This unit (EED6101) 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. It will expand pre-service teacher knowledge of Indigenous perspectives and standpoints and how this impacts learning, equity and access for Indigenous students at school. This involves critically applying knowledge educational issues to improve classroom practice that strengthen school relations with their local community. The overall goal of this unit is to embed Aboriginal and Torres Strait Islander standpoints and lived experiences of place and spaces, and to critically evaluate teacher positionalities alongside compulsory school curriculum content and pedagogy, AITSL and other policy frameworks. This unit aims to - Acknowledge the past and present traumas and future aspirations of Indigenous peoples, particularly the First Nations people of Australia and other communities of belonging; - Value Indigenous cultural diversity, recognise Indigenous sovereignty, and educate for a reconciled future; - Explore theoretical constructs including Deficit Theory and decolonising theories and culturally responsive teaching and learning theories; - Challenge students to address systematic white privilege in Australian curriculum, and develop strategies that value and highlight positive education outcomes for Aboriginal and Torres Strait Islanders students.

Unit details

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EED5101 - Epistemologies of Practice

The pre-requisite unit does not apply for students enrolled in AMCD.

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. Apply pedagogical knowledge and skills within classroom and school community to develop inclusive cultures of learning that enhance student well-being;  
  3. Enact understandings of educational policy, leadership and professional learning to engage with school communities in a culturally responsive way.  


Assessment type Description Grade
Annotated Bibliography Selected bibliography of academic sources and discussion 25%
Literature Review Descriptive analysis of relevant sources including policies and practices in education 25%
Review Analytical review of evidence/clains/arguments 25%
Presentation Presentation on positive Community-Schools Relationships in your teaching pedagogy. 25%

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