Digital Support for Indigenous Research Methodologies

Clapham, Kathleen; Hasan, Helen; Fredericks, Bronwyn; Bessarab, Dawn; Kelly, Peter J.; Harwood, Valerie; Senior, Kate; Longbottom, Marlene; Dale, Elizabeth

doi:10.3127/ajis.v25i0.2885

Cited by 4 publications

(1 citation statement)

References 28 publications

(49 reference statements)

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“…Extant discourses in Indigenous Knowledge Management [IKM] have thus far identified several key strategies for ensuring the collection, curation, and distribution of Indigenous cultural heritage within galleries, libraries, archives, and museums [GLAM] productively contributes to respectful and responsible engagement with Indigeneity (Banks, 2022; Becvar & Srinivasan, 2009; Clapham et al, 2021; Liew et al, 2021; Smith et al, 2003). Central to these conversations are the intertwined notions of Indigenous self‐determination (O’Sullivan, 2021; Shiri et al, 2022; Thorpe, 2019, 2022), Indigenous data sovereignty (Thorpe et al, 2021), and Indigenous self‐governance (Callison et al, 2021), all of which culminate around the idea that culturally responsible curation protocols are necessary for the ethical stewardship of Indigenous knowledges (Brown, 2007; Brown & Nicholas, 2012; Prażmowska, 2020).…”

Section: Introductionmentioning

confidence: 99%

Transforming Indigenous Knowledges Stewardship Praxis through an Ethics of Care

Liew,

Lipscombe

2023

Proceedings of the Association for Information Science and Tech

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Extant discourses in Indigenous Knowledge Management [IKM] emphasize the need to support Indigenous self‐determination, data sovereignty and self‐governance. To channel archival attention in this manner contributes to a larger shift in IKM towards stewardship praxes that empower Indigenous communities through culturally responsive and responsible praxes. The role of radical empathy in motivating this change, however, remains under‐explored. In this paper, we introduce eight mutually inclusive empathy‐driven propositions to transform the stewardship of Indigenous knowledges through an ethics of care framework. Grounded in a te ao Māori worldview in Aotearoa (New Zealand), we discuss how orienting ourselves to empathy motivates specific kinds of dialogic engagement that gives voice to Indigenous peoples in diverse global Indigenous contexts to share what cultural values should shape their research and knowledge stewardship. In doing so, we offer actionable ways to make positive differences in the lived experiences of Indigenous individuals and communities as they interact with and lead contemporaneous stewardship praxes.

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Section: Introductionmentioning

confidence: 99%

Transforming Indigenous Knowledges Stewardship Praxis through an Ethics of Care

Liew,

Lipscombe

2023

Proceedings of the Association for Information Science and Tech

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‘I want to make a difference’: Students co-researching school cultures of gender and sexuality

Rawlings

2024

Aust. Educ. Res.

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Research on violence in schools has been dominated by ‘bullying’ discourse and methodologies that place individualised pathos at the centre of problematic behaviours. This focus has resulted in the neglect of broader structures of power such as gender, sexuality, race, ethnicity, and class in the violence enacted and encountered by young people. As a result, institutional solutions to school violence have often failed to acknowledge and respond to the ways that gender and sexuality might operate in the lives of young people, instead offering simplistic strategies to reduce ubiquitous forms of ‘bullying’. Simultaneously, political discourses and research challenges further prohibit young people from contributing to targeted and critical interventions into the socio-cultural practices of gender- and sexuality-making in schools. As outsiders to these nuanced, complex, and dynamic spaces, university-based researchers often lack vocabulary and literacy, especially in relation to always-shifting meanings around gender and sexuality. In this paper, I argue for the need to actively include young people in research praxis to co-investigate school cultures of gender and sexuality using a Community-Led Research (CLR) approach. Reporting on work with ten student co-researchers that formed two groups in two schools in Australia, the paper details some of the ways that they impacted and benefitted the early phases of a three-year project, including through impacting methods, participant engagement, data analysis and the implementation of new strategies to improve school cultures of gender and sexuality. This article also illustrates some of the challenges and opportunities that CLR methodologies produce when working in less structured settings, including ethical and social challenges that emerge in iterative research praxis. Findings argue for the rights of young people to exert their hopes for their school cultures that relate to gender and sexuality, particularly through research-based empowerment. While often slower and more difficult, co-researching with young people can produce opportunities for transformation and change not only of research processes, but also of researchers and their communities.

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