Canadian and Australian First Nations: Decolonising knowledge

This article explores Indigenous standpoint theory in Australia in the context of postcolonialism and some of its aspects influencing Canadian First Nations scholarship. I look at how cultural metanarratives are ideologically informed and act to lock out of scholarship other ways of knowing, being a...

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Bibliographic Details
Main Author: Arnold, Josie
Format: Article in Journal/Newspaper
Language:English
Published: Carumba Institute, QUT, Brisbane, Australia 2018
Subjects:
Online Access:https://ijcis.qut.edu.au/article/view/557
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spelling ftjintjcj:oai:ojs2.journal.library.qut.edu.au:article/557 2024-06-23T07:52:48+00:00 Canadian and Australian First Nations: Decolonising knowledge Arnold, Josie 2018-08-10 application/pdf https://ijcis.qut.edu.au/article/view/557 eng eng Carumba Institute, QUT, Brisbane, Australia https://ijcis.qut.edu.au/article/view/557/417 https://ijcis.qut.edu.au/article/view/557 Copyright (c) 2018 International Journal of Critical Indigenous Studies http://creativecommons.org/licenses/by/4.0 International Journal of Critical Indigenous Studies; Vol 11 No 1 (2018); 3-20 1837-0144 decolonisation Indigenous knowledge practice-led research info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article 2018 ftjintjcj 2024-05-27T03:03:22Z This article explores Indigenous standpoint theory in Australia in the context of postcolonialism and some of its aspects influencing Canadian First Nations scholarship. I look at how cultural metanarratives are ideologically informed and act to lock out of scholarship other ways of knowing, being and doing. I argue that they influence knowledge and education so as to ratify Eurowestern dominant knowledge constructs. I develop insights into redressing this imbalance through advocating two-way learning processes for border crossing between Indigenous axiologies, ontologies and epistemologies, and dominant Western ones. In doing so, I note that decolonisation of knowledge sits alongside decolonisation itself but has been a very slow process in the academy. I also note that this does not mean that decolonisation of knowledge is always necessarily an oppositional process in scholarship, proposing that practice-led research (PLR) provides one model for credentialling Indigenous practitioner-knowledge within scholarship. The article reiterates the position of alienation in their own lands that such colonisation implements again and in an influential and ongoing way. The article further proposes that a PhD by artefact and exegesis based on PLR is potentially an inclusive model for First Nations People to enter into non-traditional research within the academy. Article in Journal/Newspaper First Nations International Journal for Crime and Justice (Queensland University of Technology)
institution Open Polar
collection International Journal for Crime and Justice (Queensland University of Technology)
op_collection_id ftjintjcj
language English
topic decolonisation
Indigenous knowledge
practice-led research
spellingShingle decolonisation
Indigenous knowledge
practice-led research
Arnold, Josie
Canadian and Australian First Nations: Decolonising knowledge
topic_facet decolonisation
Indigenous knowledge
practice-led research
description This article explores Indigenous standpoint theory in Australia in the context of postcolonialism and some of its aspects influencing Canadian First Nations scholarship. I look at how cultural metanarratives are ideologically informed and act to lock out of scholarship other ways of knowing, being and doing. I argue that they influence knowledge and education so as to ratify Eurowestern dominant knowledge constructs. I develop insights into redressing this imbalance through advocating two-way learning processes for border crossing between Indigenous axiologies, ontologies and epistemologies, and dominant Western ones. In doing so, I note that decolonisation of knowledge sits alongside decolonisation itself but has been a very slow process in the academy. I also note that this does not mean that decolonisation of knowledge is always necessarily an oppositional process in scholarship, proposing that practice-led research (PLR) provides one model for credentialling Indigenous practitioner-knowledge within scholarship. The article reiterates the position of alienation in their own lands that such colonisation implements again and in an influential and ongoing way. The article further proposes that a PhD by artefact and exegesis based on PLR is potentially an inclusive model for First Nations People to enter into non-traditional research within the academy.
format Article in Journal/Newspaper
author Arnold, Josie
author_facet Arnold, Josie
author_sort Arnold, Josie
title Canadian and Australian First Nations: Decolonising knowledge
title_short Canadian and Australian First Nations: Decolonising knowledge
title_full Canadian and Australian First Nations: Decolonising knowledge
title_fullStr Canadian and Australian First Nations: Decolonising knowledge
title_full_unstemmed Canadian and Australian First Nations: Decolonising knowledge
title_sort canadian and australian first nations: decolonising knowledge
publisher Carumba Institute, QUT, Brisbane, Australia
publishDate 2018
url https://ijcis.qut.edu.au/article/view/557
genre First Nations
genre_facet First Nations
op_source International Journal of Critical Indigenous Studies; Vol 11 No 1 (2018); 3-20
1837-0144
op_relation https://ijcis.qut.edu.au/article/view/557/417
https://ijcis.qut.edu.au/article/view/557
op_rights Copyright (c) 2018 International Journal of Critical Indigenous Studies
http://creativecommons.org/licenses/by/4.0
_version_ 1802644205845086208