative feedback in this unit will include feedback on your selection of an indigenous group for your case study, and analysis of one related quality source that will contribute to your annotated bibliography.
Detailed feedback will be provided on both assessment submissions.
Assessment
Overview
Assessment in this unit enables you to demonstrate your knowledge and understanding of how education intersects with colonisation, globalisation and indigenous knowledges looking specifically at language, culture and identity.
Assignment 1 is in 2 parts and requires you to begin thinking about Assessment 2. For Part 1, you will need to provide an Abstract introducing an Indigenous Group that you would like to research in the form of a Case Study. Part 2 requires you to put together an Annotated Bibliography of resources that you will use to present your Case Study.
Assignment 2 requires you to apply the research and content you have developed in Assignment 1 to present a Case Study on an Indigenous Group of your choosing located anywhere in the world.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated Bibliography
Part A: Abstract. 5%. Choose an indigenous group from anywhere in the world and write an indicative abstract for your case study (assessment 2).
Part B: Annotated Bibliography. 35%. Locate resources that will inform your case study (assessment 2) and present as an annotated bibliography
This is an assignment for the purposes of an extension.
Assessment: Case Study
Drawing on the research you have undertaken in Assessment Task 1, and content covered in this unit, develop a case study of the indigenous group you are investigating. This should include a community snapshot; exploration of the impact that colonisation and globalisation has had on language, culture and identity of the indigenous group. In completion critically reflect on the current context of the indigenous group and recommend directions for future policy and outcomes in indigenous education with reference to language, culture and identity.
Case Study Framework:
- Abstract/Introduction
- Part A: Community Snapshot
- Part B: History
- Part C: Language, culture and identity
- Part D: Looking to the future
- References
- Appendix
This is an assignment for the purposes of an extension.
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.
Requirements to Study
Requirements
Internet access
Resources
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
There are no out-of-the ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional and respect others in all interactions.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO2 - 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 cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
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 - 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
Unit Outline: Session 3 2024, QUT Online, Online
| Unit code: | EUQ659 |
|---|---|
| Credit points: | 12 |
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:
- Demonstrate the ability to independently source resources and analyse in written form their relevance and contribution to research in indigenous education. (CLO1.2)
- Investigate and analyse the effects of colonisation and globalisation in relation to concepts and theories associated with indigenous perspectives in indigenous education. (CLO1.1, CLO2.2)
- Critically analyse and reflect on global perspectives in indigenous education in relation to International issues surrounding language, culture and identity. (CLO2.1, CLO2.4)
- Demonstrate an application of knowledge concerning concepts and theories surrounding global perspectives in indigenous education by planning and executing a substantial research project. (CLO3.1, CLO3.2)
Content
- 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
Formative feedback in this unit will include feedback on your selection of an indigenous group for your case study, and analysis of one related quality source that will contribute to your annotated bibliography.
Detailed feedback will be provided on both assessment submissions.
Assessment
Overview
Assessment in this unit enables you to demonstrate your knowledge and understanding of how education intersects with colonisation, globalisation and indigenous knowledges looking specifically at language, culture and identity.
Assignment 1 is in 2 parts and requires you to begin thinking about Assessment 2. For Part 1, you will need to provide an Abstract introducing an Indigenous Group that you would like to research in the form of a Case Study. Part 2 requires you to put together an Annotated Bibliography of resources that you will use to present your Case Study.
Assignment 2 requires you to apply the research and content you have developed in Assignment 1 to present a Case Study on an Indigenous Group of your choosing located anywhere in the world.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Annotated Bibliography
Part A: Abstract. 5%. Choose an indigenous group from anywhere in the world and write an indicative abstract for your case study (assessment 2).
Part B: Annotated Bibliography. 35%. Locate resources that will inform your case study (assessment 2) and present as an annotated bibliography
This is an assignment for the purposes of an extension.
Assessment: Case Study
Drawing on the research you have undertaken in Assessment Task 1, and content covered in this unit, develop a case study of the indigenous group you are investigating. This should include a community snapshot; exploration of the impact that colonisation and globalisation has had on language, culture and identity of the indigenous group. In completion critically reflect on the current context of the indigenous group and recommend directions for future policy and outcomes in indigenous education with reference to language, culture and identity.
Case Study Framework:
- Abstract/Introduction
- Part A: Community Snapshot
- Part B: History
- Part C: Language, culture and identity
- Part D: Looking to the future
- References
- Appendix
This is an assignment for the purposes of an extension.
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.
Requirements to Study
Requirements
Internet access
Resources
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
There are no out-of-the ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.
Students must comply with netiquette guidelines agreed at the outset of the unit and ensure they are professional and respect others in all interactions.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ71 Master of Education
- Demonstrate a body of knowledge including understanding recent developments in the field of education (CLO1.1).
Relates to: ULO2 - 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 cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
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 - 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