ABOR6006

Switching Black Power back on in Indig. Learning

10 Units

The National Aboriginal Education Committee (NAEC) emphasised that teachers and schools must: " ... develop an education theory and pedagogy that takes into account Aboriginal epistemology. (1987: 12). Aboriginal and Torres Strait Islander people consistently raise their concerns that schooling outcomes for their children are woefully inadequate. The pedagogical approach taken by most teachers was and continues to be inappropriate, and that the appropriateness to Aboriginal and Torres Strait Islander students of current teaching practices needs to be thoroughly investigated. Students of this course will undertake study in the uses of Aboriginal and Torres Strait Islander learning styles accompanied by an appropriate pedagogy; how to determine individual learning styles as accurately as possible; how to encourage the Aboriginal and Torres Strait Islander learner to develop the skills and learning needed for Australia today; and develop strategies whereby Aboriginal and Torres Strait Islander people are involved in the planning and implementation of policies on Aboriginal and Torres Strait Islander education.

Faculty Faculty of Education and Arts
School Wollotuka School of Aboriginal Studies
Availability Semester 2 - 2014 (WebLearn GradSchool)

Previously offered in 2013, 2012, 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004

Objectives
  1. Learning appropriate pedagogy for teaching Aboriginal and Torres Strait Islander students
  2. Develop strategies of best practice for Aboriginal and Torres Strait Islander students
  3. Develop strategies for the development of relationships with Aboriginal and Torres Strait Islander communities
  4. Investigate the role of Aboriginal and Torres Strait Islander workers in learning institutions
  5. Evaluate alternate assessment policies for Aboriginal and Torres Strait Islander learners
Content
  1. Aboriginal and Torres Strait Islander learning pedagogies
  2. Aboriginal and Torres Strait Islander communities involvement
  3. Roles of Aboriginal and Torres Strait Islander workers and the AECG
  4. Educational expectations of Aboriginal and Torres Strait Islander communities
  5. Alternate assessment strategies
  6. What is a successful educational outcome
Replacing Course(s) new course
Transition no transition required
Industrial Experience 0
Assumed Knowledge Completed undergraduate program in teacher education
Modes of Delivery Distance Learning : Paper Based
Internal Mode
Teaching Methods Case Study
Email Discussion Group
Lecture
Forums
Student Projects
Tutorial
Assessment Items
  • Other: (please specify) - Collaborative Talking Circle - (equivalent of) 1000 words - 35% Special Study (1500 words) - 35%
  • Case Scenario/PBL exercises - Case Study - 2500 words - 30%
Contact Hours
  • Seminar: for 3 hour(s) per Week for Full Term
Compulsory Components None listed
Course Materials None listed
Timetable 2014 Course Timetables for ABOR6006

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