Developing a Collaborative Approach to Standpoint in Indigenous Australian Research
Abstract The notion of Indigenous epistemologies and “ways of knowing” continues to be undervalued within various academic disciplines, particularly those who continue to draw upon “scientific” approaches that colonise Indigenous peoples today. This paper will examine the politics of contested knowl...
Published in: | The Australian Journal of Indigenous Education |
---|---|
Main Authors: | , , |
Format: | Article in Journal/Newspaper |
Language: | English |
Published: |
Cambridge University Press (CUP)
2010
|
Subjects: | |
Online Access: | http://dx.doi.org/10.1375/s1326011100001149 https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S1326011100001149 |
id |
crcambridgeupr:10.1375/s1326011100001149 |
---|---|
record_format |
openpolar |
spelling |
crcambridgeupr:10.1375/s1326011100001149 2023-06-11T04:11:44+02:00 Developing a Collaborative Approach to Standpoint in Indigenous Australian Research Tur, Simone Ulalka Blanch, Faye Rosas Wilson, Christopher 2010 http://dx.doi.org/10.1375/s1326011100001149 https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S1326011100001149 en eng Cambridge University Press (CUP) https://www.cambridge.org/core/terms The Australian Journal of Indigenous Education volume 39, issue S1, page 58-67 ISSN 1326-0111 2049-7784 Anthropology Education journal-article 2010 crcambridgeupr https://doi.org/10.1375/s1326011100001149 2023-05-01T18:22:01Z Abstract The notion of Indigenous epistemologies and “ways of knowing” continues to be undervalued within various academic disciplines, particularly those who continue to draw upon “scientific” approaches that colonise Indigenous peoples today. This paper will examine the politics of contested knowledge from the perspective of three Indigenous researchers who work within Yunggorendi First Nations Centre for Higher Education and Research at Flinders University in South Australia. In particular, the authors outline a collective process that has emerged from conversations regarding their research projects and responding to what Ladson-Billings and Donnor (2008, p. 371) refer to as the “call”. In developing an Indigenous standpoint specific to their own disciplines and their research context, the authors demonstrate how these collective conversations between each other and their communities in which they work have informed their research practices and provided a common framework which underpins their research methodologies. Article in Journal/Newspaper First Nations Cambridge University Press (via Crossref) Flinders ENVELOPE(-66.667,-66.667,-69.267,-69.267) The Australian Journal of Indigenous Education 39 S1 58 67 |
institution |
Open Polar |
collection |
Cambridge University Press (via Crossref) |
op_collection_id |
crcambridgeupr |
language |
English |
topic |
Anthropology Education |
spellingShingle |
Anthropology Education Tur, Simone Ulalka Blanch, Faye Rosas Wilson, Christopher Developing a Collaborative Approach to Standpoint in Indigenous Australian Research |
topic_facet |
Anthropology Education |
description |
Abstract The notion of Indigenous epistemologies and “ways of knowing” continues to be undervalued within various academic disciplines, particularly those who continue to draw upon “scientific” approaches that colonise Indigenous peoples today. This paper will examine the politics of contested knowledge from the perspective of three Indigenous researchers who work within Yunggorendi First Nations Centre for Higher Education and Research at Flinders University in South Australia. In particular, the authors outline a collective process that has emerged from conversations regarding their research projects and responding to what Ladson-Billings and Donnor (2008, p. 371) refer to as the “call”. In developing an Indigenous standpoint specific to their own disciplines and their research context, the authors demonstrate how these collective conversations between each other and their communities in which they work have informed their research practices and provided a common framework which underpins their research methodologies. |
format |
Article in Journal/Newspaper |
author |
Tur, Simone Ulalka Blanch, Faye Rosas Wilson, Christopher |
author_facet |
Tur, Simone Ulalka Blanch, Faye Rosas Wilson, Christopher |
author_sort |
Tur, Simone Ulalka |
title |
Developing a Collaborative Approach to Standpoint in Indigenous Australian Research |
title_short |
Developing a Collaborative Approach to Standpoint in Indigenous Australian Research |
title_full |
Developing a Collaborative Approach to Standpoint in Indigenous Australian Research |
title_fullStr |
Developing a Collaborative Approach to Standpoint in Indigenous Australian Research |
title_full_unstemmed |
Developing a Collaborative Approach to Standpoint in Indigenous Australian Research |
title_sort |
developing a collaborative approach to standpoint in indigenous australian research |
publisher |
Cambridge University Press (CUP) |
publishDate |
2010 |
url |
http://dx.doi.org/10.1375/s1326011100001149 https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S1326011100001149 |
long_lat |
ENVELOPE(-66.667,-66.667,-69.267,-69.267) |
geographic |
Flinders |
geographic_facet |
Flinders |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
The Australian Journal of Indigenous Education volume 39, issue S1, page 58-67 ISSN 1326-0111 2049-7784 |
op_rights |
https://www.cambridge.org/core/terms |
op_doi |
https://doi.org/10.1375/s1326011100001149 |
container_title |
The Australian Journal of Indigenous Education |
container_volume |
39 |
container_issue |
S1 |
container_start_page |
58 |
op_container_end_page |
67 |
_version_ |
1768387001580519424 |