Unit convenor and teaching staff |
Unit convenor and teaching staff
Tristan Kennedy
Bronwyn Carlson
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
Admission to MRes
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides students with the necessary skills to undertake research relating to Indigenous Australians in an ethical manner. Students will explore contemporary Indigenous research methodologies and consider how Indigenous research exists alongside Western approaches to knowledge creation and dissemination. The unit highlights the importance of clear and transparent research strategies and promotes outcomes that provide significant benefit to Indigenous communities. The importance of research partnerships and collaboration is explored in detail. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Book Review | 30% | No | 9th September |
Tutorial Activities | 30% | No | Weekly |
Research Proposal | 40% | No | 4th November |
Assessment Type 1: Essay
Indicative Time on Task 2: 20 hours
Due: 9th September
Weighting: 30%
In this task you will self-select one Indigenous research methodologies text from a list provided. You will produce a book review essay which will be discussed in class.
Assessment Type 1: Participatory task
Indicative Time on Task 2: 26 hours
Due: Weekly
Weighting: 30%
Actively participation in weekly online tutorial activities. These will be available on a weekly basis on iLearn.
Assessment Type 1: Essay
Indicative Time on Task 2: 40 hours
Due: 4th November
Weighting: 40%
This assessment task requires you to develop a research proposal for a hypothetical project. This proposal will demonstrate you have a clear understanding of appropriate Indigenous research methodologies and your position conducting research with Indigenous peoples. You will draw on your background research in the other two assessment tasks.
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Date (Monday) |
Week |
Topic |
Readings |
25/7 |
1 |
Indigenous Studies |
Nakata, M. (2007). Australian Indigenous Studies: A question of discipline. The Australian Journal of Anthropology, 18(1), 265-275. Wilson, S. (2008). Research in Ceremony: Indigenous research methods. Fernwood Publishing. |
1/8 |
2 |
Indigenous Research Paradigms |
Required Moreton-Robinson, A. (2013). Towards an Australian Women's Standpoint Theory. Australian Feminist Studies, 28(78), 331-347. Pidgeon, M. (2019). Moving between theory and practice within an Indigenous research paradigm. Qualitative Research, 19(4), 418-436. Recommended Foley, D. (2003). Indigenous epistemology and Indigenous Standpoint Theory. Social Alternatives, 22(1), 44-52.
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8/8 |
3 |
Research in Higher Education |
Ryder, C., Mackean, T., Coombs, J., Williams, H., Hunter, K., Holland, A.J.A., & Ivers, R. (2020). Indigenous research methodology – weaving a research interface. International Journal of Social Research Methodology, 23(3), 255-267. Hayward, A., Sjoblom, E., Sinclair, S., & Cidro, J. (2021). A New Era of Indigenous Research: Community based Indigenous research ethics protocols in Canada. Journal of empirical research on human research ethics, 16(4), 403-417. |
15/8 |
4 |
Knowledges |
Tynan, L. (2020). Thesis as kin: living relationality with research. AlterNative: an international journal of indigenous peoples, 16(3), 163-170. Langton, M. & Ma Rhea, Z. (2005). Traditional Indigenous biodiversity-related knowledge. Australian academic and research libraries, 36(2), 47-69. |
22/8 |
5 |
Book Reviews |
No Readings |
29/8 |
6 |
Capacity Building |
Ball, J., & Janyst, P. (2008). Enacting research ethics in partnerships with Indigenous communities in Canada: “Do it in a good way”. Journal of Empirical Research on Human Research Ethics, 3(2), 33-51. Kim Elston, J., Saunders, V., Hayes, B., Bainbridge, R., & McCoy, B. (2013). Building Indigenous Australian research capacity. Contemporary nurse, 46(1), 6-12.
