Utilizing aboriginal place-based methodologies to establish new relationships with "old" knowledges : indigenous students deconstruct academia / Joel Keen, Jade Kennedy.
As two Aboriginal academics, we assumed the impetus of strengthening relationships and cultural development for Indigenous Australian students. We were responding to an increase in ambivalent attitudes toward higher education that was accentuated by two factors: a lack of culturally informed Indigen...
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| Main Authors: | , |
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| Format: | Ebook |
| Language: | English |
| Published: |
London :
SAGE Publications Ltd,
2024.
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| Series: | Sage Research Methods: Diversifying and Decolonizing Research
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| Subjects: | |
| Online Access: | SAGE |
| Summary: | As two Aboriginal academics, we assumed the impetus of strengthening relationships and cultural development for Indigenous Australian students. We were responding to an increase in ambivalent attitudes toward higher education that was accentuated by two factors: a lack of culturally informed Indigenous standpoints and a COVID-19 "hangover." We also flagged the impact non-Indigenous tutors have on Indigenous Australian students' educational experiences as a contributing issue. It was obvious to us that addressing these issues required familiarizing students with Indigenous knowledges to improve understandings of learning in Aboriginal contexts. We used a local Aboriginal pedagogy, emphasizing reciprocity, relevance, and responsibility, to enrich the approach taken. The result was the Yuin-Me Seminar Series, an interconnected and comprehensive Aboriginal learning experience. Guided by a local knowledge holder, Yuin-Me used the methodological framework Maramal to generate critical reflexivity, deep thought, and suprarationality. This framework allowed participants to establish and (re)engage precolonized relationships with learning and knowledge, which are fundamental for decolonized thinking. The integrity of Indigenous knowledges accessed through the place-based framework produced a dynamic and decentralized methodological structure despite ethical and structural constraints arising from ongoing colonization practices. The Yuin-Me dialogue addressed complexities relevant to Indigenous Australian educational experiences, including identity, leadership, and knowledge exchange. On reflection, the potential for positive benefits from properly applying Aboriginal methodologies and modes of critical enquiry is exponential. |
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| Physical Description: | 1 online resource. |
| ISBN: | 9781529682311 1529682312 |