James Cook University Subject Handbook - 2000

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ED5860:04

Teaching Indigenous Studies

Townsville

Flexible delivery nationally and internationally. First and second semester.

Available to Postgraduate Certificate, BEd (Professional Development) and Master of Education students.

Staff: Ms H McDonald.

This subject is concerned with the planning and implementing of Aboriginal studies and Torres Strait Islander studies in schools. It has been developed in consultation with Aboriginal and Torres Strait educators and is based on an extensive program of readings by Indigenous Australians. It includes texts on knowledges, history, identity, political work and the arts. The study guide will provide a framework in which students will consider their readings of these texts and their implications for curriculum development in Torres Strait Islander studies and Aboriginal studies. Students will explore issues such as: the tensions involved in incorporating Indigenous knowledges into schools; interrelationships between knowledge, teachers and learners; curriculum development models; the appropriateness of teaching strategies in relation to knowledge conveyed; and issues in evaluation.

Learning Objectives:

  1. investigate a range of Aboriginal and Torres Strait Islander texts, including literature, conference papers, film and video, visual arts and music;
  2. assess various frameworks for the development and implementation of Aboriginal Studies and Torres Strait Islander Studies based on the work of Aboriginal and Torres Strait Islander people;
  3. take into account issues of power in relation to curriculum development and recognise the curriculum as a site of contestation;
  4. contribute to Aboriginal Studies and Torres Strait Islander Studies as part of the on-going struggles of Aboriginal and Torres Strait Islander people for justice;
  5. construct curriculum in ways that meet the aims, needs and interests of Aboriginal and Torres Strait Islander people in democratic and just ways.

Assessment by consultation background briefing paper (2,000 words) (20%); shared resource review (1,500 words) (20%) and negotiated curriculum project (60%).

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