1. About this Unit

This unit explores the educational policies and historical practices that have impacted Aboriginal education. It provides a historical overview of government policies since European invasion and addresses contemporary perspectives of racism, prejudice, social injustice and reconciliation. It offers students the opportunity to develop the necessary knowledge,skills and sensitivity to meet the needs of Aboriginal students.

Guest lecturers from Aboriginal organisations, representatives from the Department of Education and Community and other bodies will help to present the material. Aboriginal people involved in education will speak about their role in ensuring that Aboriginal people have access to the educational opportunities enjoyed by other Australians.

2. Teaching Staff

Neil Harrison

C3A room 907

neil.harrison@mq.edu.au

Natalie Taylor

natalie.arentz@det.nsw.edu.au 

Clarence Bruinsma

clarence.bruinsma@mq.edu.au

Jo Anne Rey

jo.rey@mq.edu.au

Please note that all official correspondence will be conducted through the student’s mq account. Hotmail addresses are usually trashed before they arrive in my inbox.

3. Classes

Lectures: 1 hour, once weekly

Tutorials: 2 hours, once weekly

4. Unit Web Page

Access to the unit web page is through http://online.mq.edu.au. Please access Blackboard CE6 regularly throughout the semester as this is the main means of communication of information to students.

5. Required Text

Prescribed Text

Harrison, N. (2011). Teaching and learning in Aboriginal education (2e). Melbourne: Oxford University Press.

6. Recommended Readings

Reports

Commonwealth of Australia (2011). Closing the gap Prime Minister’s Report 2011. Retrieved May 16, 2011 from: http://www.fahcsia.gov.au/sa/indigenous/pubs/closing_the_gap/2011_ctg_pm_report/part_c/Pages/schooling.aspx

Commonwealth of Australia (2009). Closing the gap on Aboriginal disadvantage: The challenge for Australia. Retrieved June 7, 2011 from http://fahcsia.gov.au/about/news/2009/Pages/Closingthegap.aspx

New South Wales Department of Education and Training and New South Wales Aboriginal Education Consultative Group Incorporated (2004). The Report of the Review of Aboriginal Education/ Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray Freeing the Spirit: Dreaming as Equal Future. Darlinghurst, NSW: New South Wales Department of Education and Training

Pearson, N. (2009). Radical Hope: Education and equality in Australia. In Quarterly Essay, 35, pages 1-105). see library online Journals

Nichols, Christine (2009). Correspondence. In Quarterly Essay 36, pages 93-102. see library online Journals

SCRGSP (Steering Committee for the Review of Government Service Provision) (2009). Overcoming Aboriginal Disadvantage: Key Indicators, Productivity Commission, Canberra. Retrieved June 7, 2011 from http://www.pc.gov.au/gsp/reports/Aboriginal/keyindicators2009

UNICEF (2009). State of the world’s minorities and Aboriginal peoples 2009. Retrieved June 13, 2011 from http://www.minorityrights.org/7948/state-of-the-worlds-minorities/state-of-the-worlds-minorities-and-Aboriginal-peoples-2009.html#links_and_downloads

References

Albert, T. (2008). Aboriginal sporting greats. Australia : Rigby/Pearson Education. (DU120.F476 A444)

Australian Education Systems Officials Committee (AESOC) Senior Officials Working Party on Aboriginal Education (2005). Australian directions in Aboriginal education 2005-2008. Report for MCEETYA. Retrieved June 13 2009 from: http://www.acer.edu.au/Aboriginal_education/policies.html

Beresford, Q. and Gray J. (2006). Models of policy development in Aboriginal education: Issues and discourse. Australian Journal of Education. 50 (3), 265-280. [see Journal finder at library home]

Beresford, Q. (2003). Directions and best practice. In Q. Beresford and G. Partington (Eds.), Reform and resistance in Aboriginal education: The Australian experience (pp. 238-278). Perth: University of Western Australia Press.

Bourke, C., Rigby, K. & Burden, J. (2000). Better practice in school attendance: Improving the school attendance of Aboriginal students. Canberra: Department of Education, Training and Youth Affairs.

Brook, J. & Kohen, J.L. (1991). The Parramatta Native Institution and the Black Town.  Sydney: UNSW Press.

