313471 (301186 equivalent)
Indigenous Australian
Education
(EDP 370)
Indigenous Australian Cultural Studies Programs
Centre for Aboriginal Studies
Office of the Vice-Chancellor
UNIT OUTLINE
Study Period 1, 2012
Publication Date: 12 March 2016
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CRICOS Provider Code
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Office of the Vice-Chancellor
Centre for Aboriginal Studies
Indigenous Australian Education EDP 370
Study Period 1, 2012
Unit study package number:
313471 EDP 301186
Mode of study:
OUA on-line
Credit value:
25
Co, Pre and anti-requisite units:
None
Additional Requirements:
None
Result type:
Grade/Mark
Core Unit Status:
If this is a required (core) unit in your course of study, students
may be terminated from their course of study if they fail this unit
twice
Unit Coordinator:
Name:
Lesley Neale
Phone:
(08) 9266 2895
Email:
l.neale@curtin.edu.au
Building: Room:
211.231
Name:
Lesley Neale
Phone:
(08) 9266 2895
Email:
l.neale@curtin.edu.au
Building: Room:
211.231
Name:
Keith Truscott
Phone:
(08) 9266 7208
Email:
k.truscott@curtin.edu.au
Tutors:
Building: Room:
211.141
Name:
Robin Barrington
Phone:
(08) 9266 3537
Email:
r.barrington@curtin.edu.au
Building: Room:
211.231
(2 other tutors to be advised)
Learning Management System:
FLECS - Blackboard (oasis.curtin.edu.au)
Acknowledgement of Country:
I/We respectfully acknowledge the Elders and custodians of the Whadjuk Nyungar
nation, past and present, their descendants and kin. The Curtin University Bentley Campus enjoys the
privilege of being located in Whadjuk/Nyungar Boodjar (country) on the site where the Derbil Yerrigan
(Swan river) and the Djarlgarra (Canning river) meet. The area is of great cultural significance and
continues to sustain the life and wellbeing of the traditional custodians. As representatives of Curtin
University I/we are proud to honour the Nyungar people and value this place of shared learning. I/we
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recognise the impacts of colonisation on Indigenous Australians and as active participants in
reconciliation we are committed to moving forward together in a spirit of mutual honour and respect.
Syllabus
This unit focuses on complex cultural environments and roles interconnected with Indigenous
Australian Education. Students develop the skills to critically reflect and assess their own teaching
abilities in an Indigenous Australian context.
Introduction
This unit explores ways to develop cross cultural skills using appropriate resources to effectively teach
Aboriginal students and Aboriginal studies in a variety of educational contexts. During the course of the unit
there will be opportunities to reflect on one’s own cultural heritage and develop a deeper understanding of
Australian Aboriginal culture in an educational context and how that impacts on teaching styles and methods
used in the classroom. This unit explores the concept of identity and how that impacts on the formation of
relationships.
Unit Learning Outcomes
On successful completion of this unit students can:
1
Graduate Attributes addressed
Identify and analyse personal cultural imperatives in Indigenous
Australian contexts
2
Engage in research that interprets Indigenous contemporary
and historical themes to inform teaching roles and practices in
an Indigenous Australian teaching context
3
Select and apply appropriate teaching strategies in an
Indigenous Australian context
4
Critically reflect on teaching strategies and philosophies to
develop a proactive learning environment
5
Identify and evaluate various stakeholders and resources that
support the implementation of an Australian Indigenous learning
environment
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Curtin’s Graduate Attributes Key
Apply discipline
knowledge
Thinking skills
Information skills
Communication skills
Technology skills
Learning how to learn
International
perspective
Cultural understanding
Professional skills
Find out more about Curtin’s Graduate attributes at the Office of Teaching & Learning website: otl.curtin.edu.au
Learning Activities
Current Learning Activities
iLectures
The iLectures are delivered by variety of guest lecturers with a wide experience of Indigenous
Education. The topics will include identity, diversity, culture, reconciliation, oral / written history,
Aboriginal Terms of Reference and the role of the teacher in Indigenous Australian learning contexts.
This unit provides an opportunity to reflect on own cultural heritage and develop a deeper
understanding of Australian Aboriginal culture in an educational context and how that impacts on
teaching styles and methods used in the classroom.
Collaborative learning, Discussion Board & on - line eLearning tools
The readings allow you to participate in weekly on-line discussions and activities. The collaborative
learning sessions support the ilectures, providing opportunity for you to discuss and critically analyse
unit materials.
iLectures, readings and unit resources are essential to successful completion of assignments.
The unit will ask you to consider your response to the material. The unit is offered to raise your
awareness of Indigenous peoples; it may also raise your awareness of yourself. Activities and
assignments will invite your personal perspective, as well as discussing the opinions of authors. The
outcomes of such discussions will be related back to their relevance to your teaching practice.
Keeping a file containing this unit outline, handouts and the documents you use will be useful in your
future teaching career.
Learning Resources
Essential Texts
You will need to purchase the following textbook in order to complete this unit:
Harrison, N. 2011, Teaching and Learning in Aboriginal Education. 2nd Ed. Victoria: Oxford
University Press. (The first edition of this book can also be used as the references cover both editions)
Recommended Texts
These are available through e-Reserve and Blackboard. Students may find valuable information that will
assist them in their assignments. Students are encouraged to undertake wider reading and research.
Please check with your tutor if you are in any doubt of the appropriateness of any resources before using
them.
