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 - 2015 (WebLearn GradSchool)
Learning Outcomes

On successful completion of this course, students will be able to:

  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
Assumed Knowledge Completed undergraduate program in teacher education
Assessment Items
  • Tutorial / Laboratory Exercises: Group/tutorial participation and contribution - Collaborative Talking Circle
  • Written Assignment: Essays/Written Assignments - Special Study
  • Case Study / Problem Based Learning: Case Studies
Contact Hours
  • Seminar: for 3 hour(s) per Week for Full Term
Timetable 2015 Course Timetables for ABOR6006

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