Handbook : Unit informationEdith Cowan University

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

  Teaching Indigenous Australian Students

• Unit Code

  EDF3201

• Year

  2018

• Enrolment Period

  2

• Version

  5

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

• Unit Coordinator

  Ms Mary-anne Georgina MACDONALD

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Description

This unit provides students with an overview of diverse social, historical and linguistic Indigenous Australian contexts and an insight into intercultural relationships to assist them to work effectively with Indigenous Australian youth and their families. It explores socio-cultural factors impacting on the lives and educational experience of Indigenous Australian youth. Family socialisation, patterns of language, health and well being issues and the significance of relationships are explored in relation to their impact on the care and education of Indigenous Australian youth. Factors such as history, social justice, racism and representations of Indigenous Australia are also examined in this context. This unit develops students' knowledge, skills and strategies to enable and support Indigenous Australian youths to reach their potential in contemporary Australia.

Prerequisite Rule

Students enrolled in Y41 or Y42 must have passed both IPP1260 and IPP2260

Equivalent Rule

Unit was previously coded EDF3101, EDF3112, IAS1104

Learning Outcomes

On completion of this unit students should be able to:

1. Analyse the impact of factors such as history, social justice and racism on, the care and education of Indigenous Australian children and youth.
2. Develop skills and strategies to enable Indigenous Australian youth to reach their potential in the contemporary environment.
3. Elucidate the potential impact of written, oral and graphic discourses on Indigenous people.
4. Examine the influence of cultural patterns associated with family socialisation, language, health and relationships on the care and education of Indigenous Australian youth.
5. Exercise critical thinking and judgement to identify problems and provide strategies to engage, support and work in partnership with Indigenous Australian families, communities and Indigenous support staff.
6. Review, analyse and synthesise knowledge to explain the potential impact of diverse Indigenous Australian social, historical, cultural and linguistic contexts on the care and education of Indigenous Australian youth.

Unit Content

1. Cultural and social factors that impact on the lives of Indigenous Australians.
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 youth.
4. Indigenous Australian social, historical and linguistic contexts and inter cultural relationships when working with Indigenous Australian youth and their families.
5. Overview of Indigenous Australian history.
6. Skills and strategies to enable Indigenous Australian youth to reach their potential in the contemporary Australian environment.
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 Australians.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECU Blackboard.

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECU Blackboard as well as additional ECU learning technologies.

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.

Core Reading(s)

• Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the classroom: Why and how. Literacy Learning: The Middle Years, 21(3), 24–29.

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