2021-1-EDMT5706-Aboriginal Education-1 PDF

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Sydney School of Education and Social Work The University of Sydney

EDMT5706 Aboriginal Education: Secondary Contexts Extended Unit of Study Guide Session 1, 2021

This document is protected by Australian copyright law and the law of confidentiality and the comparable laws of other countries. It contains valuable information proprietary to the University of Sydney. No part of this material may be copied, stored or transmitted in any form, electronic or otherwise, without the prior written consent of the University of Sydney. © Copyright 2021, The University of Sydney

MTeach (Secondary)

University of Sydney

Unit of Study Details Credits: 4 Prerequisites: Preparation:

Teaching Staff Details Unit of study coordinator: Dr. Tarunna Sebastian Room and building: Rm 440 A35 Phone number: 02 9 Email: [email protected] Arrangements for student consultation: Students can make an appointment with their tutor via email. Other staff: Dr Mark Richards - [email protected] Warwick Horner - [email protected]

What is the unit about Rationale This unit of study is a compulsory component of the Master of Teaching (Secondary) program. It develops pre-service teachers' knowledge and understanding of the role of education in addressing current social, political and economic challenges faced by Indigenous communities, past and present. Within this unit, pre-service teachers will explore the diversity of Indigenous Australian histories and cultures and the importance of Aboriginal identity to Aboriginal student success in secondary school contexts. The unit is designed to complement and build upon pre-service teachers' capacity to apply Aboriginal perspectives to their particular curriculum teaching area.

Priority Areas 1. Aboriginal and Torres Strait Islander education Aboriginal and Torres Strait Islander education is the foundation upon which this course is constructed.

Desired outcomes As a result of successfully completing this unit of study students should be able to: 1.

2. 3.

4.

Develop an understanding and knowledge of the specific learning needs, particularly those of literacy and numeracy, of Aboriginal and Torres Strait Islander students in diverse settings and ways in which to address these. (1.3.1, 1.4.1, 2.4.1) Critically analyse and reflect on a range of appropriate and engaging resources to embed Aboriginal perspectives across the curriculum. (3.4.1) Consider a range of learning, teaching and assessment strategies which build self-efficacy and actively engage Aboriginal and Torres Strait Islander students in the classroom and broader school context. (3.3.1, 4.1.1) Analyse ways in which educational programs and resources can be enhanced to meet the

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needs of Aboriginal and Torres Strait Islander children ensure effective communication and the building of successful partnerships between schools, teachers and Indigenous communities. (1.4.1, 2.4.1, 6.4.1, 7.3.1, 7.4.1)

Topics Week 1: Cultural Identity, Belonging and Kinship Week 2: The Hidden Curriculum Week 3: Racism and Wellbeing in Education Week 4: Collaborating with Aboriginal Communities Week 5: Aboriginal & Torres Strait Islander Cross Curriculum Priority Week 6: Past, Present and Future: Critical Connections – schooling and resistance Week 7: Aboriginal Languages Week 8: Localising the Curriculum and Aboriginal pedagogies

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Timetable and Teaching Mode The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the coordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

This unit will be delivered via lectures and tutorials commencing in university calendar week 1: There will be a 1-hour lecture [online Zoom see Canvas] and one 2-hour tutorial [mixed delivery] for 8 weeks (Weeks 1 to 8). REFER TO THE LECTURE SCHEDULE BELOW Lectures Wednesday 9.00-10.00am Online [See Canvas for details - Zoom] Tutorials will begin in Week 1 and your lecture and tutorial times/venues are available through your university timetable. Tutorial activities are designed to provide you with the opportunity to fully develop your understanding of Aboriginal education and reconciliation. It is extremely important that you complete the weekly readings and view the video streamed through the library database, Kanopy, so you can actively participate in and contribute to group discussions as well as develop the depth of knowledge required to complete the assessment tasks. Readings are located via the Canvas site. PLEASE NOTE: Attendance at lectures and tutorials is COMPULSORY. Attendance less than 90% will be subject to an Absent Fail result. Please note that attendance rolls will be used in all lecture and tutorial sessions to monitor attendance. ALSO NOTE: The University now requires that written assignments must be submitted electronically via Canvas. Assignments will be analysed by Turn-It-In to detect plagiarism. A copy of the assignment may be retained on the University's database and used to make comparisons with other assignments in the future. A pass mark in this unit is only possible if a submission is made for all assessment tasks and a satisfactory grade.

