Students
ABST302 – Indigenous Research Matters
2018 – S2 Day
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Tristan Kennedy
Contact via Email
6 First Walk W3A - 407
By Appointment
Bronwyn Carlson
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| Credit points |
Credit points
6
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| Prerequisites |
Prerequisites
39cp at 100 level or above
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| Corequisites |
Corequisites
ANTH305 or EDUC388 or ENVG340 or LAW468 or GEOP340
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| Co-badged status |
Co-badged status
ABST721
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| Unit description |
Unit description
This project-based research unit builds on the ideas and experiences developed in previous units. Students will plan, develop and complete an individual research project. The unit will examine issues for research involving Indigenous peoples including historical legacies of research and developments in research with Indigenous peoples today; the role of Indigenous and non-Indigenous researchers; and the role of de-colonising methods of research to advocate an Indigenous research agenda. In particular it concentrates on the ethical dimensions and operational issues of preparation for academic research in the social sciences, with particular reference to Indigenous settings and concerns. This unit uses the current Macquarie University Ethics Approval Process and is informed by NHMRC, AIATSIS and relevant international sources
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Recognise the historical legacies of research and subsequent effects on research practices with Indigenous peoples today.
- Justify your role as an Indigenous or non-Indigenous researcher or practitioner undertaking research or work with Indigenous communities.
- Explain the principles of a range of Indigenous Research Methodologies appropriate for application in research with Indigenous peoples
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
- Interpret and communicate the principles of current Australian Institute of Aboriginal and Torres Strait Islander Studies guidelines to Indigenous community and professional audiences.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Participation | 20% | No | On-Going |
| Book Review | 20% | No | Friday 31st August |
| Annotated Bibliography | 20% | No | Friday 14th September |
| Research Proposal | 40% | No | Friday 9th November |
Participation
Due: On-Going
Weighting: 20%
Active participation in class and online is expected of all participants. A high grade in this task will be achieved by actively engaging with the topic material online (quizzes, discussion board, readings) and in our class sessions.
The requirements will be further discussed in week one.
On successful completion you will be able to:
- Justify your role as an Indigenous or non-Indigenous researcher or practitioner undertaking research or work with Indigenous communities.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
- Interpret and communicate the principles of current Australian Institute of Aboriginal and Torres Strait Islander Studies guidelines to Indigenous community and professional audiences.
Book Review
Due: Friday 31st August
Weighting: 20%
In this task you will self-select one academic text from the topic material that is relevant to your research project.
The criteria and standards by which your work will be assessed will be available in the ilearn site.
LATE SUBMISSIONS LOSE ONE MARK PER DAY.
On successful completion you will be able to:
- Explain the principles of a range of Indigenous Research Methodologies appropriate for application in research with Indigenous peoples
Annotated Bibliography
Due: Friday 14th September
Weighting: 20%
Your task here is to provide an annotated bibliography (no fewer than six scholarly sources) relevant to your intended research project.
LATE SUBMISSIONS LOSE ONE MARK PER DAY.
On successful completion you will be able to:
- Recognise the historical legacies of research and subsequent effects on research practices with Indigenous peoples today.
- Justify your role as an Indigenous or non-Indigenous researcher or practitioner undertaking research or work with Indigenous communities.
- Explain the principles of a range of Indigenous Research Methodologies appropriate for application in research with Indigenous peoples
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
- Interpret and communicate the principles of current Australian Institute of Aboriginal and Torres Strait Islander Studies guidelines to Indigenous community and professional audiences.
Research Proposal
Due: Friday 9th November
Weighting: 40%
This assessment task requires you to develop a 3000 word research proposal. You will draw on your background research in the previous two assessment tasks.
Further information, including the criteria and standards by which your work will be assessed will be available in the iLearn site.
LATE SUBMISSIONS LOSE ONE MARK PER DAY.
On successful completion you will be able to:
- Recognise the historical legacies of research and subsequent effects on research practices with Indigenous peoples today.
- Justify your role as an Indigenous or non-Indigenous researcher or practitioner undertaking research or work with Indigenous communities.
