This unit (AEK7001) connects with the unit learning outcomes of articulating and embodying the ideologies, epistemologies and cosmologies of socially-just education through critically reflective and reflexive teaching, Indigenous-led learning, equity and access, as well as critically applying knowledge of educational issues to improve classroom practice and strengthen students' relations with their local community. The overall goal of this unit is to embed Aboriginal and Torres Strait Islander peoples, places, and positionalities in compulsory school curriculum content and pedagogy through the acknowledgement of the past and present and future aspirations held by Indigenous peoples, particularly the First Nations people of Australia, and their communities of belonging, in order to value the wealth and diversity of our shared future. This unit aims to develop critical understandings of curriculum design and content; ongoing connections of people to place and space; theoretical constructs including post-colonialism and decolonisation; engagement beyond dominant culture discourses, descriptions and solutions; key issues of self-determination and sovereignty; culturally appropriate pedagogical and curriculum materials; privileging of Indigenous and post-colonial ways of knowing, being and doing education in the 21st Century; challenges in addressing systemic change required to meet the needs of Indigenous students and Indigenous educators; strategies for inclusion that value Aboriginal and Torres Strait Islander students in school; and understanding how to challenge the colonial standpoints that hinder equitable outcomes for Indigenous students.

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Critically review Indigenous education curriculum and pedagogies to gain deeper understanding of Aboriginal and Torres Strait Islander practices, theories and philosophies;  
  2. Critically review curriculum materials and resources in order to identify approaches and strategies that support the inclusion of Aboriginal and Torres Strait Islander perspectives across the curriculum in schools with a view to promoting reconciliation in today's society;  
  3. Clarify the professional complexities in Indigenous-related teaching policy and how these align with student needs and articulate a standpoint of practice that can negotiate these complexities.  


Assessment type Description Grade
Annotated Bibliography Critical review of curriculum for Aboriginal content in response to Respect, Reconciliation and Relationship 30%
Essay Complex analysis of narrowed topic based on theme and focus of choice 50%
Presentation Presentation of Indigenous pedagogies that integrates Aboriginal and Torres Strait Islander priorities and standpoints. 20%
All written assessment tasks are equivalent to 5000 words.

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