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5/9 |
7 |
Discovery and Recovery |
Allen, C. (2012). Introduction: Ands turn Comparative turn Trans. In Allen, C. Trans-Indigenous: Methodologies for Global Native Literary Studies, University of Minnesota Press. Kvidal-Røvik, T. & Cordes, A. (2022). Into the unknown [Amas Mu Vuordá]? Listening to Indigenous voices on the meanings of Disney's Frozen 2 [Jikƞon 2]. Journal of international and intercultural communication, 15(1), 17-35.
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12/9 |
Break |
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19/9 |
Break |
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26/9 |
8 |
Transformative Research |
Required Mertens, D. (2017). Transformative research: personal and societal. International Journal of Transformative Research, 4(1), 18-24. Smith, L.T., 2013. Chapter Three: Colonizing Knowledges. In Smith, L.T., Decolonizing methodologies: Research and Indigenous peoples. Zed Books Ltd. Recommended Greene, S. (2008). Introduction: Teaching for Social Justice. Counterpoints, 316, 1-25.
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3/10 |
9 |
Indigenous Research Ethics and Dissemination |
Ball, J., & Janyst, P. (2008). Enacting research ethics in partnerships with indigenous communities in Canada: “Do it in a good way”. Journal of Empirical Research on Human Research Ethics, 3(2), 33-51. Kavelin, C. (2008). Universities as the Gatekeepers of the Intellectual Property of Indigenous People's Medical Knowledge. The Australian Journal of Indigenous Education, 37, 34-45.
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10/10 |
10 |
Allies in Indigenous Research |
Required Henderson, R., Simmons, D.S., Bourke, L., & Muir, J. (2002). Development of guidelines for non-Indigenous people undertaking research among the Indigenous population of north-east Victoria. Medial Journal of Australia, 176(10), 482-485. Snow, K. (2018). What Does Being a Settler Ally in Research Mean? A Graduate Students Experience Learning From and Working Within Indigenous Research Paradigms. International journal of qualitative methods 17(1), 1-11. Recommended Land, C. (2015). Decolonizing solidarity: Dilemmas and directions for supporters of indigenous struggles. Zed Books Ltd.
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17/10 |
11 |
Data Sovereignty |
Walter, M. (2018). The voice of Indigenous data: Beyond the markers of disadvantage. Griffith Review, 60, 256-263. Walter, M. (2016). Data politics and Indigenous representation in Australian statistics. In T Kukutai & J Taylor (Eds.), Indigenous data sovereignty: Toward an agenda, (38, 79-98) ANU Press.
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24/10 |
12 |
Research Proposal Workshop |
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In Australia there are two distinct Indigenous peoples: Aboriginal people and Torres Strait Islander people. When writing about Aboriginal and Torres Strait Islanders do not use the acronym ‘ATSI’, write in full. Capital letters should always be used when referring to Aboriginal peoples and or Torres Strait Islander peoples. While Aboriginal and Torres Strait Islander are acceptable terms to use, it should be recognised that these are collective terms and often used improperly to impose a single identity on the many different communities. Aboriginal and Torres Strait Islander people generally prefer to be known by the language/cultural groups or communities, to which they belong, that is, own names rather than terms such 'the Aboriginals' or 'the Islanders'. For example, Aboriginal people in the area surrounding Macquarie University may refer to themselves as Dharug. It is important that you always check the correct name or terms to use for people in the area/region. The use of incorrect, inappropriate or dated terminology is to be avoided as it can give offence. Many historical terms or those in common usage some years ago are now not acceptable, including terms such as 'aborigine' ‘native’, ‘savage’ and ‘primitive’. Similarly, do not use the terms ‘half-caste’, ‘part-Aborigine/Aboriginal’ or any reference to skin colour or physical features, as they do not signify that a person is Aboriginal and/or Torres Strait Islander and may cause offence. When quoting from academic or other sources that uses inappropriate, dated terminology or racists language, use (sic) directly after the inappropriate term of phrase, thus calling attention to the fact that it has been sourced from the original and that you understand it to be outdated, inappropriate or problematic in the contemporary context.
Unit information based on version 2022.02 of the Handbook