Unit rationale, description and aim
This unit aims at developing Pre-Service teachers’ (PST’s) knowledges and understanding of the worldviews and cultures of Aboriginal and Torres Strait Islander peoples and appreciate the complexity and diversity of the socio-cultural composition of Indigenous peoples of Australia. Through critical reflection of literature and sensitive engagement in discussion and collaborative tasks, Pre-service teachers will have the opportunity to explore the histories, cultures, languages of First Peoples of Australia as well as reflect on the impact of colonisation on their identity and socio-economic prospects.
PST’s will identify, analyse and discuss educational philosophy, contemporary issues, contexts and policies shaping the educational experiences of Australia’s ‘First Peoples’. They will also develop an awareness of Indigenous protocols, sensitivities and educational practices to teach students about First Peoples’ ways of knowing, being and doing. In this way, they can learn to become confident in reflecting on the importance of cultural self-awareness as well as work sensitively, in a culturally appropriate way with Indigenous Australian students. It is only through such a learning and teaching environment that Pre-service teachers can recognise, appreciate and foster intercultural understandings, promote reconciliation and build capacity to teach Aboriginal and Torres Strait Islander histories and cultures.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe and evaluate the impact of colonial and p...
Learning Outcome 01
Research and critically analyse contemporary issue...
Learning Outcome 02
Research and apply the concepts of Aboriginal and ...
Learning Outcome 03
Develop practical strategies for building rapport ...
Learning Outcome 04
Develop a personal learning plan informed by the s...
Learning Outcome 05
Content
Topics will include:
- Overview of Aboriginal and Torres Strait Islander histories, cultures and languages including similarities and diversities across geographic regions (nations)
- An overview of the similarities and diversities of Indigenous and non-Indigenous traditional and contemporary knowledges, worldviews, ontologies, epistemologies, and pedagogies
- The impact of teachers’ positionality, culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
- Post-colonial theories regarding race, culture & education and their impact on individuals, organisations, systems and nations including; White Privilege; systemic racism and differing world views; and anti-racism strategies
- Analysis of contemporary social, political, educational and international issues, impacting Aboriginal and Torres Strait Islander communities
- Past and present national and local jurisdictional educational policies, priorities, programs and practices, and their impact on Aboriginal and Torres Strait Islander peoples within the Australian society as a whole, as compared to other relevant international policies
- Current and historical events that have impacted Aboriginal and Torres Strait Islander peoples and their education
- Opportunities and strategies to connect with local Indigenous communities and families to promote reconciliation and involve parents/carers in the educative process
- Creating inclusive and culturally safe learning environments to engage with Aboriginal and Torres Strait Islander people highlighting culturally appropriate and relevant teaching strategies incorporating Aboriginal and Torres Strait Islander knowings, being and doing
- Reliable resources for extending the understanding of Aboriginal and Torres Strait Islander peoples and education
Assessment strategy and rationale
The assessment tasks are designed to progressively demonstrate achievement of the unit learning outcomes.
Assessment Task 1 requires PSTs to engage with local Aboriginal communities and organisations to build respectful relationships and listen deeply. They will then share insights from these engagements and design lesson plans that authentically embed First Peoples’ perspectives and pedagogies. This task also develops research, communication, and collaboration skills.
Assessment Task 2 is a critical reflection on learning about and with Aboriginal and Torres Strait Islander Peoples, cultures, and lived experiences. PSTs will evaluate their future classroom practices and identify strategies for culturally responsive teaching and reconciliation.
Together, these tasks provide a balanced, scaffolded approach to learning and assessment. The unit aligns with APST 1.4 (Strategies for Teaching Aboriginal and Torres Strait Islander Students) and 2.4 (Understand and Respect Aboriginal and Torres Strait Islander People), contributing to national reconciliation goals.
Minimum Achievement Standards
In order to pass this unit, pre-service teachers must a) submit all assessment tasks, b) meet all learning outcomes, c) achieve a pass (50%) or better for Assessment Task 2 (Critical Task) and achieve an overall grade of at least 50% or more.
Overview of assessments
Assessment Task 1: Lesson Plans Building connect...
Assessment Task 1: Lesson Plans
Building connections with Community and Unit development
Pre-service teachers will liaise with ACU to identify an Aboriginal and/or Torres Strait Islander organisation (preferably) in their local area or attend a cultural/educational event focusing on First Nations’ perspectives and develop a unit of work (3 lessons) that could be used within their school.
50%
Assessment Task 2: Reflective Journal (Critical ...