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
Delivery and Resources
Reading List
Week One
Moreton-Robinson, A., 2015, ‘Toward a new research agenda: Foucault, whiteness, and sovereignty’, The White Possessive: Property, Power, and Indigenous Sovereignty, University of Minnesota Press.
Nakata, M., et al., 2012, ‘Decolonial goals and pedagogies for Indigenous studies’, Decolonization: indigeneity, education & society, 1:1, pp. 120-140.
Week Two
Bin-Sallik, M., 2003, ‘Cultural Safety: Let’s Name it!’, Australian Journal of Indigenous Education, 32, pp. 21-28.
Nakata, M., 2006, ‘Australian Indigenous Studies: A Question of Discipline’, The Australian Journal of Anthropology, 17:3, pp. 265-275.
Wilson, S., 2001, ‘What is Indigenous Research Methodology?, Canadian Journal of Native Education, 25:2, pp. 175-179.
Week Three
Bessarab D., & Ngandu, B., 2010, ‘Yarning About Yarning as a Legitimate Method in Indigenous Research’, International Journal of Critical Indigenous Studies, 3:1, pp. 37-50.
Foley, D., 2003, ‘Indigenous Epistemology and Indigenous Standpoint Theory’, Social Alternatives, 22:1, pp. 44-52.
Allen, C., 2007, ‘Rere Ke/Moving Differently: Indigenizing Methodologies for Comparative Indigenous Literary Studies’, Journal of New Zealand Literature, 24:2, pp. 1-26.
Week Four
Tuhiwai Smith, L., 2012, ‘Towards Developing Indigenous Methodologies: Kaupapa Maori Research’ in Tuhiwai Smith, Decolonizing Methodologies, Zed Books, New York, pp. 297-314.
Harkin, N., 2017, ‘On Responsibility’, Overland, 226, 51.
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, Medical Journal of Australia, 176:10, pp. 482-485.
Week Five
Book Review Readings
Week Six
Book Review Readings
Week Seven
Deborah McGregor. "Coming full circle: Indigenous knowledge, environment, and our future." American Indian Quarterly. 28.3/4: 2004.
Czaykowska-Higgins, E., ‘Research models, community engagement, and linguistic fieldwork: Reflections on working within Canadian Indigenous communities’, Language Documentation & Conservation, 3:1, pp. 15-50.
Week Eight
Kavelin, C., 2008, ‘Universities as the Gatekeepers of the Intellectual Property of Indigenous People's Medical Knowledge’, The Australian Journal of Indigenous Education, 37, pp. 34-45.
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, pp. 33-51.
Week Nine
TBC – Research Proposal Readings
Week Ten
TBC – Research Proposal Readings
Week Eleven
Reilly, M., 2011, 'Māori Studies, Past and Present: A Review', The Contemporary Pacific, 23:2, pp. 340-370.
Warrior, R., 2009. ‘Native American Scholarship and the transnational turn’, Cultural Studies Review, 15:2, pp. 119-131.
Hitchcock, R., 2002, ‘Repatriation, indigenous peoples, and development lessons from Africa, North America, and Australia, Pula: Botswana Journal of African Studies, 15:1, pp. 57-66.
Book Review Readings
Martin, K., 2008, Please Knock Before You Enter: Aboriginal regulation of outsiders and the implications for researchers, Post Pressed: Teneriffe, QLD.
Nakata, M., 2007, Disciplining the savages, savaging the disciplines, Aboriginal Studies Press: Canberra, ACT.
Wilson, S., 2008, Research is Ceremony: indigenous research methods, Fernwood Publishing: Black Point, N.S.
Tuhiwai Smith, L., 2012, Decolonizing Methodologies: research and indigenous peoples, Zed Books: New York.
Castejon, V., K. Hughes, O. Haag, & A. Cole, 2014, Ngapatji Ngapatji: In turn, in turn: Ego-histoire, Europe and Indigenous Australia, ANU Press: Canberra.
