Students
INED810 – Education in Indigenous Communities
2014 – S1 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Susan Page
Contact via susan.page@mq.edu.au
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| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MIndigenous or PGDipIndigenousEd or PGCertIndigenousEd
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit looks at education from a social community point of view and explores cultural attitudes, beliefs and processes in relation to education. Students will gain an insight into the cultural complexities of learning (ways of knowing) and explore the value of community collaboration (ways of doing) and gain a greater understanding of observational skills and strategies (ways of seeing). Importantly, it examines the role of education in Indigenous community contexts.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Compare and contrast a range of meanings of the concept Indigenous community.
- Distinguish between education in Indigenous communities and education from Indigenous communities.
- Create a mini-documentary demonstrating agency in Indigenous community education.
- Outline Australian and international models of working collaboratively within an Indigenous community education setting.
- Evaluate a range of methods to incorporate Indigenous Knowledge's in a learning environment.
- Justify your stance on Indigenous learning styles.
- Critically engage with the perspectives of other students using the prescribed online technology (i.e. ilearn).
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Task 1 | 30% | Sunday 12:00pm |
| Task 2 | 30% | Sunday 13th, April |
| Task 3 | 40% | Monday 2nd, June |
Task 1
Due: Sunday 12:00pm
Weighting: 30%
Students are required to provide a 250 word response to the weekly online activity.
Please note that late submissions will result in a one mark per day penalty.
On successful completion you will be able to:
- Compare and contrast a range of meanings of the concept Indigenous community.
- Distinguish between education in Indigenous communities and education from Indigenous communities.
- Outline Australian and international models of working collaboratively within an Indigenous community education setting.
- Evaluate a range of methods to incorporate Indigenous Knowledge's in a learning environment.
- Justify your stance on Indigenous learning styles.
- Critically engage with the perspectives of other students using the prescribed online technology (i.e. ilearn).
Task 2
Due: Sunday 13th, April
Weighting: 30%
Students are requred to prepare a 3-4 minute mini-documentary.
Please note that late submissions will result in a one mark per day penalty.
On successful completion you will be able to:
- Distinguish between education in Indigenous communities and education from Indigenous communities.
- Create a mini-documentary demonstrating agency in Indigenous community education.
Task 3
Due: Monday 2nd, June
Weighting: 40%
Students are required to choose an essay questions and prepare a 4000 word essay written response.
Please note that late submissions will result in a one mark per day penalty.
On successful completion you will be able to:
- Compare and contrast a range of meanings of the concept Indigenous community.
- Outline Australian and international models of working collaboratively within an Indigenous community education setting.
- Evaluate a range of methods to incorporate Indigenous Knowledge's in a learning environment.
- Justify your stance on Indigenous learning styles.
Delivery and Resources
This unit is delivered externally. There are no on-campus sessions. Each week students are expected to listen to the recorded mini-lecture and post a response to the weekly topic question through the ilearn learning platform.
Required Text: Purdie, N., Milgate, G. & Bell, H.R. (Eds). (2011). Two Way Teaching and Learning, Australian Council for Educational Research, Victoria.
Unit Schedule
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MODULE 1 – Defining Community |
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Week 1 |
Monday 3rd March- Sunday 9th March |
Introduction |
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Week 2 |
Monday 10th March - Sunday 16th March |
The ‘C’ Word: What is a community?
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Week 3 |
Monday 17th March - Sunday 23rd March |
Diversity in Indigenous communities
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MODULE 2 – Working with Indigenous Communities |
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Week 4 |
Monday 24th March - Sunday 30th March |
Working collaboratively
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Week 5 |
Monday 31st March - Sunday 6th April |
Models of Engagement
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Week 6 |
Monday 7th April – Sunday 13th April |
International examples
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MID SEMESTER BREAK – 14th April – 27th April
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MODULE 3 – Learning in Indigenous Communities |
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Week 7 |
Monday 28th April - Sunday 4th May |
Indigenous Learning Styles?
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Week 8 |
Monday 5th May - Sunday 11th May |
Educational continuity: using traditional knowledge to teach today Case Study 1: Maths
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Week 9 |
Monday 12th May - Sunday 18th May |
Educational continuity: using traditional knowledge to teach today Case Study 2: Creation stories
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Week 10 |
Monday 19th May - Sunday 25th May |
International Examples
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MODULE 4 – Grand narratives: Education ‘from’ Indigenous communities |
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Week 11 |
Monday 26th May - Sunday 1st June |
Inside out: the role of Indigenous film in community education
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Week 12 |
Monday 2nd June- Sunday 8th June |
Dance, drama and books: connecting old with new
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Week 13 |
Monday 9th June - Sunday 15th June |
Summary and review |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Compare and contrast a range of meanings of the concept Indigenous community.
- Distinguish between education in Indigenous communities and education from Indigenous communities.
- Create a mini-documentary demonstrating agency in Indigenous community education.
- Evaluate a range of methods to incorporate Indigenous Knowledge's in a learning environment.
- Justify your stance on Indigenous learning styles.
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Compare and contrast a range of meanings of the concept Indigenous community.
- Distinguish between education in Indigenous communities and education from Indigenous communities.
- Create a mini-documentary demonstrating agency in Indigenous community education.
- Outline Australian and international models of working collaboratively within an Indigenous community education setting.
- Evaluate a range of methods to incorporate Indigenous Knowledge's in a learning environment.
- Justify your stance on Indigenous learning styles.
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Compare and contrast a range of meanings of the concept Indigenous community.
- Distinguish between education in Indigenous communities and education from Indigenous communities.
- Create a mini-documentary demonstrating agency in Indigenous community education.
- Outline Australian and international models of working collaboratively within an Indigenous community education setting.
- Evaluate a range of methods to incorporate Indigenous Knowledge's in a learning environment.
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Create a mini-documentary demonstrating agency in Indigenous community education.
- Outline Australian and international models of working collaboratively within an Indigenous community education setting.
- Justify your stance on Indigenous learning styles.
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Compare and contrast a range of meanings of the concept Indigenous community.
- Distinguish between education in Indigenous communities and education from Indigenous communities.
- Create a mini-documentary demonstrating agency in Indigenous community education.
- Outline Australian and international models of working collaboratively within an Indigenous community education setting.
- Evaluate a range of methods to incorporate Indigenous Knowledge's in a learning environment.
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Compare and contrast a range of meanings of the concept Indigenous community.
- Evaluate a range of methods to incorporate Indigenous Knowledge's in a learning environment.
- Justify your stance on Indigenous learning styles.