Cahill, R. (1999). Solid English. Perth: Education Department of Western Australia. [see reserve collection]

Collins, D. (1971). An account of the English colony in New South Wales Facsimile edition, originally published 1798. Adelaide: South Australia Libraries Board.

Cowlishaw, Gillian (2009). The City’s Outback. Sydney: UNSW Press.  DU123.N4 C69 2009

Cowlishaw, G. (2006). Cultures of complaint: An ethnography of rural racial rivalry. Journal of Sociology, 42(4), 429-445. [see Journal finder at library home]

Dare to Lead http://www.daretolead.edu.au/

Dare to Lead, research and professional readings. http://www.daretolead.edu.au/servlet/Web?s=169694&p=DTL08_ResRead_Main

Department of Education and Children’s Services. (2007). Map of Aboriginal Australia. Retrieved February 8, 2007 from http://www.decs.sa.gov.au/ corporate/pages/default/aboriginalaustralia/

Department of Education and Training, Aboriginal Education and Training Directorate, (2005). Caring for Place – Caring for Country. (kit). Darlinghurst, NSW.: NSW Dept. of Education and Training, Aboriginal Education and Training Directorate.

Education Queensland. (2002). Specific Teaching Emphasis for Aboriginal and Torres Strait Islander students with a conductive hearing loss. Retrieved July 25, 2007 from http://education.qld.gov.au/curriculum/learning/students/disabilities/resources/information/hi/ stea.html

Garimara, D.P. (2006). Home to mother. Brisbane: Uuniversity of Queensland Press.

Harris, S. & Malin, M. (Ed). (1997). Aboriginal Education: Historical, Moral and Practical Tales. Northern Territory University Press.

Harrison, N. (2011). Teaching and Learning in Aboriginal Education (2e). Melbourne: Oxford University Press.  MUST READ!!!

Harrison, N. (2005). The learning is in-between: The search for a metalanguage in Aboriginal education, Educational Philosophy and Theory, 37 (6), 867-880. [see Journal finder at library home].

Harrison, N. (2005). Incorporating Aboriginal English in the classroom. The University of New England. Retrieved from: www.une.edu.au/education/resources/pdfs/research_series/Research_Series_1.pdf

Harrison, N. (2004). Self-Recognition and Well-Being: Speaking Aboriginal English in Healthy Classrooms. Australian Journal of Indigenous Education, 33, 7-13. [see Journal finder at library home].

Harrison, N. (2004). The reproduction of historical relations in the crosscultural classroom at university, Australian Journal of Education, 48 (3), 282-294. [see Journal finder at library home]

Heiss, A. (Ed.), (2002). Life in Gadigal country. Strawberry Hills, NSW: Gadigal Information Service.

Hinkson, M. & Harris, A. (2001). Aboriginal Sydney: A guide to the important places past and present. Aboriginal Studies Press.

Hoskins, I. (2007). Aboriginal North Sydney: An outline of Aboriginal history. North Sydney Council.

Hughes, P., More, A.J., & Williams, M. (2004). Aboriginal Ways of Learning. Adelaide, P. Hughes.

Human Rights and Equal Opportunity Commission (1997). Bringing them home: Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from Their Families. Retrieved Wednesday 10 June 2009 from: http://www.hreoc.gov.au/social_justice/bth_report/report/appendices_9.html

Hunter, B, H. & Schwab, R.G. (2003). Practical Reconciliation and recent trends in Aboriginal Education. Centre for Aboriginal Economic Policy Research.

Kanyini (DVD). Reverb Films. Narrated by Bob Randall.

Kohen, J.L .(1983). The Aborigines of the Blacktown District. Blacktown: Blacktown & District Historical Society.

Kohen, J.L. (1993). The Darug and their neighbours. Blacktown: Darug Link & Blacktown Historical Society.

Kohen, J.L. (2009). The Aborigines of Western Sydney. Darug Tribal Aboriginal Corporation, Blacktown.

Kohen, J.L. (2009). Daruganora: Darug country – the place and the people. Revised Edition. Two volumes. Darug Tribal Aboriginal Corporation, Blacktown.

Langton, M. (1993). ‘Well, I heard it on the radio and I saw it on the television…’: An essay for the Australian Film Commission on the politics and aesthetics of filmmaking by and about Aboriginal people and things, Australian Film Commission, North Sydney. (see Reserve: P94.5.A32 .A85)

Malin, M. & Harris, S. (1994). Aboriginal Kids in Urban Classrooms. Social Science Press.