Assessment Task 2: Reflective Journal
(Critical Task)
Pre-service teachers will create a reflective journal that critically synthesises their learning about and with Aboriginal and Torres Strait Islander Peoples, drawing on weekly resources, workshops, readings, policy documents, and contemporary research. The journal may be presented as a digital portfolio, video, or other multimodal format, accompanied by a transcript or written text.
50%
Learning and teaching strategy and rationale
Pre-service teachers should expect to engage with a range of the following: online resources, seminar presentations and group discussions, self-directed study activities and assessment tasks. Delivery may involve a combination of online and multi-mode delivery. This combination ensures that participants can develop self-reflection and self-critique regarding topics such as cultural recognition, discrimination and opportunities to achieve Reconciliation. Online discussions will enable pre-service teachers to engage in critical conversations which will focus on the reflexive link between theoretical knowledge and the workplace. Engagement with appropriate Aboriginal and Torres Strait Islander community organisations or service deliverers will be required. Such opportunities will create authentic, contextually rich learning experiences for pre-service grounded in the communities in which they are teaching. The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Representative texts and references
Required text(s)
Blair, N. (2015). Privileging Australian indigenous knowledge : sweet potatoes, spiders, waterlilys & brick walls. Common Ground Publishing.
Price, K., & Rogers, J. (Ed). (2019). Aboriginal and Torres Strait Islander education. An Introduction for the Teaching Profession. (3rd ed.) Cambridge University Press.
Australian Curriculum https://www.australiancurriculum.edu.au/.
F-10 Curriculum | Intercultural Understanding (australiancurriculum.edu.au)
Aboriginal and Torres Strait Islander Histories and Cultures | V9 Australian Curriculum
Australian Curriculum, Assessment and Reporting Authority (ACARA) https://www.acara.edu.au.
Relevant State and Territory curriculum documents.
Recommended references
Assoulin, E., & Bacaller, S. (2024). Black and white, both and none: Critical reflections on the limits of positionality discourse in Australia. Ethnicities, 0(0). https://doi.org/10.1177/14687968241273793
Battiste, M., & Henderson, J. Y. (2000). Protecting Indigenous knowledge and heritage. A global challenge. Purich Publishing Ltd.
Chealuck, K., & Campbell, C. (2024). Indigenous Australians’ Ways of Knowing in science. In C. Campbell & C. Howitt (Eds.), Science in Early Childhood (pp. 119–135). chapter, Cambridge: Cambridge University Press.
Grogan, J., Hollinsworth, D., & Carter, J. (2021). Using videoed stories to convey Indigenous “Voices” in Indigenous Studies. Australian Journal of Indigenous Education; v.50 n.1 p.38-46; August 2021, 50(1), 38–46. https://search.informit.org/doi/10.3316/aeipt.229336
Moreton-Robinson, A. (2006). WHITENESS MATTERS: Implications of Talkin’ up to the White Woman. Australian Feminist Studies, 21(50), 245–256. https://doi.org/10.1080/08164640600731788
Perso, T. & Hayward, C. (2015) Teaching Indigenous Students: Cultural Awareness and Classroom Strategies for Improving Learning Outcomes. Allen & Unwin.
Purdie, N., Milgate, G., & Bell, H. R. (2011). Two way teaching and learning: Toward culturally reflective and relevant education. ACER Press.
Riley, T., Meston, T., Cutler, C., Low-Choy, S., McCormack, B. A., Kim, E.-J. A., Nakar, S., & Vasco, D. (2024). Weaving stories of strength: Ethically integrating Indigenous content in Teacher education and professional development programmes. Teaching and Teacher Education, 142, 104513-. https://doi.org/10.1016/j.tate.2024.104513
Rose, D. B. (1996). Nourishing terrains : Australian Aboriginal views of landscape and wilderness / Deborah Bird Rose (pp. 7–9). Australian Heritage Commission.
Shay, M., & Oliver, R. (Eds.). (2021). Indigenous education in australia : Learning and teaching for deadly futures. Taylor & Francis Group.
Ungunmerr-Baumann, M.R., Groom, R.A., Schuberg, E.L., Atkinson, J., Atkinson,C., Wallace, R. & Morris, G. (2022). Dadirri: An Indigenous place-based research methodology. AlterNative: An International Journal of Indigenous Peoples, 18(1), 94-S3. https://doi.org/10.1177/11771801221085353
Yunkaporta, T., & Kirby, M. (2011). Yarning up Indigenous pedagogies: A dialogue about eight Aboriginal ways of learning. In N. Purdie, G. Milgate, & H. R. Bell (Eds.), Two-way teaching and learning: Toward culturally reflective and relevant education (pp. 204–213). ACER Press