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Students do not have to purchase the following textbooks but it is highly recommended that they refer to
them.
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Craven, R. 1999. Teaching Aboriginal Studies. NSW: Allen and Unwin: St Lenards.
Harris, S & Malin, M.1994. Aboriginal Kids in Urban Classrooms. Wentworth Falls, NSW Social
Science Press
Beresford, Q. and Partington, G. 2003. Reform and Resistance in Aboriginal Education. Perth:
UWA Press
.
Dudgeon, P., Garvey, D. and Pickett, H., ed. 2000. Working with Indigenous Australians: A
handbook for Psychologists. Perth: Gunada Press
Garvey, D 2008. Indigenous Identity in Contemporary Psychology. Victoria: Nelson Australia
Oxenham, D. et.al. 1999. A Dialogue on Indigenous Identity: Warts ‘n’ All. Perth: Gunada Press
Partington, G., ed 1998. Perspectives on Aboriginal and Torres Strait Islander Education.
Wentworth Falls: NSW. Social Science Press
Atkinson, J. (2002) Trauma Trails: Recreating Song Lines, The Transgenerational Effects of
Trauma in Indigenous Communities. Spinifex Press: North Melbourne (accessed 2008)
Online Resources
Weekly readings for this unit can be accessed on e-reserve at:
http://library.curtin.edu.au/find-books-and-resources/reserve-and-e-reserve.cfm
Useful web sites
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Communicating Positively- A guide to appropriate Aboriginal terminology. NSW Govt Health.
Centre for Aboriginal Health (http://www.health.nsw.gov.au/pubs/2004/aboriginal_terms.html)
First Australians http://www.sbs.com.au/firstaustralians/
Department of Education. Aboriginal Education Website.
(http://www.det.wa.edu.au/aboriginaleducation/detcms/portal/)
ABC Online Indigenous (http://www.abc.net.au/indigenous/)
Wardan Aboriginal Centre (http://www.wardan.com.au/home.htm)
Australian Human Rights Commission (http://www.humanrights.gov.au/social_justice/index.html)
Western Australian Certificate of Education (http://www.curriculum.wa.edu.au/)
Koori Mail. The Voice of Indigenous Australia (http://www.koorimail.com/)
Arbury Park Outdoor School (http://www.arburypark.sa.edu.au/)
100 Years. The Australian Story (http://www.abc.net.au/100years/)
Australian Institute of Aboriginal and Torres Strait Islander Studies (http://www.aiatsis.gov.au/)
Murdoch University. Welcome to Country. Nidja Beeliar Boodjar Noonookurt Nyininy
(http://wwwmcc.murdoch.edu.au/multimedia/nyungar/)
Twelve Canoes (http://www.12canoes.com.au/)
Care for Kids Ears (http://careforkidsears.health.gov.au/)
Beyond Black and White Essentialism, hybridity and Indigeneity Yin C. Paradies
(http://jos.sagepub.com/content/42/4/355.abstract)
Department of Indigenous Affairs (Perth): http://www.dia.wa.gov.au/
Australian Bureau of Statistics: www.abs.gov.au/
State Library (WA) Film, archives, photographs, oral history, reference library and community
libraries catalogue: http://henrietta.liswa.wa.gov.au/
Australian Institute of Aboriginal and Torres Strait Islander Studies (Canberra):
http://www.aiatsis.gov.au/
Reconciliation Australia: www.reconciliation.org.au/
Aboriginal and Torres Strait Collections http://australianmuseum.net.au/Aboriginal-and-Torres-StraitCollections
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Australian Indigenous HealthInfoNet: http://www.healthinfonet.ecu.edu.au/
Indigenous Portal http://www.indigenous.gov.au/Pages/default.aspx
SNAICC http://www.snaicc.asn.au/
AIHW http://www.aihw.gov.au/closingthegap/publications/
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Assessment Schedule
Assessments can be submitted through the Blackboard Grade centre and should have a Turnitin receipt
Task
Value
(%)
Date due
Unit Learning
Outcome(s)
assessed
Assessment 1: Power point
35%
Week 3 ongoing
1, 2, 3, 4 and 5
Assessment 2: Reflective Journal.
25%
Weekly
1,2, 3, 4 and 5
Assessment 2: Part 2, Critical Reflection
Overview
40%
Week 12, May 18th
1, 2, 3, 4 and 5
Total
100%
Weekly entries: (10)
Detailed information on assessment tasks
The assessment for this unit consists of the following common Assessment Criteria for all written texts:
Use scholarly writing with a standard of English competency required by Curtin University
http://learningcentre.curtin.edu.au/skills/writing_skills.cfm &
http://unilife.curtin.edu.au/learning_support/ScholarlyWriting.htm

Use APA or Chicago Author/Date Referencing format

Make extensive use of an awareness of Indigenous Australian: perspectives; cultural knowledge
and protocols.
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Utilise self-reflection, analysis and critical discussion – providing evidence to support any
argument or position.
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Addresses all aspects of the assessment topic/question

Use culturally appropriate and respectful terminology and language

Use appropriate presentation of assignment including a signed coversheet as per Curtin
University guidelines.
*Please note the marking rubric for each assessment is in this outline & available on
Blackboard
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Assignment 1 – Power Point
35%
Due: Start Week 3, 12th March - Ongoing
Students will be allocated to a group of 3 to develop a Power Point on ONE topic (topic list on Black
board) - 10 slides maximum. The power point resource and summary sheet will be posted on Blackboard
after assessment.
