Details for Australian Indigenous and Multicultural Education

This introductory subject provides heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential in Australian Indigenous and multicultural settings and argues the case for pedagogies that engender a supportive learning environment towards Australian Indigenous and multicultural groups.

Awards offering Australian Indigenous and Multicultural Education

This unit is offered as a part of the following awards:

• Associate Degree in Education Studies
• Bachelor of Arts (Education Studies)
• Bachelor of Education (Primary)
• Diploma of Arts
• Diploma of Education Studies

Unit Content

Curriculum Objective

This introductory subject provides heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential in Australian Indigenous and multicultural settings and argues the case for pedagogies that engender a supportive learning environment towards Australian Indigenous and multicultural groups. It examines the effectiveness of Australian Aboriginal and Torres Strait Islander and multicultural policies and procedures and applies principles and theories of literacy and numeracy education to first and second language learning contexts. It is anticipated that the pre-service teacher’s own desire to engage more in understanding worldviews of different Australian Indigenous community groups will be strengthened.

Outcomes

1. Formulate an understanding of and respect for Aboriginal and Torres Strait Islander cultures and languages;
2. Describe strategies for working effectively, sensitively and confidentially with parent/carers of Aboriginal and Torres Strait Islander (ATSI) backgrounds to involve them in the educative process in ways that show an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages and identity;
3. Critically analyse the significant issues: social, cultural, economic and historical that affect the achievement of Australian Indigenous students’ educational outcomes; Critically analyse the significant issues: social, cultural, economic and historical that affect the achievement of Australian Indigenous students’ educational outcomes;
4. Select EALD pedagogies which incorporate a Christian worldview and promote heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential and flourish;
5. Discuss the effectiveness of Australian Indigenous and multicultural policies and procedures as well as anti-racism and EALD policies, programs and services and their role in contributing to student outcomes and the equity and quality of school education;
6. Argue the case for pedagogies that engender a supportive learning environment and develop tolerance and positive attitudes towards multicultural groups;
7. Apply principles and theories of literacy and numeracy education to first and second language learning in programming for cross-curricula units of work.

Subject Content

1. The significant issues that affect the achievement of Australian Indigenous students’ educational outcomes. Students will examine factors affecting the success of Australian Indigenous students, including literacy/ numeracy, absenteeism, retention rates, vocational education opportunities and representations in higher education; examining the Bandscales for Aboriginal and Torres Strait Islander Learners Project.
2. An understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages to promote reconciliation; 
3. Evaluation of Aboriginal and Torres Strait Islander resources, their potential for biases and their representation in relevant syllabuses. How resources may be modified to be used most appropriately in culturally diverse classrooms. Strategies to develop partnerships with Aboriginal and Torres Strait Islander students, families and communities;
4. Evaluation of multicultural resources, their potential for biases and their representation in relevant syllabuses. How resources may be modified to be used most appropriately in culturally diverse classrooms. Strategies to develop partnerships with multicultural students, families and communities;
5. Significance of culture, identity, cultural diversity and the learner in effective learning environments. Language and linguistic factors that affect first and second language learning in the community, school, curriculum and classroom;
6. Development of teaching and learning strategies for second language learners in the context of the mainstream classroom, including skills in inclusive practices in relation to the curriculum, classroom teaching and assessment, and collaborative relationships with specialist teachers, school community liaison personnel and community and family partnerships;
7. Inculcation a culture of collaborative working with a wide range of specialists including teachers and community leaders in order to support students from culturally and linguistically diverse backgrounds to achieve their full potential in classrooms characterised by inclusivity and collaboration. 
8. Analysis the effectiveness of current educational and social policies and programs for promoting equity in education, including Christian views of social inclusion. 

This course may be offered in the following formats

• Face-to-Face
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Forum Posts (30%)
2. Minor Essay 1 (25%)
3. Minor Essay 2 (25%)
4. Interview Analysis (20%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references