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 |
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Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2010
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Online Access: | https://doi.org/10.1375/S1326011100001149 https://doaj.org/article/e8a2e6efc9b64622806896d6a9184b25 |
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ftdoajarticles:oai:doaj.org/article:e8a2e6efc9b64622806896d6a9184b25 2023-05-15T16:16:17+02:00 Developing a Collaborative Approach to Standpoint in Indigenous Australian Research Simone Ulalka Tur Faye Rosas Blanch Christopher Wilson 2010-07-01T00:00:00Z https://doi.org/10.1375/S1326011100001149 https://doaj.org/article/e8a2e6efc9b64622806896d6a9184b25 EN eng Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland https://ajie.atsis.uq.edu.au/ajie/article/view/579 https://doaj.org/toc/2049-7784 doi:10.1375/S1326011100001149 2049-7784 https://doaj.org/article/e8a2e6efc9b64622806896d6a9184b25 The Australian Journal of Indigenous Education, Vol 39, Iss S1 (2010) Special aspects of education LC8-6691 article 2010 ftdoajarticles https://doi.org/10.1375/S1326011100001149 2022-12-30T20:18:47Z 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 Directory of Open Access Journals: DOAJ Articles Flinders ENVELOPE(-66.667,-66.667,-69.267,-69.267) The Australian Journal of Indigenous Education 39 S1 58 67 |
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Open Polar |
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Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
English |
topic |
Special aspects of education LC8-6691 |
spellingShingle |
Special aspects of education LC8-6691 Simone Ulalka Tur Faye Rosas Blanch Christopher Wilson Developing a Collaborative Approach to Standpoint in Indigenous Australian Research |
topic_facet |
Special aspects of education LC8-6691 |
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 |
Simone Ulalka Tur Faye Rosas Blanch Christopher Wilson |
author_facet |
Simone Ulalka Tur Faye Rosas Blanch Christopher Wilson |
author_sort |
Simone Ulalka Tur |
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 |
Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
publishDate |
2010 |
url |
https://doi.org/10.1375/S1326011100001149 https://doaj.org/article/e8a2e6efc9b64622806896d6a9184b25 |
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, Vol 39, Iss S1 (2010) |
op_relation |
https://ajie.atsis.uq.edu.au/ajie/article/view/579 https://doaj.org/toc/2049-7784 doi:10.1375/S1326011100001149 2049-7784 https://doaj.org/article/e8a2e6efc9b64622806896d6a9184b25 |
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 |
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1766002134047784960 |