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Schedule Week

Content

Week1

This unit of study begins with an exploration of the interplay between culture and identity and analyses the various constructions of Aboriginality/First Nations and Torres Strait Islander identity. It will encourage students to examine their own culture, beliefs, and values in relation to how these elements of the ‘self’ influence the way in which we view the ‘other’. Throughout this topic students are encouraged to question the assumptions underpinning their perceptions of Aboriginal and Torres Strait Islander cultural identity and reflect on how this may impact on their pedagogical choices which influence teaching and learning practice.

Cultural Identity, Belonging and Kinship

Readings Essential reading: Walanga Muru. (2017). Aboriginal Cultural Protocols. Macquarie University: Office of Indigenous Strategy, Macquarie University. NSW Health. (2019). Communicating Positively: A Guiide to Appropriate Aboriginal Terminology. Sydney: NSW Health. Huggins, J. (2001). The gift of identity. In Aboriginal and Torres Strait Islander Commission News, p. 44. Retrieved from: https:// www.qcaa.qld.edu.au/ downloads/approach2/ indigenous_read002_0708.pdf Sarra, C. (2011). Transforming Indigenous Education. In N. Purdie, G. Milgate & H. R. Bell (Eds.), Two Way Teaching and Learning: Toward culturally reflective and relevant education (pp. 106-117). Camberwell, Vic: ACER Press. http://opac.library.usyd.edu.au/ record=4131145 Essential Viewing: Australian Story - Good Morning Mr Sarra. Available from: https://sydney.kanopystreaming.com/video/ australian-story-good-morning-mr-sarra-chris-sarra Additional reading/viewing: Bamblett, L. (2015). Aboriginal advantage: an insider look at an Aboriginal community. Paper presented at the Parliamentary Library National Reconciliation Week Lecture 2015, Parliament of Australia, Canberra ACT. http://www.aph.gov.au/About_Parliament/ Parliamentary_Departments/Parliamentary_Library/ pubs/Vis/vis1415/AboriginaladvantageLectFlinders University. (n.d). Appropriate Terminology, Representations and Protocols of Acknowledgement for Aboriginal and Torres Strait Islander Peoples. Author. Retrieved from http://www.flinders.edu.au/ staff-development-files/CDIP%20documents/ CDIP%20Toolkit%202015/2_%20Appropriate %20Terminology,%20Indigenous%20Australians.pdf Kinship https://sydney.edu.au/about-us/vision-and-values/ our-aboriginal-and-torres-strait-islander-community/ kinship-module.html Your Journey https://www.yourstoryourjourney.net https://rrr.edu.a

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Week Week2 The 'Hidden Curriculu m

University of Sydney

Content The notion of “hidden curriculum” is one of the key conceptual tools inthe sociology of education. The hidden curriculum, commonly understood in negative terms, is considered highly influential in education, in the workplace and at other sites of public pedagogy. This lecture will promote an understanding of the concept of "hidden curriculum" and subsequently the social, economic and environmental injustices and personal biases that affect education practices such as curriculum and resource design in schools. The focus will specifically be on preconceived notions about Aboriginal and Torres Strait Islander learners from diverse socioeconomic, linguistic and cultural backgrounds. It will examine the role of hidden curriculum in influencing how various sites of education might mediate and/or redress forms of social inclusion and marginalisation when resourcing Aboriginal and Torres Strait Islander cultures, histories and knowledges. Through the examination of issues and their relation to the hidden curriculum, pre-service teachers/other professionals are further equipped with strategies for engaging classroom learners’ parents and communities in the educative process.