Malin, M. (1990). Why is life so hard for Aboriginal students in urban classrooms. The Aboriginal Child at School, 18 (1), 9-29. (see  e-reserve) MUST READ!!

Malin, M. (1990). The visibility and invisibility of Aboriginal students in an urban classroom. In Australian Journal of Education. 34(3), 312-329. (see  e-reserve)

Malin, M. (2003). Is schooling good for Aboriginal children’s health?: Discussion paper. Darwin: CRCATH.

McConaghy, C. (2000). Rethinking Aboriginal Education. Brisbane: Post Pressed.

Mellor, S. & Corrigan, M. (2004). The Case for Change: A Review of Contemporary Research on Aboriginal Education Outcomes. Camberwell, Victoria: Australian Council for Educational Research. Retrieved June 13 2011 from: www.acer.edu.au/documents/AER_47-TheCaseforChange.pdf

Munns, G. (2007). A sense of wonder: Pedagogies to engage students who live in poverty. In International Journal of Inclusive Education. 11(3), 301-315. [see Journal finder on library home]

National Museum of Australia and Rigby (2008). First Australians: plenty stories. Rigby/Pearson Education. (DU120.F476 A444.  This includes: Aboriginal Sporting Greats; Keeping strong through art; Keeping language Alive, Kaisiana’s Journey to Torres Strait; Fighting for Rights etc.)

National Museum of Australia and Rigby (2008). First Australians: Plenty Stories. Australia : Rigby/Pearson Education.

Ninnes, P. (2004). Discourses of cultural diversity in the science curriculum: Connections, contradictions and colonialisms. In Discourse: studies in the cultural politics of education. 25(2), 261-277. [see Journal finder at library home]

NSW Department of Education and Training (2002). Talking identity: teacher’s booklet. http://www.curriculumsupport.education.nsw.gov.au/primary/hsie/resources/stage2resources.htm

New South Wales Department of Education and Training and New South Wales Aboriginal Education Consultative Group Incorporated (2004). The Report of the Review of Aboriginal Education/ Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray Freeing the Spirit: Dreaming as Equal Future. Darlinghurst, NSW: New South Wales Department of Education and Training

New South Wales Department of Education and Training (2005). Caring for place - Caring for country. Darlinghurst, NSW: New South Wales Department of Education and Training, Aboriginal Education and Training Directorate.

NSW Board of Studies (2008). Working with Aboriginal communities: a guide to community consultation and protocols. http://ab-ed.boardofstudies.nsw.edu.au/go/aboriginal-community-consultation-and-protocols

NSW Department of Community Services (2009). Working with Aboriginal people and communities: A practice resource. Retrieved 22 April from: http://www.lcsa.org.au/index.php?option=com_content&task=view&id=1621&Itemid=221

Partington, G (Ed). (1998). Perspectives on Aboriginal and Torres Strait Islander Education. Thomson Social Science Press.

Pearson, N. (2009). Radical Hope: Education and equality in Australia. In Quarterly Essay.  [also read Christine Nichols critique of this article]

Purdie, N., Frigo, T., Ozolins, C., Nobblet, G., Thieberger, N., and Sharp, J. (2008). Aboriginal languages programmes in Australian schools.  Canberra: DEEEWR.

Purdie, N. (2000). Positive self-identity for Aboriginal students and its relationship to school outcomes. Canberra: Department of Education, Training and Youth Affairs. See reserve.

Reynolds, H. & Dennett B (2002). The Aborigines. Oxford: University Press.

Reynolds, H. (2000). Why weren’t we told: A personal search for truth about our history. Ringwood, Vic.: Penguin.

Reid, J.A. and Santoro, N. (2006). Cinders in Snow? Aboriginal teacher identities in formation. In Asia Pacific Journal of Teacher Education. 34(2), 143-160. [see Journal finder at library home]

Russell, L. (2001). Savage Imaginings: Historical and contemporary constructions of Australian Aboriginalities. Melbourne: Australian Scholarly Publishing.