All members of the group are required to participate in on line meetings/forums/ research, discussions,
preparation, development and completion of the work.
The information and activities included in the power point should focus on pedagogical ideas and
strategies. Use EDP 370 readings, ilectures, and other suggested resources as a basis for your
power point.
Keep a record of all group meetings (method of ‘meeting’ time & those present)
Groups m ust provide a TWO page summary paper, which includes references and
resources
Assessment Criteria
Content
Incorporate knowledge from
weekly lectures, readings,
tutorials; demonstrating
research understanding, &
preparation
Identify and incorporate
curriculum/syllabus framework links
to appropriate learning areas.
Mark
Feedback
8
7
Process:
Recognise & use culturally
appropriate teaching strategies,
terminology/protocols – as in unit
learning and readings
10
Summarise (2 page) the power point
with a reference/ resource list
5
All parts of power point to be
scholarly including accurate
referencing (as in Student
Guidelines)
5
Total:
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Assignment 2 - Academic Reflective Journal - Weekly Entries
Due: each week – 250 words per week, 25% - marks will not be allocated for late or missed weekly
entries. These entries will be read by your tutor and feedback given to assist you in preparing your
Journal Overview
Assessment Criteria – Weekly Entries
Your weekly journal should be a collection of critical reflections on weekly topics using iLectures, chosen
weekly readings, DVDs and other resources - demonstrating your knowledge of the topic and how you will
implement this knowledge and insights into your future teaching.
This Curtin Website may assist you in how to approach this assessment task but is not the only form of reflective
journaling. http://learningcentre.curtin.edu.au/skills/structured_reflection.cfm#3
Give each entry a date & title and clearly reference the specific resources you are discussing.
Weekly topics. (10)
2.
3.
4.
5.
6.
7.
Preparation to teach, identity, culture and stereotypes
Indigenous Australian history from an Indigenous perspective.
Aboriginal Terms of Reference
Indigenous languages and communication.
Indigenous Literacy Strategies
No iLecture - Going Back to Lajamanu http://www.abc.net.au/4corners/content/2009/s2683288.htm & B’B
discussion
8. Contemporary Indigenous Education
9. Stolen Generations10. Indigenous Health and Education
11. Torres Strait Islander History and Culture
12. The Way Forward.
Assessment Criteria:
Comments:
Critically reflect on the topic, demonstrating how
your knowledge of the topic can be implemented
into your future classroom practice
10
Demonstrate inclusion and application of culturally
appropriate teaching strategies, protocols and
terminology.
10
Expresses ideas in a scholarly way including
accurate referencing (as per Student Guidelines).
5
TOTAL:
25%
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Assignment 2, Part 2 – Critical Reflective Overview 1,000 words, 40%
Due: Week 12 - Friday 18th May
Assessment Criteria - Overview
Critical Reflections Overview
Students should use the information from their weekly journals to develop an overview demonstrating knowledge
and understanding from this unit which focus on your specialist learning area and a chosen age group – give
those details in your introduction.
This is an opportunity to discuss how the pedagogical and other insights from the unit have impacted on you as
a pre-service teacher and to explain how you will implement this knowledge into your future teaching. Think
holistically, using the knowledge in terms of lesson content, background knowledge, classroom planning, and
communication to parents, teaching strategies and classroom texts.
Assessment Criteria:
Critically reflect on the unit learnings –
using ilectures, texts and all on-line learning
Demonstrate how your knowledge and
insights can be implemented into your future
classroom practice demonstrating inclusion
and an application of appropriate teaching
strategies, protocols and terminology
Expresses ideas in a scholarly way including
accurate referencing (as per Student
Guidelines).
Grade
Comments:
15
20
5
Total:
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Fair assessment through moderation
Moderation describes a quality assurance process to ensure that assessments are appropriate to the
learning outcomes, and that student work is consistently evaluated by assessors. Minimum standards for
the moderation of assessment are described in the Assessment Manual, available from
policies.curtin.edu.au/policies/teachingandlearning.cfm
Guidelines for Submission
All assignments must be accompanied by a signed Curtin University Assignment cover page.
All assignments must be received by 4 pm on the Friday of the week due.
Assignment Marking - Students should allow a 2-3 week marking turnaround for written assignments.
Students should expect personalised, written feedback on written assignments. Marks for power point will
be provided the week following the task.
Students are responsible for keeping a backup copy of all assignments in more than one storage
location. Failure of technology will not be considered as a reason to grant extensions.
Late penalties
Assignments submitted late without prior arrangement or on good grounds will be penalised. Students are
expected to submit each assessment on or before the due deadline date. Failure to do so will result in a
10% penalty per calendar day. An assignment more than 7 days overdue will not be marked.
Timely completion of work is part of each student’s professional and academic responsibility.
Extensions may be granted if the student applies prior to the due date of the assignment and has good
grounds for doing so. Extension details need to be included on the Assignment cover sheet. The
grounds, on which an extension can be granted, along with the documentary evidence required, are as
follows:
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Compassionate grounds (a certificate from an appropriate Curtin Counsellor, medical practitioner
or other appropriately qualified person),
Medical grounds (a certificate from a medical practitioner),
Psychological grounds (a certificate from a registered psychologist).
Pass requirements for this unit:
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Students must complete all assignments.
