ED5307 - Transforming Learning for Aboriginal and Torres Strait Islander contexts
| Credit points: | 03 |
| Year: | 2015 |
| Student Contribution Band: | Band 1 |
| Administered by: | Learning, Teaching & Student Engagement |
This subject will not proceed unless the minimum enrolment of 15 students is met.
Consistent with the Universities Australia requirements for cultural competency of all university staff, this subject proposes to enhance staff knowledge and understanding of Aboriginal and Torres Strait Islander cultures, histories, contemporary realities and awareness of Indigenous protocols. The subject encourages critical reflection of one's own cultural assumptions, values and beliefs and examines the strengths and challenges of working in the cultural interface to inform transformative curriculum. The subject will assist staff to engage with Indigenous knowledges through experiential learning, workshops and reflective activities.
Learning Outcomes
- critically analyse own identity in relation to the teaching and learning contexts of Aboriginal and Torres Strait Islander students;
- critically explore stereotypes about Aboriginal and Torres Strait Islander people and how these can be perpetuated and countered in higher education and their profession;
- emphasise Indigenous knowledges as a strength to inform the development of inclusive curricula and teaching and learning practice in specific disciplines;
- identify and apply evidence from international perspectives and from relevant Australian policy and reports, to build inclusive curricula, teaching and learning practice and cultural competence;
- critically examine the strengths and challenges of working in the cultural interface and develop strategies to achieve positive outcomes.
Availabilities | |
| Townsville, Limited, Study Period 2 | |
| Census Date 27-Aug-2015 | |
| Face to face teaching 01-Oct-2015 to 03-Oct-2015 (1-3 October, 2015 (Townsville) plus online participation) | |
| Coordinator: | Assoc. Professor Cecily Knight |
| Contact hours: |
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| Assessment: | assessment task 1 - reflective journal (20%); assessment task 2 - curriculum design (50%); assessment task 3 - curriculum in action (30%). |
Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.