There is currently a strong movement among First Nations researchers in Australia and globally to draw on their own epistemologies, ontologies and axiologies in academic research. It is evident that Indigenous researchers are pushing back the boundaries in the research academy to make space for a new, fresher way to do research by drawing on old traditional Indigenous ways. Our Indigenous ways of working, being and making-meaning appeal to me as a researcher, because these are my strength, these are familiar to me, these are what I know. By drawing on my own epistemologies, ontologies and axiologies, I am bringing my own thought process, ethical considerations, and culturally appropriate ways of carrying out research with Aboriginal and Torres Strait people.
This paper will discuss “both-ways” as the philosophy which underpins course programs and operations at Batchelor Institute of Indigenous Tertiary Education, the only tertiary institution in Australia that caters exclusively to Indigenous students. This paper draws on recent research undertaken by the author focusing on the following questions: What is bothways philosophy? How is it being implemented as a teaching methodology at an Indigenous tertiary institution? What innovative practices, processes and activities can be celebrated as exemplary teaching practice? The notion of both-ways will be explored to ascertain how it is being translated into an effective teaching methodology that incorporates and embraces Indigenous knowledge into course curriculum, planning, delivery and evaluation.
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