Students must achieve a 50% pass grade/mark for each assessment task
Referencing style
Students should use the Chicago referencing style when preparing assignments. More information can be
found on this style from the Library web site:
library.curtin.edu.au/research_and_information_skills/referencing
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Supplementary information
Enrolment:
It is each student’s responsibility to ensure that their enrolment is correct - you can check your enrolment
through the eStudent option on OASIS, where you can also print an Enrolment Advice.
Supplementary:
Supplementary assignments will be completed at a date to be advised. Notification to students will be
made after the Board of Examiners meeting via the Official Communications Channel (OCC) in OASIS. It
is the student’s responsibility to check their OASIS account for official Curtin correspondence on a weekly
basis. If your results show that you have been awarded a supplementary or deferred exam you should
immediately check your OASIS email for details.
Plagiarism
Plagiarism occurs when work or property of another person is presented as one's own, without
appropriate acknowledgement or referencing. Plagiarism is a serious offence. For more information refer
to academicintegrity.curtin.edu.au
Plagiarism Monitoring
Some (or all) assessments in this unit will be monitored for plagiarism using Turnitin (see turnitin.com).
Students who do not want assignments retained in the Turnitin database must lodge a special request prior
to the submission date. For further advice see academicintegrity.curtin.edu.au/studentsturnitin.html
Student Rights and Responsibilities
It is the responsibility of every student to be aware of all relevant legislation and policies and procedures
relating to his or her rights and responsibilities as a student. These include:
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the Student Charter
the University’s Guiding Ethical Principles
the University’s policy and statements on plagiarism and academic integrity
copyright principles and responsibilities
the University’s policies on appropriate use of software and computer facilities
Information on all these things is available throughout the University’s “Student Rights and
Responsibilities” website at: students.curtin.edu.au/rights.
Recent unit changes
We welcome feedback as one way to keep improving this unit. Students are encouraged to give unit
feedback through eVALUate, Curtin’s online student feedback system (see
http://evaluate.curtin.edu.au/info/index.cfm). Recent changes to this unit include:
1. Unit syllabus amended to reflect changes to C2010 triple I curriculum.
2. Assessment weighting changed to comply with C2010 recommendations .
http://evaluate.curtin.edu.au/info/dates.cfm
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Program calendar: Study Period 1, 2012
For pre-readings see the tutorial readings list
Lecture/ Tutorial
Week
Begin Date
1.
27th Feb
2.
5th March
3.
12th March
Indigenous Australian History from an Indigenous
Perspective.
4.
19th March
Aboriginal/Indigenous Terms of Reference.
5.
26th March
Indigenous Languages and Communication.
6.
2nd April
Indigenous Literacy Strategies.
Assessment Due
Acknowledgement to Country
Introduction to unit.
Preparation to Teach, Identity Culture and
stereotypes.
Weekly entries begin
Assignment 1. Power Point
No iLecture
7.
9th April
on-line documentary, Going Back to Lajamanu
8.
16th April
Contemporary Indigenous Education WA
9.
23rd April
Stolen Generations – the relevance to the
Contemporary Classroom.
10.
30th April
Indigenous Health and Education
11.
7th May
12.
14th May
The Way Forward.
13.
21st May
Conclusion to Unit
14.
28th May
Study Week
Publication Date: 12 March 2016
Torres Strait Islander History and Culture.
DVD: An Island man- The Story of Eddie Koiki Mabo.
Overview of Reflective
Journal due May 18th
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Week One: Acknowledgement to Country - Protocols, Perceptions & FAQs
ED 370 is a study of the issues and contexts in Aboriginal & Torres Strait Islander education. It explores
students’ own cultural beliefs and behaviours as well as skills needed to be effective in cross-cultural
settings. The unit upholds Curtin’s social justice principles in respect of all people’s cultural beliefs and
values. The unit promotes awareness and acceptance of cultural diversity. The Centre for Aboriginal
Studies (CAS) recognises that Indigenous Australian peoples have a unique and significant place in
Australian society.
Objectives:
・
・
・
Students gain an overview of the unit.
Understanding Indigenous protocols
Identifying your own cultural imperatives
Focus question: What values and understandings do you bring to the unit?
DVD/ Video: Nyungar Beeliar and/or First Australians (on-line @ SBS website)
Readings:
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Collard, K. 2000. Aboriginal Culture in Working with Indigenous Australians: A Handbook for
Psychologist, Dudgeon, P., Garvey, D. and Pickett, H. (ed), Gunada Press, Perth, pp 21-26
Communicating Positively A Guide to appropriate Aboriginal terminology. NSW Govt Health.
Centre for Aboriginal Health (http://www.health.nsw.gov.au/pubs/2004/aboriginal_terms.html)
Appropriate Terminology, Indigenous Australian Peoples (Black board Week 1)
Harrison, N. 2009 Teaching and Learning in Indigenous Education. Victoria: Oxford University
Press. pp.1-12 New edition pp1-16
Craven, R. 1999. Teaching Aboriginal Studies. NSW Allen and Unwin: St Lenards. pp. 27 - 42.
Groome, H. 1995. Working Purposefully with Aboriginal Students. NSW: Social Science Press:
Wentworth Falls. pp. 1 – 39. Accessible at http://www.aboriginal-education.cjb.net
Morgan, D., and Slade, M.1998. A Case For Incorporating Aboriginal Perspectives in Education.
The Australian Journal of Indigenous Education, 26, (2), pp. 7-12.
