EEB435 Indigenous Australian Studies for Teachers (8)

The subject has been designed to allow students to explore Indigenous Australian Education and its benefits in primary and secondary educational settings. Students will critically reflect on their cultures and values, the relationship between Australian historical, socio-cultural, and socio-political contexts, and the cultures, histories and contemporary experiences of Indigenous Australia. They will advance their understanding of the dynamics of Indigenous Australian values, worldviews and knowledges. Students will encounter a diverse range of pedagogies and strategies that respect Indigenous Australian perspectives, orient students to reflect on Indigenous Australian cultures, histories and contexts to consider culturally responsive strategies for Indigenous Australian students. They will have the opportunity to apply their pedagogical understandings to investigate and reflect on current issues affecting Indigenous Australian people and anti-racism education policies, programs and services. They will evaluate their role in contributing to student outcomes, equity and quality within the primary or secondary education contexts.


Session 1 (30)
Wagga Wagga Campus
Session 2 (60)
Wagga Wagga Campus
Session 3 (90)
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EEB435. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


School of Education

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to critically analyse the influence of media and social media on Standpoint, popular discourse about Indigenous peoples, and the relationships between Indigenous and non-Indigenous Australians;
  • be able to examine past and present Australian educational policy to articulate the impact of schools and schooling on Indigenous students;
  • be able to recognise the similarities and/or diversities of local Indigenous knowledge and knowledge sources, spirituality, beliefs and values, concepts of kinship and culturally sensitive issues;
  • be able to apply principles of decolonisation to social justice strategies and critically analyse contemporary policy and practice;
  • be able to describe the skills and knowledge to effectively engage with Aboriginal peoples and Torres Strait Islander peoples and reflect on what it means to be a culturally competent educator/professional;
  • be able to plan developmentally appropriate and effective Indigenous perspectives across other key learning areas;
  • be able to apply culturally appropriate pedagogy and programming for Indigenous learners; and
  • be able to recognise the importance of community consultation and the participation of Indigenous people in educational environments.


This subject will cover the following topics:
  • Standpoint, Media & Policy
  • Standpoint reflections: Self
  • Standpoint reflections: Media
  • Standpoint reflections: Institutions
  • Voice, Culture & Contemporary Policy
  • Educational Practice: Indigenous voice
  • Educational Practice: Indigenous cultural competence building
  • Educational Practice: Indigenous policy
  • What is Indigenous Education?
  • Indigenous Education in the Curriculum
  • Indigenous Students in Education
  • Working with Indigenous Communities

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EEB435 in Session 3 2021. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Hurdle task
Media analysis
Extended eoi and case study
Planning for teaching

The information contained in the CSU Handbook was accurate at the date of publication: June 2022. The University reserves the right to vary the information at any time without notice.