EDUC 7008 - Indigenous Education
North Terrace Campus - Quadmester 3 - 2016
General Course Information
Course Code EDUC 7008 Course Indigenous Education Coordinating Unit School of Education Term Quadmester 3 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact 36 hours intensive Available for Study Abroad and Exchange N 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 knowledge, 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 Coordinator: Mr Michael ColbungLocation: Room 831, Level 8, 10 Pulteney St,
Telephone: 8313 4397 (work)
Course Website: www.myuni.adelaide.edu.au
Panel Researchers and Guest speakers To Be Advised
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 Demonstrate in depth understanding of diversity and inclusive practices in classrooms or workplace 2 Critically evaluate texts, systems and institutions and their engagement (or Non Engagement) with “Close the Gap” 3 Examine past and present policies contextualising Indigenous knowledge and experience
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 2 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 2, 3 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 3
Online LearningPart 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
No information currently available.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload Total Hours 3 days workshop and field visit intensive 21.5 hours 2 days workshop intensive 14.5 hours 2 hours reading per week 16 hours 8 hours online task 8 hours 110 hours Individual Reading, Research, Assignment work 110 hours
Learning Activities Summary
Week 1 Intensive Day 1 2 x Seminar and Field Trip Day 2 2 x Seminar and Field Trip Day 3 3 x Seminar and Field Trip Online Task 2 hours Online Task 2 hours Online Task 2 hours Online Task 2 hours Week 2 Intensive Day 1 2 x Seminars and Presentations Day 2 1 x Seminar, Presentations cont, SELTs, Reflective Review, Networking and
Specific Course RequirementsField Trips to Tandanya, Botanical Gardens and South Australian Museum
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome Attendance and participation Attending and contribution is highly valued 10% 1, 2 and 3 Presentation and reflection Students do a 10 min presentation of their resource and write a reflection on the process 20% 1, 2 and 3 Online task A series of online tasks, readings, discussion board questions and reflections 30% 1, 2 and 3 Design of Aboriginal resource Students design an Aboriginal resource in their relative subject teaching areas or an Alternate essay task 3000 words 40% 1, 2 and 3
*Further details on due dates for each of the assessment will be notified via MyUni.
Assessment DetailAttendance and Participation (10%)
Student attend and engage in seminar discussion and field trips
Presentation and reflection (20%)
A 10min presentation of their resource in front of peers with a reflective item
Online task (30%)
Online group tasks and discussion board and “flipped” reading tasks
Design of Aboriginal resource (40%)
3000 word essay on addressing a “Close the Gap” initiative or abstract or alternate essay or abstract
No information currently available.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.