Partington, G. Ed. 1998. Perspectives on Aboriginal and Torres Strait Islander Education. Social
Science Press: Wentworth Falls, NSW. Preface v-vi and pp. 1-74.
Week Two: Preparation to Teach – Identity, Culture & Stereotypes
This week's ilecture considers identity, cultural imperatives and cultural stereotypes. Following on from
last week's self -reflection we take a look at our own cultural backgrounds - how they shape our lives and
inform our philosophies of teaching. We consider our perceptions of cultures other than our own and how
these understandings affect inclusive teaching.
Objectives: Understanding our own cultural imperatives and the power of stereotypes
DVD/Video Connecting with Aboriginal Culture (2003) Track 2 – Adapting, Track 3 - Cultural Awareness /
The Australian Eye /Nyungar Beeliar / First Australians (on-line @ SBS website)
Readings
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Paradies, Y. C. 2006. Beyond Black and White: Essentialism, Hybridity and Indigeneity in Journal
of Sociology 2006; 42; 355 &http://jos.sagepub.com/cgi/content/abstract/42/4/355
Garvey, D. 2001. Boongs, Bigots and Bystanders: Indigenous and Non-Indigenous Experiences
of Racism and Prejudice and their Implications for Psychology in Australia in Understanding
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prejudice, Racism and Social Conflict, Augoustinos, M. and Reynolds, K.J. (eds) Sage
Publications, London pp 43-54
Rodriguez, L.2004. But who are you really? Life Writing, 1:1, 97-108
Harrison, N. 2009 Teaching and Learning in Indigenous Education. Victoria: Oxford University
Press. pp 13-32 New edition pp 39-56
Rebutting the Myths http://www.acra.org.au/culture/rebutting-the-myths.html
Ngarritjan-Kessaris, T., and M.Malin, M. 2001 Confronting the deception of Racism: Whiteness,
Social Change and Teacher Education Paper presented at the Eighth International Literacy &
Education Research network Conference on Learning
Morgan, D., and M. Slade. 1998. A Case For Incorporating Aboriginal Perspectives in Education.
The Australian Journal of Indigenous Education, 26, (2), pp. 7-12.
Oxenham, D. et.al. 1999. A Dialogue on Indigenous Identity: Warts ‘n’ All. Gunada Press: Curtin
University, Perth, WA. Foreword vii-viii, Preface ix-xx and pp. 27-50.
Partington, G. ed., 1998. Perspectives on Aboriginal and Torres Strait Islander Education. Social
Science Press: Wentworth Falls, NSW. Preface v-vi and pp. 1-74.
Week Three: Indigenous Australian History from an Indigenous perspective.
Aboriginal peoples have occupied this land since time immemorial. The shared history of Aboriginal and
non-Aboriginal people in WA is not ancient and distant. In various communities throughout WA there are
Aboriginal people who remember seeing their first ‘white man’. Much has happened in this time, the
effects of which are still felt today. Successive governments used differing policies in order to come to
terms with a culture so vastly different from their own. We will explore some of this history and the
impacts on Aboriginal and non-Aboriginal peoples, their cultures and lifestyles since 1829. We will also
introduce the concept of Indigenous Terms of Reference and how they may establish a framework for
working with and understanding Aboriginal people. This lecture reinforces ideas of diversity and factors
that are integral to the way we communicate in the present.
Objectives: Students develop awareness of Indigenous history & culture since colonisation.
DVD/Video: Education: A search for relevance / The 1905 Act / Nyungar Beeliar/ The First Australians
Readings
http://pals.dia.wa.gov.au/
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Aboriginal Perspectives on History DETWA (APAC)
Harrison, N. 2009 Teaching and Learning in Indigenous Education. Victoria: Oxford University
Press. Pp 13-33 & 133-139 New edition pp39 -56 &178-184
Craven, R. 1999. Teaching Aboriginal Studies. Allen and Unwin: St Lenards, NSW. pp 43 -62 &.
pp 63 - 100.
Oxenham, D., (2000) Aboriginal Terms of Reference: Gunada Press, Curtin University, The
concept at The Centre for Aboriginal Studies pp7 -21 CIRC ISBN 186342 839 9
Rebutting the Myths http://www.acra.org.au/culture/rebutting-the-myths.html
Green, N. 1984. Broken Spears Aboriginals and Europeans in the Southwest of Australia. Focus
Education Services, Perth pp 79 -88
Beresford, Q. 2006. Rob Riley http://evatt.org.au/news/392.html
Green, N. Chasing an Identity: an Aboriginal perspective on Aboriginality in Reed-Gilbert, K. ed.
The strength of Us as Women: Black Women Speak. Ginninderra Press: Charnwood, ACT.
pp.46-53
Groome, H. 1995. Working Purposefully with Aboriginal Students. Social Science Press:
Wentworth Falls, NSW. pp. 40 – 52 & pp 63 -100
Milnes, P.D. 2001. From Myths to Policy: Aboriginal Legislation in Western Australia.
Metamorphic Media: Perth, WA.
Oxenham, D. et.al. 1999. A Dialogue on Indigenous Identity: Warts ‘n’ All. Gunada Press: Curtin
University, Perth, WA. pp. 91 - 105.
Partington, G.. ed. 1998. Perspectives on Aboriginal and Torres Strait Islander Education. Social
Science Press: Wentworth Falls, NSW. pp. 27 – 54.
