Handbook : Unit informationEdith Cowan University

Faculty of Education and Arts

School: Kurongkurl Katitjin

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Working with Indigenous Australian Children, Youth and their Families

• Unit Code

  EDF3101

• Year

  2015

• Enrolment Period

  1

• Version

  3

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

This unit provides students with an overview of Indigenous Australian social, historical and linguistic contexts and an insight into intercultural relationships to assist them to work effectively with Indigenous Australian children and their families. It explores the cultural and social factors that impact on the lives of Indigenous Australian children. Family socialisation, patterns of language, health issues and the significance of relationships are explored in relation to their impact on the care and education of Indigenous Australian children and youth. Factors such as history, social justice, racism and representations of Indigenous people, and written, oral and graphic discourses are also examined in this context. This unit develops in students the skills and strategies to enable Indigenous Australian children to reach their potential in both Indigenous and mainstream cultures.

Equivalent Rule

Unit was previously coded ECE3102, EDF3112, EDF3201, IAS1104

Learning Outcomes

On completion of this unit students should be able to:

1. Analyse the potential impact of written, oral and graphic discourses on Indigenous people.
2. Demonstrate in depth knowledge of the impact of factors such as history, social justice and racism on the care and education of Indigenous Australian children and youth.
3. Develop and apply skills and strategies in Indigenous Australian children and youth that will enable them to reach their potential in Indigenous, and mainstream cultures.
4. Discuss the impact of family socialisation, language, health and relationships on the care and education of Indigenous Australian children and youth.
5. Discuss the significance of Indigenous Australian social, historical, cultural and linguistic contexts on the care and education of Indigenous Australian children and youth.
6. Use initiative and judgement to develop strategies to engage, support and work in partnership with Indigenous Australian families, communities and Indigenous support staff.

Unit Content

1. Cultural and social factors that impact on the lives of Indigenous Australian children.
2. Family socialisation, language, health and relationships.
3. Impact of history, social justice and racism on policies and practice for the care and education of Indigenous Australian children and youth.
4. Indigenous Australian social, historical and linguistic contexts and inter cultural relationships when working with Indigenous Australian children and their families.
5. Overview of Indigenous Australian history.
6. Skills and strategies to enable Indigenous Australian children and youth to reach their potential in Indigenous, and mainstream cultures.
7. Strategies for engaging, supporting and working in partnership with Indigenous Australian families, communities and Indigenous support staff.
8. Written, oral and graphic discourses significant to the care and education of Indigenous children.

Additional Learning Experience Information

Lectures, workshops, videos, group discussions, readings and self reflection.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• Berry, R., & Hudson, J. (1997). Making the jump. A resource book for teachers of Aboriginal students. Broome: Catholic Education Office, Kimberley Region.
• Beresford, Q., & Partington, G. (Eds.). (2012). Reform and resistance in Aboriginal education. The Australian experience. Crawley: UWA Press.
• Dau, E. (Ed.). (2001). The anti-bias approach in early childhood. Frenchs Forest, NSW: Longman.
• Education Department of Western Australia. (1999). Solid English. Perth: Author.
• Fleer, M., & Williams-Kennedy, D. (2002). Building bridges: Literacy development in young Indigenous children. Canberra: Early Childhood Australia publication.
• Harris, S., & Malin, M. (Eds.).(1998). Aboriginal kids in urban classrooms. Katoomba: Social Science Press.
• Keeffe, M., & Carrington, S. (2006). Schools and diversity. (2nd ed.). Frenchs Forest: Pearson Education Australia.
• Partington, G. (Ed.). (1998). Perspectives on Aboriginal and Torres Strait Islander education. Melbourne: Thomson Social Science Press.
• Ludwig, W. (1988). The educational needs of urban Aboriginal children. In G. Davidson (Ed.), Ethnicity and cognitive assessment: Australian perspectives. (pp. 104-112). Darwin: Institute of Technology.
• McRae, D., Ainsworth, G., Hughes, P., Price, K., Rowland, M., Warhurst, J., Woods, D., & Zbar, V. (2002). What works. The work program. Improving outcomes for Indigenous students. The workbook. Australian Curriculum Studies Association & National Curriculum Services. Canberra: AGPS.
• Mellor, S., & Corrigan, M. (2003). Education outcomes for Indigenous students. A review of contemporary research. Melbourne: ACER.

Journal References

• Butterworth, D., & Candy, J. (1998). Quality early childhood practice for young Aboriginal children. Australian Journal of Early Childhood. (23) 2, 20-25.
• Jones, K., & Barnes, S. (2001). How children view Aboriginality. Every Child. (7) 1, 10-11.

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