Sarra, C. (2007). Young and black and deadly: strategies from improving outcomes for Indigenous students, in M. Keefe and S. Carrington (Eds.), Schools and Diversity (pp. 74-89). Frenchs Forest (NSW): Pearson Education. A must!  On Reserve

*Shaw, Paula (2009). Seven Seasons in Aurukun. DU123.Q6 S56 2009

Smith. K (2001). Bennelong: the coming in of the Eora : Sydney Cove 1788-1792. East Roseville, N.S.W.: Kangaroo Press.

Smith. K (2005). Wallumedegal: an Aboriginal history of Ryde. Retrieved from www.ryde.nsw.gov.au/WEB/SITE/RESOURCES/DOCUMENTS/Information/wallumedegal.pdf

Smith. K (2006). Eora: mapping Aboriginal Sydney 1770-1850.

Tucker, A. (1994). Too many Captain Cooks. Norwood (SA): Omnibus books.

Tucker, A. (1998). Side by side. Norwood (SA): Omnibus books

Willmot, E. (1987). Pemulwuy: The Rainbow Warrior. McMahons Point (N.S.W): Weldons.

Willams, ET. & Wingfield E.W. (2000). Down the hole, up the tree, across the sandhills running from the state and Daisy Bates. Alice Springs: Jukurrpa Books.

Walker, Dot et al. (2004).  Aboriginal early readers [kit] /Publisher:Brisbane, Qld. : Queensland. Dept. of Education

7. Useful websites

ABC Education for Schools

http://www.abc.net.au/schoolstv/

Aboriginal Australia

http://www.aboriginalaustralia.com/

Accelerated Literacy, http://www.nalp.edu.au/

Act Now

http://www.actnow.com.au/Issues/What_is_Reconciliation.aspx

Apology Speech made by Kevin Rudd

http://www.reconciliation.org.au/downloads/156/PMs_apology.pdf

Australian Bureau of Statistics

http://www.abs.gov.au

Australian Aboriginal Health InfoNet

http://www.healthinfonet.ecu.edu.au/

Australian Government Culture and Recreation Portal, Reconciliation

http://www.cultureandrecreation.gov.au/articles/Aboriginal/reconciliation/

Brining them Home Teacher Resource

http://www.humanrights.gov.au/education/bth/download/bth_final.pdf

Council for Aboriginal Reconciliation

http://www.austlii.edu.au/au/orgs/car/

Dust echoes http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

First Australians SBS Series

http://www.sbs.com.au/firstaustralians/

Australian Human Rights Commission

http://www.hreoc.gov.au/

Interactive Time Line (EXCELENT RESOURCE)

http://www.programs.sbs.com.au/firstaustralians/content/

National Aboriginal & Torres Strait Islander Educational Website http://www.natsiew.edu.au/resourceseducation.aspx?xcid=134

Reconciliation Australia

http://www.reconciliationaustralia.org/i-cms.isp

Reconcile

http://www.reconcile.org.au/

TaLe, Teaching and Learning Exchange. Retrieved 10 June 2010 from: http://www.tale.edu.au/tale/live/global/announcements/aborginal.jsp?muid=000000&taleUserId=-445990256&userType=u&username=

Us Mob. http://www.usmob.com.au/

White Australia has a Black History Sources for Aboriginal Studies in the National Library http://www.nla.gov.au/nla/staffpaper/thomp.html

YouTube Video: The Australian Way (Part 5) Here's your fricken apology

http://au.youtube.com/watch?v=TacKpI2OWHI

YouTube Video: Sea of Hands

http://au.youtube.com/watch?v=6kANmVKNsHs

YouTube Video: Kevin Rudd Sorry Speech

http://au.youtube.com/watch?v=B1jeWeDpc68

YouTube: Australia Says Sorry to Stolen Generation

http://au.youtube.com/watch?v=C9mJpL67QUw&feature=related

Yunkaporta, Tyson, 8 Aboriginal ways of learning http://8ways.wikispaces.com/

Journals/ Newspapers

Australian Journal of Aboriginal Education (formerly Aboriginal Child at School)

National Indigenous Times (Newspaper)

8. Graduate Capabilities

1. Discipline specific knowledge and skills

2. Critical, analytical and integrative thinking

3. Problem solving and research capability

4. Creative and innovative

5. Effective communication

6. Socially and environmentally active and responsible

8. Capable of professional and personal judgement and initiative

10. Course Requirements

All assignments must be submitted by the due date. Penalties will be incurred for late submissions (see below). Assignments are expected to be of a professional standard, text components should be word processed.