Extra Readings
Andersen, C., 2009, ‘Critical Indigenous Studies: From difference to density’, Cultural Studies Review, 15:2, pp. 80-100.
Rigney, L., 1999, ‘Internationalization of an Indigenous Anticolonial Cultural Critique of Research Methodologies: A Guide to Indigenist Research Methodology and Its Principles, Wicazo Sa Review, 14:2, pp.109-121.
Porsanger, J., 2004, ‘An Essay about Indigenous Methodology’, Nordlit : Tidsskrift i litteratur og kultur, 8:1, pp. 105-120.
Unit Schedule
Weekly Schedule ABST302
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Lecture 1 1st August |
Overview of unit and Introduction |
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Lecture 2 8th August |
Indigenous Studies as a Discipline |
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Lecture 3 15th August |
Indigenous Studies Methodologies |
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Lecture 4 22nd August |
Indigenous Studies Researchers |
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Lecture 5 29th August |
Reading Week (No Lecture) |
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Lecture 6 5th September |
Book Review Discussion Research Proposals |
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Lecture 7 12th September |
Engaging Widely: Indigenous Research and Communities |
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Mid-Semester Break
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Lecture 8 3rd October |
Indigenous Research Ethics and Dissemination |
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Lecture 9 10th October |
Guest Lecture TBC |
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Lecture 10 17th October |
Guest Lecture TBC |
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Lecture11 24th October |
International Approaches |
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Lecture 12 31st October |
Research Proposal Workshop |
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Lecture 13 7th November |
Reflection and Feedback |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
Assessment task
- Research Proposal
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcome
- Recognise the historical legacies of research and subsequent effects on research practices with Indigenous peoples today.
Assessment tasks
- Participation
- Book Review
- Annotated Bibliography
- Research Proposal
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- Justify your role as an Indigenous or non-Indigenous researcher or practitioner undertaking research or work with Indigenous communities.
- Interpret and communicate the principles of current Australian Institute of Aboriginal and Torres Strait Islander Studies guidelines to Indigenous community and professional audiences.
Assessment task
- Participation
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Recognise the historical legacies of research and subsequent effects on research practices with Indigenous peoples today.
- Explain the principles of a range of Indigenous Research Methodologies appropriate for application in research with Indigenous peoples
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
Assessment tasks
- Book Review
- Annotated Bibliography
- Research Proposal
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Recognise the historical legacies of research and subsequent effects on research practices with Indigenous peoples today.
- Explain the principles of a range of Indigenous Research Methodologies appropriate for application in research with Indigenous peoples
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
Assessment tasks
- Book Review
- Annotated Bibliography
- Research Proposal
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Explain the principles of a range of Indigenous Research Methodologies appropriate for application in research with Indigenous peoples
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
Assessment task
- Research Proposal
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Explain the principles of a range of Indigenous Research Methodologies appropriate for application in research with Indigenous peoples
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
- Interpret and communicate the principles of current Australian Institute of Aboriginal and Torres Strait Islander Studies guidelines to Indigenous community and professional audiences.
Assessment tasks
- Annotated Bibliography
- Research Proposal
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- Justify your role as an Indigenous or non-Indigenous researcher or practitioner undertaking research or work with Indigenous communities.
- Apply appropriate Indigenous Studies theoretical frameworks to resolve a range of ethical problems in Indigenous research.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
- Interpret and communicate the principles of current Australian Institute of Aboriginal and Torres Strait Islander Studies guidelines to Indigenous community and professional audiences.
Assessment task
- Participation
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcomes
- Justify your role as an Indigenous or non-Indigenous researcher or practitioner undertaking research or work with Indigenous communities.
- Critically reflect on current issues in Indigenous affairs and develop a proposal for small research project to address the problem.
- Interpret and communicate the principles of current Australian Institute of Aboriginal and Torres Strait Islander Studies guidelines to Indigenous community and professional audiences.
Assessment task
- Participation
Changes since First Published
| Date | Description |
|---|---|
| 27/07/2018 | - minor changes to assessment to reflect AQF7 - added extra readings related to book review task |