READINGS Readings will be available via Leganto and the MQ Library

Week 1

Bishop, M., Vass, G., Thompson, K. (2021). Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom. Pedagogy, Culture & Society, 29, 193–211.

Moodie, N. (2019). Learning about knowledge: threshold concepts for Indigenous studies in education. The Australian Educational Researcher, 46, 735–749.

Week 2

Required

Fredericks, B. (2007). Utilising the concept of pathway as a framework for Indigenous research. The Australian Journal of Indigenous Education, 36(1), 15-22.

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.

Moreton-Robinson, A. (2013). Towards an Australian Women's Standpoint Theory. Australian Feminist Studies, 28(78), 331-347.

Week 3

Bishop, M. (2022). Indigenous education sovereignty: another way of 'doing' education. Critical Studies in Education, 63(1), 131-146.

Flores, M. A. (2018). Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice. Journal of Education for Teaching, 44(5), 621-636.

Week 4

Tynan, L. (2020). Thesis as kin: living relationality with research. AlterNative: an international journal of indigenous peoples, 16(3), 163-170.

Burgess, C., Bishop, M., & Lowe, K. (2022). Decolonising Indigenous education: the case for cultural mentoring in supporting Indigenous knowledge reproduction. Discourse, 43(1), 1-14.

Week 5

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.

Week 6

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.

Week 7

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.

Russell-Mundine, G. (2012). Reflexivity in Indigenous research: Reframing and decolonising research?. Journal of Hospitality and Tourism Management, 19(1), 85-90.

Week 8

TBC

Week 9

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.

Week 10

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.

Week 11

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.

Week 12

Dunbar, T. & Scrimgeour, M. (2006). Ethics in Indigenous research–connecting with community. Journal of Bioethical Inquiry, 3(3), 179-185.

Kennedy, T. (2018). We must listen to Indigenous voices. Social media is a good place to start. The Guardian, 5 February, https://www.theguardian.com/commentisfree/2018/feb/05/we-must-listen-to-indigenous-voices-social-media-is-a-good-place-to-start

Date (Monday)	Week	Topic
25/7	1	Indigenous Studies What is Indigenous Studies? What is the history of Indigenous research in higher education and in relation to settler-colonial systems?
1/8	2	Research Paradigms Ways of knowing, being, and doing in research. Indigenous methodological ideas. Standpoint theory.
8/8	3	Research in Educational Settings How can research principals inform classroom practice? What can research informed teaching offer teachers and students?
15/8	4	Knowledges Indigenous perspectives on the world around us. Decolonising knowledge created and shared in classrooms.
22/8	5	Capacity Building How can our research practices create opportunities for future Indigenous researchers?
29/8	6	Discovery and Recovery Re-centring Indigenous voices and perspectives in research and classrooms.
5/9	7	Transformative Research Researching and teaching for social justice. Understanding the politics involved in our decision about research and teaching.
12/9	Break
19/9	Break
26/9	8	Indigenous Queer Methodology Understanding Indigenous diversity and the implications for Indigenous queer peoples presented by heteronormative settler-colonial narratives.
3/10	9	Research Ethics and Dissemination Using AIATSIS Code of Ethics to inform decision making. Ensuring Indigenous communities benefit from research and teaching activities.
10/10	10	Allies in Indigenous Research and Teaching How do non-Indigenous researchers conduct research in culturally appropriate ways?
17/10	11	Data Sovereignty Types of data (qualitative / quantitative). Who owns and controls how data is produced, analysed, and presented?
24/10	12	What Works Workshop Examples of good practice from around Australia and the world
31/10	13	Reflection and Feedback

 

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.