EDED11458 - Indigenous Studies and Learning
Term 2 - 2017


All details in this unit profile for EDED11458 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

The unit Indigenous Studies and Learning develops knowledge and understanding of historical factors that impact on the engagement of Aboriginal and Torres Strait Islander learners and families in education and care settings. The policy and action of governments and media representations are analysed, discussed and compared with indigenous perspectives on race relations and past events with an emphasis on developing understanding and appreciation of contemporary Indigenous Australian identity and culture. Pedagogies for working effectively and appropriately with indigenous Australians, families and communities including current systemic initiatives and policies are evaluated in terms of their suitability for students in rural, remote and urban Australian communities. You will consider Aboriginal and Torres Strait Islander world views and your own and others attitudes to Indigenous people to defend the selection of teaching strategies aimed at promoting reconciliation and effective learning relationships with students, families and communities.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

To be eligible to enrol in this unit, students must be enrolled in CC12, CC13, CC14 or the Start University Now (SUN) program

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 2 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Practical and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

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You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
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Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Assessment Task 1 was complex and confusing. Students Add additional instructions clarifying the Assessment task 1 requirements in the Moodle Assessment Area.
On successful completion of this unit, you will be able to:
  1. Analyse the impact of deficit views of Aboriginal and Torres Strait Islander students on learning and engagement
  2. Analyse and respond to representations of Aboriginal and Torres Strait Islander peoples in contemporary and historical texts and their impact on race relations with non-Indigenous Australians
  3. Critique government policies and approaches to the education of Aboriginal and Torres Strait Islander students in past and present society
  4. Explain the effect of Aboriginal and Torres Strait Islander world views and the concept of relatedness on the learning styles of indigenous students
  5. Justify the use of strategies that cater for the diversity of experience, identity and linguistic background of contemporary Aboriginal and Torres Strait Islander students and communities
  6. Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families and communities for promoting engagement and participation in education and care.


Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment    
2 - Practical and Written Assessment      

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1. Communication    
2. Problem Solving        
3. Critical Thinking
4. Information Literacy  
5. Team Work            
6. Information Technology Competence            
7. Cross Cultural Competence
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment    
2 - Practical and Written Assessment    

Corrections

Date Updated Information
26-May-2017 11:03

Please note that there is a prescribed text for this Unit: Harrison, N. (2011). Teaching and learning in Aboriginal education, 2nd ed, Sth Melbourne: Oxford University Press. The CQUniversity's Bookshop has a number of copies in stock at Rockhampton and Mackay, or it can be ordered online from their website (http://bookshop.cqu.edu.au/).

Prescribed Textbooks

Teaching and Learning in Aboriginal Education
Author/s: Harrison , N Year: 2011
Edition: 2nd edn Publisher: Oxford University Press
City: South Melbourne State: Vic
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

There is also an ebook available through the Library website at no cost. However, please note that only three users can use this resource at the same time.

IT Resources

You will need access to the following IT resources:
  • Internet
  • CQUniversity Student Email
  • Unit Website (Moodle)
  • Distance students are advised that they will need a headset with microphone
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorDaniel Teghe (d.teghe@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

Topic 1 - Understanding Aboriginal and Torres Strait Islander Children

Set text - Chapter 1

Week 2 17-07-2017

Topic 1, continued.

Week 3 24-07-2017

Topic 2 - Inclusive Australia History

Set text - Chapter 2

Week 4 31-07-2017

Topic 2, continued.

Week 5 07-08-2017 Topic 3 - The Impacts of Past Policies on Aboriginal Cultures and Identity

Set text - Chapters 4 & 5

Vacation Week 14-08-2017 There is no unit material prescribed for this week.
Week 6 21-08-2017 Topic 3, continued,
Week 7 28-08-2017

Topic 4 - Culture and Identity: Ways of Knowing, Learning and Being

Set text - Chapters 5, 9 & 10

Critical Response Due Friday (01 Sep 17) 11:30 PM AEST
Week 8 04-09-2017

Topic 4, continued.

Week 9 11-09-2017

Topic 5 - Quality Teaching for Indigenous Australian Children

Gray, J, & Beresford, Q 2008, 'A 'formidable challenge': Australia's quest for equity in Indigenous education', Australian Journal of Education (ACER Press), vol. 52, no. 2, pp. 197-223.

Week 10 18-09-2017

Topic 5

Week 11 25-09-2017

Topic 6 - Relationships, Community Partnerships, and Strategies for Indigenous Education

Revisit Chapters 9 & 10.

Week 12 02-10-2017

Topic 6 & Unit Revision

Strategy selection and justification Due Friday (06 Oct 17) 11:45 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Written Assessment

Assessment Title Critical Response
Task Description

Context for this assessment task

Statistics show that despite substantial government spending on Indigenous education, there are still serious differences in the educational outcomes achieved by Indigenous and non-Indigenous Australians (Gray & Beresford, 2008). Many writers claim that policies that aim to close this gap for Australian Indigenous students will only achieve successful educational outcomes if schools and teachers acknowledge and address the impact that the past has had on the present for these students (Gray & Beresford, 2008; Vass, 2012; Ford, 2012).

