This unit explores the relationships between Aboriginal and Torres Strait Islander and non-Indigenous, histories perspectives and cultures. It encourages you to develop an ethical position grounded in critical reflection which will enable you to identify and challenge racial and social injustices in education and more broadly through practice and pedagogy.
The unit has four foci which are integrated: history, culture, curriculum, and pedagogy. It considers these foci as they relate to Aboriginal and Torres Strait Islander peoples, non-Indigenous peoples, educators, administrators, and policy makers. In doing so, it provides you with both a theoretical and practical grounding from which to develop your skills as a transformative educator capable of fostering restorative justice and reconciliation both within and through education.
|Unit name||Aboriginal and Torres Strait Islander Culturally Inclusive Curriculum and Pedagogy|
|Faculty/School||College of Arts, Law and Education
Faculty of Education
|Available as student elective?||No|
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- Identify and discuss the cultural and institutional issues that impact on the capacity and willingness of non-Indigenous people to extend educational justice to Aboriginal and Torres Strait Islander students and peoples.
- Identify, critically analyse and select local and national teaching and learning resources, and pedagogies, to foster and develop all students’ knowledge of Aboriginal and Torres Strait Islander perspectives, history and engagement in education.
- Demonstrate evidence of an ethical teaching practice that is effective in realising the goals of restorative justice, in order to achieve educational justice and Reconciliation for Aboriginal and Torres Strait Islander and non-Indigenous students.
ESH102 OR EAL102 OR EDU102
Task 1: Content Quiz (25%)
Task 2: Presentation, 15 minutes or 1400 words equivalent (35%)
Task 3: Lesson Sequence and Rationale, 1600 words (40%)
|Timetable||View the lecture timetable | View the full unit timetable|
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