Aboriginal Education: Secondary Contexts

Readings Essential Reading: Apple, M. W. (1971). The hidden curriculum and the nature of conflict. Interchange, 2(4), pp. 27-40. Rahman, K. (2013). Belonging and learning to belong in school: the implications of the hidden curriculum for Indigenous students. Discourse: Studies in the Cultural Politics of Education, 34(5), pp. 660-672. Essential viewing: Babakiueria. Availablefrom: https://sydney.kanopystreaming.com/ video/ babakiueria-1986 Additional reading/viewing: Cavanagh, P. (2011). Discovering shared history: Moving towards new understanding in Australian schools. In R. Craven (Ed.), Teaching Aboriginal Studies (pp. 110-131). Crows Nest: Allen & Unwin.Available from: http://opac.library.usyd.edu.au/ record=3868619 Cavanagh, P. (2016). We Need to Talk About James in the K-10 National History Curriculum: A Book Review: Author. Available from: http:// www.aboriginalstudies.com.au/wp-content/ uploads/2016/09/WE-NEED-TO-TALK-ABOUTJAMES.pdf There are many films (old and new) available on Kanopy that illuminate Australia's shared history, for example: •

Lousy Little Sixpence. Available from:https:// sydney.kanopystreaming.com/video/lousy-littlesixpence

•

Special Treatment: Locking Up Aboriginal Children. Available from: https:// sydney.kanopystreaming.com/video/specialtreatment

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Week 3 Racism and wellbeing in Education

This lecture traces the development of ‘race’ as a social and historical construct. We examine the consequences of its many manifestations in education and explore the barriers which work toward inhibiting student learning. Discussion will consider issues of racism, prejudice, and stereotypes which impede the effective implementation of the Aboriginal Education Policy. Indicators of racism and its impact on learners' educational outcomes will be considered along with strategies that contribute to the breaking down of these barriers. .

Aboriginal Education: Secondary Contexts

University of Sydney

Essential Reading: Bodkin-Andrews, G., & Carlson, B. (2014). The legacy of racism and Indigenous Australian identity within education. Race, Ethnicity and Education, pp. 1-24. Dunn, K., Forrest, J., Burnley, I., & McDonald, A. (2004). Constructing Racism in Australia. Australian Journal of Social Issues, 39(4), pp. 409-415. Rose, D. (2015). The ‘silent apartheid’ as the practitioner’s blindspot. In Price, K. Aboriginal and Torres Strait Islander Education. pp. 66-82. Cambridge University Press: Melbourne, Australia Additional reading/viewing: Paradies, Y., Harris, R., Anderson, I. (2008). The Impact of Racism on Indigenous Health in Australia and Aotearoa: Towards a Research Agenda. Adelaide: Cooperative Research Centre for Aboriginal Health & Flinders University. Retrieved from http:// www.lowitja.org.au/sites/default/files/docs/RacismReport.pdf Excellent web resources to help you challenge racism in schools: The Challenging Racism Project (see especially the Anti-Racism Initiatives link) https://www.westernsydney.edu.au/ challengingracism Racism It Stops With Me. Australian Human Rights Commission http:// itstopswithme.humanrights.gov.au/ Racism. No Way. (2005). Anti-racism education for Australian schools. http:// www.racismnoway.com.au/ Narragunnawali. (n.d). Recommended Anti-racism Resources (Secondary). Retreived from https:// www.narragunnawali.org.au/curriculumresource/133/ recommended-anti-racism-resourcessecondary Welcome to Australia: John Pilger (via Kanopy in Library databases) Essential viewing: Bodkin, G. (2013). Healing Wounds of the Heart AVI. Retrieived from https:// www.youtube.com/watch?v=H0RosRz_HtQ

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Content

Readings Essential reading:

Col aborating with Aboriginal Collaborat communities with Acknowledgment, inclusion Aboriginal ies and support of Aboriginal Communit cultures within a school environment are paramount. This topic explores the place of community and community consultation in the development of school policy, curriculum and culturally responsive pedagogies. Discussion of the central role of the NSW Aboriginal Education Consultative Group (AECG) in these processes includes information about culturally appropriate protocols for working with Aboriginal communities. Emphasis is placed on introducing students to a range of strategies aimed at developing productive learning partnerships with Aboriginal families and communities. Week 4