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Week Four: Aboriginal/ Indigenous Terms of Reference.
The concept of A/ITR incorporates a set of principles, core values and a process for applying a framework
to determine an Indigenous viewpoint on an issue in an Indigenous context. (Oxenham, 1999). This
document is very useful for future teachers as it can: describe and articulate an Indigenous worldview &
Indigenous knowledges, indicate scope of an enquiry or investigation, suggest culturally appropriate
outcomes, encourage consultation with Indigenous groups and promote an Indigenous community or
group’s viewpoint and the guidelines for professionals working in that context.
Objectives: Student to develop and understanding of A/ITR in an educational context.
Readings: Oxenham, D. 1999 Discussion Paper: Aboriginal terms of reference: the concept at the Centre
for Aboriginal Studies. Perth: Curtin Centre for Indigenous Research.
Focus Question:
How can the ATR be applied to ensure Indigenous perspectives in education contexts?
Week Five: Aboriginal Languages and Communication - an overview
At the time of the first European settlement (1788), more than 500 dialects may have been spoken by the
Indigenous populations of Australia. These dialects made up about 250 distinct languages. The
subsequent expansion of Europeans into the continent resulted in the loss of many languages and
dialects as many speakers died and others shifted to speaking other Indigenous languages, Aboriginal
English, SAE or Creoles/ Kriols
Objective: Preparation for teaching students who speak English as a second dialect or language
Focus question: What is an inclusive approach to literacy and communication in WA schools?
DVD/Video Connecting with Aboriginal Culture (2003) Track 7 - Two Way Learning/ Talking Deadly
Websites
http://www.abc.net.au/news/2010-12-10/priorities-wrong-adding-aboriginal-languages-to/2369830
http://www.creativespirits.info/aboriginalculture/language/
http://www.alrrc.nsw.gov.au/
http://www.clc.org.au/People_Culture/language/language.html
Readings:
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Nicholls, C., 1994 Watch Your Language Eh? in The Aboriginal Child at School Vol 22 No 3
Sept/Oct pp5-12
Ogilvie, F. 1994. Education To Empower: The Role of the primary Teacher in Aboriginal
Education. Issues In Educational Research, (1), 19-26
http://www.education.curtin.au/iier/iier4/ogilvie-f.html
http://www.une.edu.au/langnet/aboriginal.htm
Harrison, N. 2009 Teaching and Learning in Indigenous Education. Victoria: Oxford University
Press pp.84-100 New edition pp116-130
Craven, R. 1999. Teaching Aboriginal studies. Allen and Unwin: St Lenards, NSW. pp. 199 - 213.
Groome, H. 2004. pp. 24, 94, 100,103.
Partington, G., ed. 1998. Perspectives on Aboriginal and Torres Strait Islander Education. Social
Science Press: Wentworth Falls, NSW. pp. 117 - 146
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Week Six: Contemporary issues –Indigenous Literacy Strategies
Indigenous children and their families have a unique culture and the Australian Government is committed
to improving access to integrated, inclusive services that are relevant to their lives. International research
indicates that investment in early childhood, particularly for disadvantaged children, can yield substantial
benefits in the longer term through reduced expenditure on welfare, law and order and health, and
increased participation and productivity.
Comprehensive literacy skills are also vital for student success in numeracy
Literacy and numeracy are essential skills that lay the foundation for all future learning. Students will be
introduced to strategies and ideas to support the teaching of literacy in the classroom.
Objective: To provide an introduction and resources for Indigenous literacy strategies in WA classrooms
DVD/Video: Deadly ways to teach/ Ways of Being, Ways of Talk (links with book)
Readings:
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Ways of Being, Ways of Talk DETWA (now DoE)
Susan, Fraser.2002 Authentic childhood: Experiencing Reggio Emilia in the classroom Australia:
Delmar Thomson Learning
http://ab-ed.boardofstudies.nsw.edu.au/go/mathematics-andamp-numeracy/maths-k-6
http://www.det.wa.edu.au/aboriginaleducation/detcms/aboriginal-education/aboriginalEducation/docs/ways-of-being-ways-of
talk.en?oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-7146860
http://www.det.wa.edu.au/education/ece/
http://www.indigenousliteracyproject.org.au/index.aspx
http://www.deewr.gov.au/Indigenous/Pages/default.aspx
Week Seven: no iLecture; on-line documentary Going Back to Lajamanu
& B’Board discussion
Week Eight: Contemporary Aboriginal Education WA
‘Working together empowers all to make a significant difference enabling Aboriginal people to realise their
full potential.’ DoE (DETWA Aboriginal Education and Training – Indigenous Participation and
Achievement Standards Directorate).
We look at some of the current practice and issues involved with Indigenous education at state level. We
will gain an understanding of WA initiatives, the implementation of programs and the barriers and
enablers to this process. We invite you to consider your role(s) in this environment. Students are should
research, for their Journal entry, the education policies and strategies in the state where they will
work.
Objective: To provide an overview of WA Indigenous education strategies, resources & policies
DVD/Video: Strong & Smart / Bush School/ Deadly Ways to learn
Readings:
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Harrison, N. 2009 Teaching and Learning in Indigenous Education. Victoria: Oxford University
Press.pp 33-55 New edition pp 57-87
Harris, S., and M. Malin, 1994. Aboriginal kids in urban classrooms. Social Science Press:
Wentworth Falls, NSW. pp. 1-19.
