TEAC 7156 Aboriginal Education: Past, Present and Future

Credit Points 10

Coordinator Phillip Devitt Opens in new window

Description This unit builds the capacity of students to work in culturally competent and sensitive ways in relation to Aboriginal and Torres Strait Islander education in primary schools. It allows for the development of understandings of the similarities and/or diversities of local Aboriginal and Torres Strait Islander groups including culture, histories, languages and identity. It examines the social and cultural contexts that influence engagement by Aboriginal and Torres Strait Islander children, families and communities in schooling. It explores ways of improving engagement through effective school culture, curriculum and community approaches. The unit explores the protocols for successfully working with Aboriginal children, families and communities in education settings to maximise learning outcomes for Aboriginal and Torres Strait Islander students. By investigating current approaches for teaching Aboriginal and Torres Strait Islander children and integrating Aboriginal knowledges, perspectives and culturally sensitive pedagogies into schooling, the students develop their own practices in providing an inclusive learning environment for all children. The unit explores the protocols for successfully working with Aboriginal children, families and communities in education settings to maximise learning outcomes for Aboriginal and Torres Strait Islander students.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Postgraduate Coursework Level 7 subject

Pre-requisite(s) Students enrolled in 1651 Bachelor of Arts (Pathway to Teaching Primary) 1822 Bachelor of Arts (Pathway to Teaching Primary) Dean’s Scholars or 6019 Diploma in ArtsBachelor of Arts (Pathway to Teaching Primary must have successfully completed 160 credit points

Equivalent Subjects TEAC 7016 - Classrooms without Borders

Restrictions Students must be enrolled in 1781 Master of Teaching (Primary), 1651 Bachelor of Arts (Pathway to Primary Teaching), 1822 Bachelor of Arts (Pathway to Teaching Primary) Dean�fs Scholars or 6019 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Primary).

Learning Outcomes

On successful completion of this subject, students should be able to:
  1. Identify and implement the incorporation of Aboriginal and Torres Strait Islander histories, knowledges and experiences into the curriculum. (addresses NESA item 1,2,3)
  2. Critically analyse how teachers�f understandings of Aboriginal and Torres Strait Islander knowledges, cultural issues, languages and identities can impact on the educational outcomes of Aboriginal and Torres Strait Islander students. (addresses NESA item 1,2,4,5)
  3. Identify and apply theories of cultural competence and culturally responsive teaching for working effectively with Aboriginal and Torres Strait Islander children, families and communities. (addresses NESA item 7,8)
  4. Evaluate appropriate Aboriginal and Torres Strait Islander studies teaching re

Subject Content

1. Local knowledge, histories, languages and identities relating to Aboriginal and Torres Islander peoples. (LO1,2).
2. Social, cultural (including the connections to community, country and kin) and contextual influences (including media representations) on the identities of Aboriginal and Torres Strait Islander people. (LO1,2).
3. Cultural awareness, competence and sensitivity for providing inclusive educational opportunities for Aboriginal and Torres Strait Islander children, families and communities. (LO1,2,3,4).
4. Culturally appropriate pedagogies, resources, assessments, terminology, learning styles and communication. (LO3,4,5,6).
5. Aboriginal and Torres Strait Islander content in the curriculum. (LO1,2,4).
6. The importance of building relationships and using appropriate protocols when working with Aboriginal and Torres Strait Islander students, families, workers and communities. (LO1,7).
7. Current and historical government policies and programs and their impacts on Aboriginal and Torres Strait Islander communities. (LO1,2,4,5,6).

Assessment

The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
Essay 2,000 words 30 N Individual
Short Answers Responses to Tutorial Tasks 1,600 words 30 N Individual
Presentation 15 minutes 40 N Individual

Prescribed Texts

  • Price, K., & Rodgers, J., (eds) (3rd Ed.) (2019) Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge University Press.
  • Price, K., & Rodgers, J., (eds) (3rd Ed.) (2019) Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Port Melbourne, Australia: Cambridge University Press.

Teaching Periods

2022 Semester 1

Bankstown

Day

Subject Contact Phillip Devitt Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

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Penrith (Kingswood)

Day

Subject Contact Phillip Devitt Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

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2022 Trimester 1

Wsu Online

Online

Subject Contact Marghi Ghezzi Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window

2022 Semester 2

Bankstown

Day

Subject Contact Phillip Devitt Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window

2022 Trimester 3

Wsu Online

Online

Subject Contact Marghi Ghezzi Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

View timetable Opens in new window