In cases of sickness or misadventure, students are to apply in writing for an extension to the course convenor at least three days before the due date of the assignment.

Attendance

EDUC388 is a lecture and tutorial-based unit of study. Students are therefore required to satisfy the tutorial attendance requirements specified by the Department of Education. The relevant rule states that students must attend at least 80 per cent of the scheduled class time. Where the student fails to meet this requirement they may be asked to show cause why they should not be excluded from, or fail the unit. Where a student thinks his/her attendance may fall below the 80 per cent requirement he/she should be prepared to substantiate the reasons by supplying the relevant documentation (for example, doctor’s certificate). Students should also consider lodging a ‘special consideration application through the University’s ‘Student Services’. See: http://www.mq.edu.au/policy/docs/special_consideration/policy.html

Enquiries:

All enquiries regarding attendance should be directed to Neil Harrison by email. It is not necessary to phone the unit convenors or the TEP or Department of Education Office if you are unable to attend through sickness or misadventure.  Documentary evidence explaining any absences from class must be forwarded to Neil Harrison either prior to, or as soon as possible following the absence from class.

Attendance Register:

An attendance register is necessary as a record of the student’s completion of professional requirements.

 12 Assessment Tasks

There are two types of assessment used in EDUC388:

A.         Satisfactory/unsatisfactory component: Workshop attendance

B.  Graded course components:

Assignment 1: Seminar Presentation

Due: over the semester

Weight: 30%

Task details

•          The presentation should be of 40 minutes duration and done in a group of no more than two students,

•          YOU MUST INTERACT WITH THE CLASS - keep the upfront talking to a minimum,

•          The presentation should be based on the prescribed readings, lectures and further research,

•          **Encourage the students in the class to discuss and examine key issues,

•          Avoid the inclination to cover ‘everything’. Focus on interactions with students and work on how to teach the content. You must decide what you will cover for that topic, and HOW.

•          Don’t feel that you must know everything,

•          Presentations should be enhanced by the use of the Interactive whiteboard, and computers,

•          The presentation must demonstrate how the topic would be taught (in a lesson) to school-aged students. See the questions for each week,

•          Include a contact and resource sheet on the topic for students to take with them. This can list links to the internet, books, reports, people contacts etc. Students can then keep these resource sheets in their folder of teaching resources.

Assignment 1: Order of seminar presentations

**The presentation must demonstrate how the topic would be taught to school-aged students. You must also ensure that students engage intellectually with the issues ie ideal is to have everyone in the seminar talking. See the marking rubric for assignment 1. When there are two groups presneting on the day, divide the questions between yourselves (don’t double–up on content).

Assignment 2: In-class Analysis of the social and academic context of Aboriginal education.

Due: Week 8 beginning 30 September

Weight: 30%

This task is designed to introduce you to the major points of view on Aboriginal education in Australia. We want you to compare two very different positions, one from Noel Pearson and the other from Christine Nicholls. What do they offer? What is overlooked? You will be given the opportunity to discuss the papers before week 6.

Task:

•          Read and analyse the article from Noel Pearson, and the reply from Christine Nicholls

•          What are the arguments from Pearson? (300 words)

•          How do Pearson and Nicholls differ in their approaches to teaching and learning (to read)? (300 words).

•          In your opinion, who holds the more convincing position? Why? (300 words).

Instructions:

•          Read the papers from Noel Pearson and Christine Nicholls BEFORE you come to class.

•          The two positions will be discussed, in groups, in class, before week 6

•          You will then be asked, individually to write an analysis of about 900 words in length.

•          You may bring in any other readings that you think might help you to analyse and write.  (It’s like an open book exam, but more collaborative). Read before you arrive at the workshop so that you don’t ‘freeload’ on other students.

•          * Find out about the backgrounds and lives of Pearson and Nicholls

•          In the workshop, 30 minutes will be devoted to group discussion and analysis of the above texts. The remainder of the time will be allocated to individual writing.

References (bring your references on the day, but you CANNOT use notes)

Pearson, N. (2009). Radical Hope: Education and equality in Australia. In Quarterly Essay, 35, pages 1-105. see library online Journals

Nicholls, C. (2009). Correspondence. In Quarterly Essay 36, pages 93-102.