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Craven, R. 1999. Teaching Aboriginal Studies. Allen & Unwin: St. Lenards, NSW. pp. 231 - 260.
Sarra, C. 2005. Imagine the Future by learning from the Past http://www.ourcommunity.com.au
(retrieved 16/12/06)
Inclusive Curriculum 2000.The Ontario Institute for Studies in Education at the University of
Toronto http://www.oise.utoronto.ca/~cwse/ (retrieved 03/01/0
Partington, G.., ed. 1998. Perspectives on Aboriginal and Torres Strait Islander Education. Social
Science Press: Wentworth Falls, NSW. pp. 191 – 219.
For background information on policies and programs:
http://www.dest.gov.au/schools/indigenous/index.htm
http://www.eddept.wa.edu.au/abled/
Week Nine: Contemporary issues – Stolen Generations - on-line lecture material
Most Australians were unaware of the policies and practices which saw the systematic separation of
Indigenous Australian children from their families over the greater part of the 20th century. The 1997
report revealed the extent of the practice and the profound impact on individuals, families and
communities. We examine how the racial ideology of the 19th century that influenced the colonisation of
Australia and facilitated the policies that caused the removal of thousands of Aboriginal children from their
families. We will broadly examine government and community responses to the 1997 report from the
National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families;
“Bringing Them Home”.
Objective: Students develop an overview of this issue.
Focus question: How are these policies and practices relevant to the present generation of Australians
and to classroom practices?
DVD/Video: Bringing Them Home / /Rabbit Proof Fence / Who do you think you are? (Cathie Freeman http://programs.sbs.com.au/whodoyouthinkyouare/celebrity/?id=72
Readings:
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Craven, R. 1999. Teaching Aboriginal Studies. Allen and Unwin: St Lenards, NSW. pp. 129 - 161.
Harrison, N. 2009 Teaching and Learning in Indigenous Education. Victoria: Oxford University
Press. pp 119-129 New edition pp 165-178
Bin Bakar, M. 2006. Sorry Day speech, Kimberley Stolen generation Aboriginal Corporation
Chairperson’s Speech
http://www.kimberleystolengeneration.com.au/smbb.html
Human Rights and Equal Opportunity Commission. 1995. Bringing Them Home – Community
Guide Terms of Reference, pp 1-3
http://www.hreoc.gov.au/social_justice/index.html
Keating, P. 1993. The Redfern Speech – Australia Day, Redfern, Sydney, NSW
http://www.antar.org.au/issues_and_campaigns/self-determination/paul_keating_redfern_speech
Social Studies web site (Secondary)
http://www.tki.org.nz/r/socialscience/curriculum/SSOL/generation/unit_index_e.php
Antonio Buti, B., (2000) Excerpt from Unfinished Business The Australian Stolen generations in
Murdoch University electronic Journal of Law, Volume 7, Number 4 (Dec 2000)
http//www.murdoch.edu.au/elaw/issues/v7n4/buti74 tex
Atkinson, J. 2002. Trauma Trails: Recreating Song Lines, The Transgenerational Effects of
Trauma in Indigenous Communities. Spinifex Press: North Melbourne, pp 81-89 & pp 57-65
Milnes, P.D. 2001. From Myths to Policy: Aboriginal Legislation in Western Australia.
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Metamorphic Media: Perth, WA.
http://www.humanrights.gov.au/social_justice/bth_report/index.html
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e-Reserve
Human Rights and Equal Opportunity Commission (1995). Bringing them Home - Community Guide
Terms of Reference, pp. 1-3.
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Week Ten: Indigenous Health & Education
There are many factors that impact on healthy development and the social, emotional, academic, and
vocational wellbeing of Aboriginal students. Pre-service teachers need to be aware of these issues and
Programs implemented by DoE (was the positive ways they may be addressed and also the resources
available within the school community. DETWA) include strategies that support the health and well being
of Aboriginal students in our schools. The tutorials and reading will explore ideas for use in the classroom.
Objective: Students gain an awareness of contemporary health issues affecting Indigenous
students
Readings:
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Harrison, N. 2009 Teaching and Learning in Indigenous Education. Victoria: Oxford University
Press. pp45 - 48 New edition pp 68-71
Binan Goonj, Bridging Cultures in Aboriginal Health 2010, 3rd Edition Elsevie Chatswood NSW
pp35-6, 59 -62,70-71
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Carson, Bronwyn ed 2007 Social Determinants of Indigenous Health, Allen & Unwin, Crows Nest
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NSW.
Thomson, N. 2003 The Impact of health on the Education of Aboriginal children 2003 in
Beresford Quentin & Partington Gary eds Reform & Resistance In Aboriginal Education: the
Australian experience pp110 -132 UWA Press Nedlands WA
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Improving the Education Experience of Aboriginal Children & Young People: Community Booklet
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2006, Telethon Institute for Child Health Research West Perth, W.A
http://www.healthinfonet.ecu.edu.au/health-resources/programs-projects?pid=446
http://www.solidkids.net.au/
Walley, C. 2009 Working in Aboriginal Health. Curtin eReserve ppres
Rob White & Johanna Wyn.2008 Youth & Society 2nd Edition Oxford Chapter 5 pp 66 -81
http://www.healthinfonet.ecu.edu.au/health-facts/summary
http://www.ichr.uwa.edu.au/waachs
http://www.mindmatters.edu.au/default.asp
http://www.kidsmatter.edu.au/
Paradies Y, 2007. Discrimination Against Aboriginal people. Vic Health Newsletter 30: 16-17
http://www.strongfamilies.wa.gov.au/
http://www.closethegap.com.au/
Week Eleven: Torres Strait Islands – History and Culture
State and federal legislation and policies tend to group Aboriginal and Torres Strait Islander peoples as if
they are one culture. Whilst there are parallels in their histories the Indigenous peoples from mainland
Australia and the Torres Straits have cultures that are vastly different.
