EDUC 7008 - Indigenous Education

North Terrace Campus - Quadmester 2 - 2014

The course will examine the historical and cultural contexts of Indigenous Australian education, contrasting Indigenous pedagogies with 'western' practice. It will explore the epistemologies and ontologies of Indigenous Australians, as well as the function of the Dreaming and the arts, past and contemporary Indigenous education policies, literacy, restricted knowledges, education as social currency, language rights, Aboriginal English, health and community well-being, and inclusive education. These themes will be further investigated in relation to classroom practice, the role of teachers and globalisation.

  • General Course Information
    Course Details
    Course Code EDUC 7008
    Course Indigenous Education
    Coordinating Unit School of Education
    Term Quadmester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Restrictions Master of Education (coursework programs)
    Course Description The course will examine the historical and cultural contexts of Indigenous Australian education, contrasting Indigenous pedagogies with 'western' practice. It will explore the epistemologies and ontologies of Indigenous Australians, as well as the function of the Dreaming and the arts, past and contemporary Indigenous education policies, literacy, restricted knowledges, education as social currency, language rights, Aboriginal English, health and community well-being, and inclusive education. These themes will be further investigated in relation to classroom practice, the role of teachers and globalisation.
    Course Staff

    Course Coordinator: Mr Michael Colbung

    Location: Room 831, Level 8, 10 Pulteney St,
    Telephone: 8313 4397 (work)
    email: michael.colbung@adelaide.edu.au
    Course Website: www.myuni.adelaide.edu.au

    Panel Researchers and Guest speakers To Be Advised
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Classes will be held in two parts commencing the week beginning Tuesday 15th April 2014 and will run concurrently on the following Wednesday and Thursday. The Second part commences on the Tuesday 8th July, 2014 and the following Wednesday.

    The seminars and field trips are an important component of your learning in this course. The communication skills developed by regularly and actively participating in discussions are considered to be most important by the School and are highly regarded by employers and professional bodies.
  • Learning Outcomes
    Course Learning Outcomes
    After successfully completing this topic you should be able to
    1. Demonstrate an understanding and appreciation of cultural difference;
    2. Critically assess how such differences relate to ‘western’ teaching and learning;
    3. Critically analyse a variety of discourses that construct ontologies;
    4.  Evaluate how texts reflect assumptions about cultural groups, their epistemologies and pedagogies.

    In the process, you should also
    5. Improve your ability to think critically and form independent judgements;
    6. Improve your written and verbal communication skills;
    7. Improve your research skills and your ability to use non-lecture and non-prescribed materials;
    8. Improve your ability to work independently and to share your results with others.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 4
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 4,3
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1
    Skills of a high order in interpersonal understanding, teamwork and communication. 6
    A proficiency in the appropriate use of contemporary technologies. 6,7
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 5,8
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 8
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1
  • Learning Resources
    Online Learning
    Part B Readings and Teleconferencing/Skype sessions

    There will be four opportunities to include online learning modules or tasks into this learning experience. All four tasks are a part of the assessment with the Skype task will be assessed on contribution and involvement in the group discussion. The reading tasks will be accessible through the My Uni website and downloadable if required. Students will be required to contribute on the Myuni discussion board
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The topic begins by examining the historical background to Aboriginal societies in Australia, Indigenous children in their educational contexts. It then places these cultural differences into the framework of Indigenous education policies.

    The course then moves to a more fine-grained examination of Indigenous pedagogies, examining ontological contexts, those in teaching relationships and how these relationships are determined, the value of education in Indigenous knowledge systems, epistemologies, restricted knowledge’s and orality.

    The topic alters its focus, moving to explore the impacts of colonisation on Indigenous education systems, including current Indigenous education policies, bilingual education and Aboriginal English. The topic concludes by examining current trends in Indigenous education, Reconciliation, inclusive education and difficulties in balancing the needs of Indigenous students in an increasingly ‘global’ environment with the need to maintain cultural identity.
    Workload

    No information currently available.

    Learning Activities Summary
    Part A Seminar and Field trip Structure

    The part A seminar and field trip sessions are designed to give teachers and educational professionals an opportunity to begin with a brief look at the successful nature of survival of the world’s oldest culture in Australia for 60,000 years. We will cover important topics including The Dreaming and its effect on Traditional and contemporary lifestyles.
    • The ongoing impact of colonisation and the past policies of discrimination.
    • Contemporary issues surrounding the Land and its significance to cultural maintenance and survival.
    • Education and its effect on Aboriginal people. We will briefly look into Curriculum design and the need to refer back to research when making adjustments.
    The field trips are designed to help educators utilise such tremendous resources and to adjust, localise and modify their teaching curriculum to the dynamics of each teaching and learning circumstance. Students will visit the South Australian Museum, Tandanya Cultural Institute and the Botanical Gardens.

    Part B Readings and Teleconferencing/Skype sessions

    There will be four opportunities to include online learning modules or tasks into this learning experience. All four tasks are a part of the assessment with the Skype task will be assessed on contribution and involvement in the group discussion. The reading tasks will be accessible through the My Uni website and downloadable if required.

    Part C Seminar Structure

    The last two day sessions will consist of a guest lecturer from a prominent Indigenous educationist and a panel discussion with Indigenous researchers or professional working in this area. The remaining session are provided for 20 min presentation of Poster (A3 size), students work followed by a peer assessment session of the presentation. A session is committed to examining the growing role of the Stronger Smarter Institute in South Australian schools and the Learning Packages resource the institute provides to signatory schools.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    No information currently available.

    Assessment Detail
    Assessment Profile

    Attendance and contribution 10%

    Assessment Task 1
    Online Tasks: READINGS-Reflection (totalling) 1000w 25%

    Assessment Task 2

    Poster (10%), Presentations (30%)and peer Feedback session: 15-20min (totalling 2000w)

    Plus, a 500 word reflection on the task and the process.(10%) 2500w (equiv) 25%

    Assessment Task 3

    The design and development of a (localised) Aboriginal resource package to compliment your curriculum area,

    Or

    Identify and address a “Close the Gap” initiative or target in your workplace and design a proactive and “culturally safe” package, with policies and activities, to address the identified issues.

    Or

    An “abstract” paper, for publication, on an Aboriginal education initiative.

    2500w (equiv) 40%
    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.