McCollow, J. (2012). A Controversial Reform in Indigenous Education: The Cape York Aboriginal Australian Academy. The Australian Journal of Indigenous Education, 41: 2, 97 ­ 109.

Also:

Harrison (2011). Teaching and Learning in Aboriginal Education (2e). Chapter 4.

Assignment 3: Research Essay or Excursion Plan or Interview

For assignment 3, you may choose one of three options: 1/ Research essay OR 2/ Excursion plan OR 3/ Personal interview

Due Date: Friday 8 November 2013

Weight: 40% (each option has the same weight)

Option 1: Research Essay

Select one of the following essay questions. Research the topic and prepare an analytical essay on the question.

Task Details:

•          Essay length 1500-2000 words (excluding references)

•          Research should include links to the literature on educational theory and practice and may, in addition, include research collected from various groups, organisations or individuals

•          Please use APA referencing procedures.

Essay Questions: Choose only one of the following:

For references: consult reference list at front of unit guide

1.         Chris Sarra argues that ‘high expectations’ is one of the keys to improving Aboriginal student outcomes. Why does he take this position? Is there any evidence to support it, or to suggest that his approach is working?

Starting references:

Sarra, C. (2007). Young and black and deadly: strategies from improving outcomes for Indigenous students. In M. Keefe and S. Carrington (Eds.), Schools and Diversity (pp. 74-89). Frenchs Forest (NSW): Pearson Education.

Sarra, C. (2012). Good morning, Mr Sarra: My life working for a stronger smarter future for our children. . St Lucia, QLD: University of Queensland Press.

Sarra, C. (2013). Stronger Smarter Institute. Retrieved July 19 2013 from http://strongersmarter.com.au/tag/chris_sarra/

2.         A number of ‘high-end’ private schools are now offering specific programs for Aboriginal students? What is the philosophy driving these programs? Are they working? Examine some of the criticisms made of these programs. Are such criticisms justified?

Starting references:

Barr, J. (2012). Indigenous education initiatives in AASN schools: Building relationships. Final report to the Australian Anglican schools Network. Retrieved July 19 2013 from http://www.aasn.edu.au/LinkClick.aspx?fileticket=hWVHA4erZ%2Fw%3D&tabid=79

3.         A positive self identity has been identified as one of the factors necessary for individual educational success. Discuss.

Starting references:

Purdie, N., Milgate, G., & Bell, H.R. (2011). Two way teaching and learning: Towards culturally reflective and relevant education. Melbourne: ACER Press.

Purdie, N. (2000). Positive self-identity for Aboriginal students and its relationship to school outcomes. Canberra: Department of Education, Training and Youth Affairs.

Sarra, C. (2007). Young and black and deadly: strategies from improving outcomes for Indigenous students. In M. Keefe and S. Carrington (Eds.), Schools and Diversity (pp. 74-89). Frenchs Forest (NSW): Pearson Education.

4.         The relationship between Patyegarang and Lieutenant William Dawes was the first great story of reconciliation in Australia. Discuss.

Starting references:

 The Notebooks of William Dawes on the Aboriginal language of Sydney: Retrieved July 11 2013 from http://www.williamdawes.org/

Australian Children's Television Foundation and Education Services Australia (2013). My Place for teachers. Retrieved July 19, 2013 from http://www.myplace.edu.au/decades_timeline/1780/decade_landing_22.html?tabRank=4

Grenville, K. (2010). The Lieutenant. Sydney: Text Publishing.  Also see her website: http://kategrenville.com/The_Lieutenant

Option 2: Excursion Plan: *Bring pen and paper & a coat and umbrella

Excursion to Royal Botanic Gardens

Mrs Macquaries Road

Sydney NSW 2000

(02) 9231 8111

Education Officer: Clarence Slockee

Aim: How to include local Aboriginal botany and bush tucker in classroom teaching

Fee: about $7.00 per person

Meeting time: Monday 28 October 3pm

Meeting Place: Woolloomooloo Gates (above Andrew (Boy) Charlton Pool)

Task: Following your guided tour, prepare a detailed plan and worksheet for an excursion to the Botanic Gardens. Ask the guides as many questions as you can to help you design your excursion plan.

