An Indigenous Reframing of Art Education Historical Research: Acknowledging Native American Spiritual Values

Eldridge, Laurie

doi:10.2458/jcrae.4861

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…The Yarning with the Stars research project is structured to ensure that the four groups of research participant (Shooting Stars staff, steering committee members, community members, and program participants) are able to contribute both to the research process and to the development of program delivery (Figure 3), following Indigenous research protocols (Eldridge, 2008; Kovach, 2010a; Rigney, 1999; Rogers, 2017; Smith, 1999). For a full discussion of Shooting Stars yarning circle process and methodology, please see Whitau and Ockerby (2019) and Whitau et al (2022).…”

Section: Methodsmentioning

confidence: 99%

‘Fanning the flame’: Aboriginal girls, women, and their communities define success for the Shooting Stars empowerment program

Whitau,

Bolton-Black,

Slater

2024

Evaluation Journal of Australasia

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Education and engagement programs for Aboriginal young people tend to propagate Western, colonial paradigms: Aboriginal populations are targeted, yet Aboriginal voices are rarely heard throughout the planning, delivery, and evaluation stages of program implementation. It is essential that the voices of program participants – and the communities within which these programs serve – are provided a platform to determine what those outcomes are to be, and how they are to be achieved. Shooting Stars is a holistic engagement program for Aboriginal and Torres Strait Islander girls based in 20 remote and regional schools in Western Australia and South Australia. Shooting Stars staff (85% Aboriginal and Torres Strait Islander) facilitate yarning circles with program participants, local steering committees, and broader community groups in order to tailor program delivery to local needs and assess the effectiveness of the program. From 2020 to 2021, we yarned with our participants, communities, and localised steering committees about their definitions of success and how Shooting Stars can help to grow successful young women. In this article, we explore a complex, multidimensional definition of success defined by program participants and their communities, and describe how we are reflecting and implementing this definition across program delivery and evaluation.

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Section: Methodsmentioning

confidence: 99%

‘Fanning the flame’: Aboriginal girls, women, and their communities define success for the Shooting Stars empowerment program

Whitau,

Bolton-Black,

Slater

2024

Evaluation Journal of Australasia

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“…Privileging Indigenous voices is essential in Indigenous research (Rigney 1999). Inclusive decisionmaking, respect, the participation of Indigenous people, equal sharing of input and control, acknowledging and respecting Indigenous knowledge systems, and benefit for all who participate are fundamental aspects of Indigenous research (Smith 1999;Weber-Pillwax 1999;Cajete 2000), as well as participants agreeing upon the appropriateness of the objectives, procedures and ways in which data is interpreted and used (Eldridge 2008).…”

Section: An Indigenous-led Reflexive Framework For Digital Inclusion ...mentioning

confidence: 99%

Connecting in Cape York: Exploring Digital Inclusion and Access for Low Income Indigenous Families

Rogers¹,

Marshall²,

Osman³

2023

SPIR

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Our presentation will discuss how our team of Indigenous and non-Indigenous developed a unique Indigenous research methodology to increase understanding of the digital inclusion challenges faced by low income Indigenous families living on Mornington Island, a remote Aboriginal community in remote Queensland, Australia. We discuss our methodology and findings of how low income Mornington Island Aboriginal families use the internet to access government and social services, education, e-health and e-commerce. This project employs Indigenous methodologies including yarning, participant photography, and co-design workshops to inform policies, practices and programs. Our results are interpreted within the growing body of decolonizing methodologies and Indigenous research, methods and methodologies. Informed by Martin’s (2009) Relatedness Theory, our data is considered through Aboriginal ways of being, doing and knowing, with Aboriginal axiology, epistemology and ontology forming a window through which we observe, analyse and interpret data. In this presentation, we will discuss how we as a blended research team: • facilitated Indigenous involvement in the research (starting with the development of the research concept and design) • engaged strongly with with Indigenous research and literature, both academic and community-based to interpret data and findings • engaged with and developed Indigenous methodologies to ensure the effectiveness and appropriateness of this research and • represented Indigenous authors and voices in analysis and communication of research results

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“…Art education scholars have been advocating for inclusion with critical attention to hegemonic systems that undermine Indigenous communities by demonstrating self-determination, development, resiliency, and resistance (Ballengee Morris, 2008Morris, , 2010Morris, , 2011Bequette, 2007;Eldridge, 2018;Pauly, 2016;Stuhr, 1994). Indigenous communities and their engagements with cultural stewardship are occurring across global, national, and local contexts (McMillan & Prosper, 2016;Prosper et al, 2011).…”

Section: Connecting Thoughtsmentioning

confidence: 99%

Re|Centering Indigenous arts in art education: Decolonizing identity politics, censorship, and home

Slivka

2019

Journal of Cultural Research in Art Education

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This manuscript critically examines the deployment and pervasiveness of Whiteness defined by structural power/knowledge relationships related to Indigenous ways of knowing and the arts. Spaces of inquiry include: settler colonial structures that perpetuate Indigenous cultural censorship exemplified during a three-day, professional development “Institute” that focused upon Native American art, education, and scholarship across a western-American tri-state region; additionally, the print exchange, “Home: Contemporary Indigenous Artists Responding,” is leveraged to re | center Indigenous arts in arts education, further informing critical multicultural art education and decolonizing research methodologies.

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An Indigenous Reframing of Art Education Historical Research: Acknowledging Native American Spiritual Values

Cited by 6 publications

References 16 publications

‘Fanning the flame’: Aboriginal girls, women, and their communities define success for the Shooting Stars empowerment program

‘Fanning the flame’: Aboriginal girls, women, and their communities define success for the Shooting Stars empowerment program

Connecting in Cape York: Exploring Digital Inclusion and Access for Low Income Indigenous Families

Re|Centering Indigenous arts in art education: Decolonizing identity politics, censorship, and home

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