Objective: To provide an introduction to Torres Strait Island history and culture
Focus question: How will I use this knowledge in my classroom teaching?
DVD/Video: An Island Man – The story of Eddie Koiki Mabo / Going Bush TSI
Readings:
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Lui, L., (1996) Cultural Identity and Development in the Torres Strait Islands in Sarawasti, B. (Ed)
(1996) Interface of Cultural Development
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http://www.ignca.nic.in/ls_03009.htm (retrieved 05/1203)
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Shnukal, A. 2001Torres Strait Islanders, Bundle, Maximilian (ed) Multicultural Queensland
2001:100 years, 100 Communities, A century of contributions, Brisbane, The State of Queensland
(Department of Premier and Cabinet)
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Kayn Lag (New Place) eprint.uq.edu.au/archive/00003144/01/Singe_Chapter_1.pdf pp1-19
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Chamarette, C. 2000 Terra Nullius Then and Now: Mabo, Native Title and Reconciliation in 2000
in Australian Psychologist Vol.35 No 2 pp 167 -172
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http://education.qld.gov.au/staff/development/ideas/journeys/thursdayisss.html
Week Twelve: The Way Forward
We conclude the iLectures by re-visiting Cultural Competency in Education and considering two other
topics: Reconciliation & Working with AIEOs, both of which will provide essential practical information for
future teachers.
Objective: Students increase their understanding of resources available to teachers
Cultural competency: At the start of the unit students were introduced to the journey into cultural
competency within an educational context. By understanding a cultural competency model we can see
more clearly the complexity of this journey and the need for continual self reflection.
Focus Questions: Where do you now see yourself on this continuum? What are your future intentions in
your classroom?
Readings:
www.mdaa.org.au/archive/06/travaglia.ppt
Reconciliation: has been a ‘catch phrase’ for many years and reached a high point in 2000 with the walk
across Sydney Harbour Bridge and all major bridges around Australia. This led to the beginning of the
Journey of Healing. The Reconciliation Council was given a mandate to ‘inform’ Australia of the
significance of Indigenous culture to Australian culture. In 2008 the Prime Minister, Kevin Rudd, delivered
the Apology to the Stolen Generations.
Focus Questions: How do schools and teachers integrate the principles of Reconciliation into schools?
Readings:
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http://www.reconciliation.org.au/ (for lesson ideas, information & quizzes)
Garvey, D. (2000) Reconciliation 2 in Australian Journal of Psychologists, vol 35 No.2 pp 177-178
Prof. Mick Dodson.2006. Taking the Next Step
http://www.reconciliation.org.au/downloads/156/Mick_Dodson_25th July.pdf
Craven, R. 1999 Teaching Aboriginal Studies. NSW: Allen and Unwin pp 1 - 12 & 261 - 274.
The Apology - www.theaustralian.news.com.au/story/0,25197,23202612-5013172,00.html
Wyatt, K. 1998. Aboriginal Pedagogy: A strategy for reconciliation within the schooling system.
http://www.eddept.wa.edu.au/abled/
Working with AIEOs Aboriginal and Torres Strait Islander communities today consist of diverse groups
of people living in remote, rural and urban locations. Often the most knowledgeable person in a school
with Indigenous students will be the AIEOs, ATAs and ALOs. The AIEOs (Aboriginal and Islander
Education Officers) are usually very willing to share their experiences of education as students, parents
and teachers. Working with AIEOs is an opportunity for a teacher to learn effective and appropriate ways
of working with Indigenous students and their parents.
Students need to consult the Education website in the state where they intend working, as well as the
texts provided, for comprehensive information on this topic.
Focus Question: How can I work most effectively with the AIEOs?
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DVD/Video:
Readings:
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Pedagogy/kwyatt.htm (retrieved February 7, 2006)
Harris, S. and Malin, M. 1994. Aboriginal kids in urban classrooms. NSW: Social Science Press:
pp 101 – 116.
Partington, G. (ed). 1998. Perspectives on Aboriginal and Torres Strait Islander Education. NSW:
Social Science Press. pp 147 – 170 and 194 – 197.
Websites:
http://www.det.wa.edu.au/education/abled/docs/AIEOManual.pdf
http://www.whatworks.edu.au/first1.htm
http://www.racismnoway.com.au/index.htmlhttp://www.cultureandrecreation.gov.au/articles/reconc
iliation
eccv.org.au/library/doc/CulturalCompetenceGuidelinesandProtocols.pdf
http://cecp.air.org/cultural/Q_integrated.htm#def
http://www.ccca.com.au/
www.racismnoway.com.au/classroom_ideas/20030430_56.htm
http://www.reconciliation.org.au/home/reconciliation-action-plans/raps-for-schools
Week Thirteen: Conclusion to the Unit
We conclude the unit with an activity designed to explore knowledge from the unit & contemporary
Indigenous Australia in a collaborative learning exercise.
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