Aboriginal Education: Secondary Contexts

Board of Studies New South Wales. (2008). Working with Aboriginal Communities: A Guide to Community Consultation and Protocols. pp 2-6. Sydney, NSW: Board of Studies. Retrieved from https://abed.bostes.nsw.edu.au/go/partnerships Harrison, N. & Murray, B. (2013). Reflective teaching practice in a Darug classroom: How teachers can build relationships with an Aboriginal community outside school. The Australian Journal of Indigenous Education, 41(2), pp. 139-145. Essential viewing: Reconcilation Australia. (2017 ). Build Relationships with Community. Retrieved from https:// www.youtube.com/watch?v=Epk448g0p-M Additional reading/viewing: NSW Aboriginal Education Consultative Group Inc. https://www.aecg.nsw.edu.au NSW Department of Community Services. (2009). Working with Aboriginal People and Communities: A Practice Resource. Retrieved from: http:// www.community.nsw.gov.au/ docswr/_assets/main/ documents/ working_with_aboriginal.pdf Board of Studies New South Wales. (2008). Working with Aboriginal Communities: A Guide to Community Consultation and Protocols. pp 2-6. Sydney, NSW: Board of Studies. Retrieved from https://abed.bostes.nsw.edu.au/go/partnerships

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Content

Readings

Harrison, N. & Murray, B. (2013). Reflective teaching practice in a Darug classroom: How teachers can build relationships with an Aboriginal community outside school. The Australian Journal of Indigenous Education, 41(2), pp. 139-145. Week 5 The Aboriginal and Torres Strait Essential Reading: Islander Cross-Curriculum Harrison, N. (2011). Quality Teaching Practices for Priority [CCP] is one of three in Aboriginal Children. In Teaching and Learning in The the Australian Curriculum. In Aboriginal this lecture, we critically analyse Indigenous Education. pp. 59-86. South Melbourne: Oxford University Press. and Torres key elements of this CCP, its Strait Lowe, K., & Yunkaporta, T. (2013). The inclusion of strengths and shortcomings, Islander and how it is represented in Aboriginal and Torres Strait Islander content in the Australian National Curriculum: a cultural, cognitive CrossNSW syllabi. We examine Curriculu a variety of resources that and socio-political evaluation. Curriculum Perspectives, Priority 34(3), pp. 27-38. provide diverse perspectives NSW Department of Education. (2016). Human Society to highlight the complexity of and Its Environment: Learning across the curriculum: curriculum and ways in which you can implement this in your Cross-curriculum priorities teacher resource K-10: classroom. We further highlight Aboriginal and Torres Strait Islander Histories and the role of the Arts in teaching Cultures. Sydney: DoE. key concepts and understanding Aboriginal contexts today. Additional reading/viewing: Narragunnawali Resources: https:// www.narragunnawali.org.au/curriculum-resources Harrison, N. and Greenfield, M. (2011). Relationship to place: Positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical Studies in Education, 52(1) pp. 65-76. Professor Mark Rose: https://www.australiancurriculum.edu.au/resources/ aboriginal-and-torres-strait-islander-histories-andcultures/ STEM cross-curriculum https://www.australiancurriculum.edu.au/resources/ aboriginal-and-torres-strait-islander-histories-andcultures/illustrations-of-practice/Essential reading including websites to view: Yunkaporta, T. (2009). Aboriginal Pedagogies at the Cultural Interface. Draft Report for DET on Indigenous Research Project conducted by Tyson Yunkaporta, Aboriginal Education Consultant, in Western NSW Region Schools, 2007-2009. Darlinghurst: DET.Retrieved from: https://www.nintione.com.au/ resources/rao/aboriginal-pedagogies-at-the-culturalinterface-draft-report-for-det/ Websites:

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Content

Readings •

NSW Education Standards Authority. (2017) Aboriginal Education Contexts Retreived from https://ab-ed.nesa.nsw.edu.au/

• •

Australian Insitute for Teaching and School Leadership (2017). Australian Professional Standards for Teachers 1.4 and 2.4. Retreived from https://www.aitsl.edu.au/teach/standards

•

A deeper awareness of the past is critical to understanding the contemporary contexts and Past, concerns of Aboriginal and Present Torres Strait Island peoples. and This lecture will explore Future: Aboriginal and Torres Strait Critical slander resistance to and Connectio engagement with colonialism in n ursuit of cultural integrity, educational opportunity, land ights, and civil and political rights. The contemporary legacies of and responses to this history will be explored through a consideration of the ‘hot-button’ issues in multi-media debate that can be ‘flashpoints’ for disruption, argument and antagonism in schools, the work place and the wider community. Week 6

Narragunnawali. (n.d) Curriculum Audit - Schools. Retrieved from: https:// www.narragunnawali.org.au/professionallearning/55/curriculum-audit-schools Essential Reading: Maynard, John. (2007). Fight for liberty and freedom: the origins of Australian Aboriginal ...