Structure and expectations for your written response

Write a response of no more than 1500 words that clearly establishes your perspective on the contextual information provided above. Your response should use references to course readings to show your knowledge and understanding of the impact of past and present representations of Aboriginal and Torres Strait Islander peoples and government policy on race relations between Indigenous and non-Indigenous Australians.

Your response must also include your own personal reflections on the impact of a shared Australian history and your own cultural background on the attitudes and views you have formed of Aboriginal and Torres Strait Islander people as students and learners.

You should make reference to your participation in at least three (3) learning experiences from the course activities that have shaped your perspectives on the importance of teachers’ acknowledgement, recognition and respect for Aboriginal history and culture for supporting the identity needs of Aboriginal and Torres Strait Islander students and promoting reconciliation within classroom contexts and the broader school community.

Assessment Due Date Week 7 Friday (01-Sep-2017) 11:30 PM AEST
Return Date to Students Week 10 Friday (22-Sep-2017)
Weighting 50%
Assessment Criteria
  • Knowledge and understanding of the diverse Australian Indigenous histories, cultures, and languages.
  • Analysis of the impact of historical government policy and the past and present representations of culture and identity of Australian Indigenous peoples and students.
  • Critical reflection on Indigenous and non-Indigenous perspectives and the impact of diverse views on engagement and participation in education and care settings.
  • Use of culturally appropriate language and academic conventions to construct a defensible position in response to the stimulus.

* Please ensure that you download, read and reflect on the Assignment 1 Marking Sheet provided on Moodle before tackling this assessment task.

Referencing Style American Psychological Association (APA)
Submission Online

Submit online, please follow the relevant link in the Assessment block. Ensure that you check the Turnitin report for your assignment, it may take some time before it is generated by the system.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Analyse the impact of deficit views of Aboriginal and Torres Strait Islander students on learning and engagement

2. Analyse and respond to representations of Aboriginal and Torres Strait Islander peoples in contemporary and historical texts and their impact on race relations with non-Indigenous Australians

3. Critique government policies and approaches to the education of Aboriginal and Torres Strait Islander students in past and present society

6. Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families and communities for promoting engagement and participation in education and care.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice



2 Practical and Written Assessment

Assessment Title Strategy selection and justification
Task Description

Throughout the course, you have examined a range of strategies and resources for working with Indigenous learners, families and communities and for teaching the history of Australia in respectful ways that promote reconciliation.

For this task, you will select and describe the strategies you would use to engage Indigenous students in learning in educational settings and explain why you think they would work.

Task Details

1. You must identify strategies that show consideration of students' cultural, linguistic and identity needs AND strategies for working effectively and sensitively with families and communities to support the learning and engagement of Aboriginal and Torres Strait Islander students. Your work can be presented in a format of your choice such as a table, matrix, written report or a multimodal form that includes diagrams, flowcharts or any other format suitable for identifying and describing the chosen strategies. A word limit of 800 words (or equivalent for tables, diagrams, etc) applies to this section of the task.

2. You will write a justification of no more than 1000 words that clearly explains why these strategies would meet the learning, language, cultural and identity needs of Indigenous learners and that identifies any limitations on the effectiveness of these strategies in a range of different contexts. This justification should consider the diversity of needs of Aboriginal and Torres Strait Islander students in rural, remote and urban areas and educational settings made up solely of Indigenous learners as well as those where only a small minority of students are Indigenous. The justification should be supported by references from course readings and your set text.

Assessment Due Date Week 12 Friday (06-Oct-2017) 11:45 PM AEST
Return Date to Students Exam Week Friday (20-Oct-2017)
Weighting 50%
Assessment Criteria
  • Knowledge and understanding of the impact of Indigenous cultural identity on learning.
  • Application of knowledge of Indigenous cultures to the selection of strategies for relationship building that support educational equity and performance.
  • Knowledge of language backgrounds and the diversity of student characteristics that affect the learning of Aboriginal and Torres Strait Islander students.
  • Use of authoritative sources to justify strategy selection.

* Please ensure that you download, read and reflect on the Assignment 2 Marking Sheet provided on Moodle before tackling this assessment task.

Referencing Style American Psychological Association (APA)
Submission Online

Submit online, please follow the relevant link in the Assessment block. Ensure that you check the Turnitin report for your assignment, it may take some time before it is generated by the system.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

4. Explain the effect of Aboriginal and Torres Strait Islander world views and the concept of relatedness on the learning styles of indigenous students

5. Justify the use of strategies that cater for the diversity of experience, identity and linguistic background of contemporary Aboriginal and Torres Strait Islander students and communities

6. Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families and communities for promoting engagement and participation in education and care.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice




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