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013407 Lecture 1 - 2025

The document outlines the structure and content of a course on Indigenous Australian Education, coordinated by Keith Heggart and designed by Dr. Katrina Thorpe. It emphasizes the importance of cultural awareness, reflective practice, and the acknowledgment of Indigenous communities and their knowledge systems. The course includes discussions on teaching methodologies, classroom expectations, and the significance of recognizing First Nations identities in educational settings.

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Hossain Ahmmed Fahad
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3 views

013407 Lecture 1 - 2025

The document outlines the structure and content of a course on Indigenous Australian Education, coordinated by Keith Heggart and designed by Dr. Katrina Thorpe. It emphasizes the importance of cultural awareness, reflective practice, and the acknowledgment of Indigenous communities and their knowledge systems. The course includes discussions on teaching methodologies, classroom expectations, and the significance of recognizing First Nations identities in educational settings.

Uploaded by

Hossain Ahmmed Fahad
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 19

Subject coordinator:

Keith Heggart

Tutors:

Resetting the Future: Keith Heggart


Michelle Emsley

Indigenous Australian
Education.

Week 1: Introduction
Week 1: Introduction 2

This course was designed by


Dr Katrina Thorpe

Worimi Port Stephens NSW

School and Undergraduate experiences of


education

Other professional career experiences

Koori Centre, Aboriginal Research and


Resource Centre, Centre for the
Advancement of Indigenous Knowledges.

Sydney School of Education: USYD

Post-doctoral research fellow: Learning from


Country Project - UTS

Aboriginal Community engagement

UTS School of International Studies and


Education

UNSW
Benny’s Story
Acknowledgement of
Country
Week 1: Introduction 5

013407: Resetting the Future:


Indigenous Australian Education

UTS acknowledges the Gadigal People of the Eora Nation, the


Boorooberongal people of the Dharug Nation, the Bidiagal people and
the Gamaygal people upon whose ancestral lands our university
stands. We would also like to pay respect to the Elders both past and
present, acknowledging them as the traditional custodians of
knowledge for these lands.

What’s the difference between a Welcome to Country and an


Acknowledgement of Country?

https://www.uts.edu.au/about/uts-governance/policies/uts-policy/guidin
g-principles-welcome-country-and-acknowledgement-country
Participatory process: Checking-in
Participato
ry
process:
Setting
the Circle
Classroom expectations
Knowledge – Cultural Interface and Indigenous Standpoint Theory

Culturally safe space – build relationships & trust – leave judgments at


the door

Diverse opinions – embrace uncomfortable knowledge & ideas –


critical thinking is how we learn

Practicing protocols to model in your classroom

Sharing knowledge and resources – Discussion page on Canvas

https://www.stylemanual.gov.au/format-writing-and-structure/inclusive-l
anguage/aboriginal-and-torres-strait-islander-peoples
Week 1: Introduction 9

https://rozelle-p.schools.nsw.gov.au/content/dam/doe/sws/schools/r/rozelle-p/localcontent/2020/Kindergarten_2021_Welcome.pdf
Week 1: Introduction 10

AIATSIS map
https://aiatsis.gov.au/explore/map-indigenous-australia

David R Horton (creator), AIATSIS, 1996. No reproduction without permission. To purchase a


print version visit: www.aiatsis.ashop.com.au/
https://www.schoolsreconciliationchallenge.org.au/activities/languages-map-activity/
11
Communication: words matter
Avoid binaries (us-them), deficit discourses (underachievement, disadvantage, gaps), time
limits (traditional, modern)
Apply strength-based language/discourses (custodians, cultural capital, resilience)
Acknowledge Aboriginal expertise, community cultural wealth, strength-based stance, Blak
excellence
Ask your students, parents, community members and reflect this in policies, materials,
curriculum etc.
Terminology (caps)
Aboriginal (respectfully including Torres Strait Islander peoples but not abbreviated to ATSI)
Indigenous (popular in academic writing – less popular in some Aboriginal community
contexts),
First Nations (respectful but imported – preferred by many over Indigenous)
Why? Teaching/learning on Aboriginal land/Country, jurisdictional (ie NSW-Aboriginal Education
Policy),
First Nations? Blak? Mob?
Country/Language ie Wiradjuri, Worimi/ Gathang
Regional eg Goori/ Koori/ Murri/ Noongar
Respect – Aunty, Uncle, Elder
Country – as human and non-human
Week 1 13

Reflective Practice, What does the


research say?
Effective teachers continually reflect on and improve, the way they do things, but reflection is not a
natural process for all teachers. Some teachers think that a toolkit is enough.

Biggs (2003) eloquently highlights that a toolkit will not necessarily lead to excellence in teaching:

Learning new techniques for teaching is like the fish that provides a meal for today; reflective
practice is the net that provides the meal for the rest of one's life.

Reflective practitioners take an inquiry stance in that they actively search for understanding and are
always open to further investigation.

The autobiographical lens, or self-reflection, is the foundation of critical reflection. It requires


teachers to stand back from an experience and view it more objectively. This lens allows teachers to
become aware of aspects of their pedagogy that are effective or that may need adjustment or
strengthening.

https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-
and-accreditation/strong-start-great-teachers/developing-focus/reflective-practice#tabs0
Footer 14

Brookfield’s Reflective Lenses

Brookfield, S., 1995. Becoming a critically reflective teacher. San Francisco, CA: Wiley and Sons.
Footer 15

https://www.aitsl.edu.au/teach/intercultural-development/indigenous-education
Week 1 16

Group work: reflection on the Intercultural


development continuum by AITSL.
Where are you at? (Share as much as you are comfortable with)

How long would it take you to get to where you want to be on the
continuum?

What might be some ‘blockers’ to getting there?

How does this tool relate to my professional practice as a teacher?

How might it be used in this subject or in other subjects at university?


Footer 17

Tutorial questions:

1.Within relationships in teaching and learning contexts, how might teachers


make time and space to recognise and value the cultural identities of their
students who identify as First Nations peoples? What practical steps need to
be taken to enact critical self-reflection?

2.Whilst many teachers may not feel empowered to widely influence


government policies and large institutions, what are three personal priorities
and commitments to critical self-reflection that could support positive change
within your classrooms and learning community?

3.After reading this chapter, how would you respond to the following three
questions about critical self-reflection:

• Why does it matter? How do I do it? And what difference does it make? (p.
49)
Footer 18

Unit outline, Canvas & Assessment


Weekly overview
Getting the most out of this course
Tutor is your first point of call for questions regarding
assessment.
Using ChatGPT
Thank
you

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