Note: you cannot do this assignment if you do not attend the excursion.

Details:

o          Excursion plan length 1500-2000 words (excluding references).

o          The information provided must be based on the visit to the Botanic Gardens, and your research.

o          Please use APA Referencing 

o          Specify the age and abilities of the intended excursion group. Clearly set out the specific and wider aims and objectives of the excursion. Consider knowledge, skills and attitudes.

You will need to include:

•          the aims and outcomes of the excursion

•          Information about the place – where, what is it?

•          Significance of the place to Aboriginal people

•          Rationale: Why would you take students to the Botanic Gardens? Why would you include Aboriginal perspectives?

•          What would be the duration?

•          What resources would you provide for the students? (maps, illustrations, notes, other). Provide concrete examples.

•          What resources are available there? How would you use them?

•          Include activities (not worksheets). This should be interesting, NOT just a boring list of questions. An activity could be a game like survivor, a ‘search and find’, ‘plans for doco’ etc

Setting out - What to include

1. Overview (1-2 paragraphs)

2. Rationale (2-3 paras)

3. 1 page about the Gardens

4. Aims and objectives of the excursion

5. Logistics (what to wear, getting there)

6. Excursion Plan

7. Tasks for students

Option 3: Personal Interview

Task: Interview an Aboriginal person about his or her life.

Length: 1500-2000 words (excluding references).

Task Details:

•          The information provided should be based on your interview and the analysis of data

•          Research should include links to the literature on educational theory and practice and may in addition include research collected from various groups, organisations or individuals.

•          Please use APA Referencing Procedures

Possible areas to cover:

•          Background: place of birth, where did he or she grow up? family etc.

•          Working life: what is important here?

•          Relationships

•          Opinions and values – What does she or he believe in? What is important in his or her life? What drives this person in his or her life?

•          Try to identify some key issues during the interview and follow-up on these at the time.

•          Conclusion: What did you learn from the interviews about the person, and about yourself?

Once you have collected your information, you will need to decide how you will present it in writing. It will need to be more than just a description of someone’s life. It will also need to include some reflection and analysis. This means that you will need some explanation from your interviewee. Don’t be pushy, but you will need to ask some why questions like, why is that important to you? Why did you go down that road?

Note: Please include a contact number or address for the person interviewed.

References:

Read other Aboriginal biographies in order to link your interviewee’s story to the lives of other Aboriginal people. This will help you to draw conclusions about their life.

These two books present the interview data as a whole:

Bill Bunbury, (1989). Becoming Aboriginal: comments observations and stories from Aboriginal Australians. Sydney: ABC Enterprises.

Kevin Gilbert (1977). Living Black. London: Penguin Press.

The following author weaves the interview data into her own text:

Maddison S (2009). Black Politics: Inside the complexity of Aboriginal culture

The following texts explain interviewing techniques. It shows you how to conduct an interview.

Freebody, P. (2005). Qualitative research in education. London: Sage publications. Chap 7.

Victor Minichiello ... [et al.]  (1995) In-depth interviewing : principles, techniques, analysis / 2nd ed  Melbourne : Longman Australia.

References: Read other Aboriginal biographies in order to link your interviewee’s story to the lives of other Aboriginal people. This will help you to draw conclusions about their life.

These two books present the interview data as a whole:

Bill Bunbury, (1989). Becoming Aboriginal: comments observations and stories from Aboriginal Australians. Sydney: ABC Enterprises.

Kevin Gilbert (1977). Living Black. London: Penguin Press.

The following author weaves the interview data into her own text:

Maddison S (2009). Black Politics: Inside the complexity of Aboriginal culture

The following text is about interviewing methodology. It shows you how to conduct an interview.

Freebody, P. (2005). Qualitative research in education. London: Sage publications. Chapter 7.

Marking Criteria

The paper will be marked on the following criteria (Excellent, Good, Satisfactory or Unsatisfactory):

·               Asks probing but sensitive questions (include these in your write-up as an appendix or throughout)

·               Identifies key areas of the interview data (eg, family) and develops these with the help of the literature

·               Draws conclusions about the interviewee’s life (what is important? Is there any ‘meaning’ here?)

·               Writing reflects an understanding of ‘interviewing methodology’

·               Reflects carefully on what has been learnt