Knowledge Systems of Aboriginal Australians: Questions and Answers Arising in a Databasing Project

Verran, Helen

doi:10.1007/978-94-007-7747-7_8690

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…At the same time, these technologies can increase risks of surveillance and infringements of privacy (“control gap”). And while ontological studies of Indigenous knowledge may help increase understanding of the far‐reaching impacts of Eurocentric ways of knowing embedded in geospatial technologies, they may also contribute to an underestimation of the differences in knowledge systems often characterized as “incommensurable” (Nadasdy, 1999; Turnbull, 2008; Verran, 2008).…”

Section: Discussionmentioning

confidence: 99%

Bridging the geospatial gap: Data about space and indigenous knowledge of place

et al. 2020

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Indigenous knowledge of place is not well-served by today's digital geospatial technologies, such as spatial data, maps, spatial databases, and GIS. This paper aims to identify and explore new connections between Indigenous knowledge of place and digital geospatial technologies. Our analysis is structured around three key gaps in past work: (a) the overrepresentation of digital data about space, rather than knowledge of place; (b) a lack of facility to differentiate access to knowledge and enable Indigenous data sovereignty; (c) a lack of facility to support and sustain relationships between Indigenous and non-Indigenous peoples. The paper further identifies and explores recent research topics in the field of geographic information science (GI science) with relevance to addressing these gaps. This includes identifying new serendipitous synergies with previously unconnected research areas, such as research into location privacy, uncertainty, qualitative spatial reasoning, or distributed spatial computing. The conclusions acknowledge that our retrospective approach is unlikely to lead to radical reformulation of geospatial technologies. Nevertheless, we argue that identifying technological opportunities could offer a pragmatic pathway to more rapidly bootstrap new approaches, beyond simply technological "fixes." All Authors contributed equally to the manuscript and share first authorship status.

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Section: Discussionmentioning

confidence: 99%

Bridging the geospatial gap: Data about space and indigenous knowledge of place

et al. 2020

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“…In part, this can be attributed to the Western scientists' disciplinary lens and ways of inquiring, communicating and theorising their knowledge bases. As Verran (2005) asserts, there are times when Indigenous and Western knowledges are 'irreconcilable' , but these missed opportunities can also be ascribed to the presenting scientists not always being familiar with the classroom pedagogies or ignoring Indigenous epistemologies. As Moreton-Robinson (2000) asserts: 'Our resistance can be visible and invisible, conscious and unconscious, explicit and covert, partial and incomplete and intentional and unintentional' (p. xxiii).…”

Section: Factors Constraining Capacity-buildingmentioning

confidence: 99%

Sharing Place, Learning Together: Perspectives and Reflections on an Educational Partnership Formation With a Remote Indigenous Community School

Godinho

Woolley

Webb

et al. 2015

AJIE

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Sustainable partnership formation in a remote Indigenous community involves social, cultural and political considerations. This article reports on the project, ‘Sharing Place, Learning Together: Supporting Sustainable Educational Partnerships to Advance Social Equity’, funded by the Melbourne Social Equity Institute (MSEI) at the University of Melbourne (UoM). The project's aims were to document insights into working with communities and educators in a remote community school in Western Arnhem Land, and to promote and raise Aboriginal students’ aspirations for engagement in further education through knowledge exchanges. Two project deliverables focus this paper: a participatory workshop conducted at UoM by educators and students from the school, and a qualitative research study that investigated the mutual partnership capacity building between the school community and UoM. The workshop provided an environment conducive to the participants sharing their cultural knowledge and perspectives on a two-way Learning on Country program with the wider UoM community. Extensive interview data collected from school and community-based participants identified the enabling and constraining factors impacting the formation of a sustainable partnership. The findings revealed the importance of prioritising relationship-building, the valuing of resource development, and the need for humility and openness to criticism when working with remote communities.

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“…• engagement in literacy and numeracy programs that underpin Western scientific and mathematic conceptual development and understanding (De Bortoli & Thomson 2010) • potential epistemological, ontological and cosmological mismatches between Indigenous Knowledges and Western STEM 'cultures' and worldviews Nakata 2007a;Rigney & Hemming 2014;Verran 2005;Yunupingu 1999), including the philosophical foundations of notions of aspiration and success (Appadurai 2004;Burton & Osborne 2014;Osborne & Guenther 2013).…”

Section: Introductionmentioning

confidence: 99%

Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?

Benveniste

Guenther

Dawson

et al. 2018

Journal of Intercultural Studies

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This paper arises from PhD research on an Australian, Northern Territory (NT) language education policy, 'Compulsory Teaching in English For the First Four Hours of Each School Day', led to the synergy of research evidence from two knowledge systems. Initiated in response to local NT Indigenous concerns, the research explored these concerns in detail using qualitative critical case study ethnographic across-cultural research approaches. This paper describes how Indigenous knowledge in relation to policy effects not only informed methodology but confirmed regional, national and international research in the field of bilingual education. In contrast, a critical discourse analysis on policy texts and discourse exposed flawed rationality and fallacy. This latter analysis was informed by Fairclough (1989) and Reisigl and Wodak's (2009) Historical Discourse Analysis, as well as the works of Foucault, Bourdieu, and others. As such, this paper explains how the research explored the issue of policy analysis and effects to afford a western explanation with Indigenous perspectives as the foundation of research that can help us travel the knowledge journey together.

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Knowledge Systems of Aboriginal Australians: Questions and Answers Arising in a Databasing Project

Cited by 5 publications

References 2 publications

Bridging the geospatial gap: Data about space and indigenous knowledge of place

Bridging the geospatial gap: Data about space and indigenous knowledge of place

Sharing Place, Learning Together: Perspectives and Reflections on an Educational Partnership Formation With a Remote Indigenous Community School

Race, Rules and Relationships: What Can Critical Race Theory Offer Contemporary Aboriginal Boarding Schools?

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