Being, Relationality and Ethical Know-How in Indigenous Research

Abstract

In this chapter, I suggest that institutional guidelines and principles for conducting ethical research within Indigenous and cross-cultural contexts (see for example, the Australian Institute of Aboriginal and Torres Strait Islander Studies Guidelines for Ethical Research in Indigenous Studies, 2012) may not, in themselves be enough to promote the ethical practices nor lead to innovative outcomes if the fundamental premises of Western research in Indigenous contexts remain the same. Alternatively, valuing and applying Indigenous conceptions of Being, relationality and knowing when engaging with Indigenous participants and also, within actual procedures of research may lead to greater ethical know-how and a deeper understanding of how Indigenous modes of knowledge production can extend the frontiers of knowledge to solve real world problems. Such possibilities are predicated on recognising the limitations of our own epistemologies and ontologies and addressing the question of how we might refigure the role and positioning of ‘outsider’ researchers in ways that imbed, more self-reflexive and culturally appropriate modes of engagement and the application of Indigenous notions of Being, knowing and doing into research procedures to enhance the impact and benefits of research both within and beyond Indigenous communities.

Citation

Barrett, E. (2021), "Being, Relationality and Ethical Know-How in Indigenous Research", Kumar, M. and Welikala, T. (Ed.) Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems, Emerald Publishing Limited, Leeds, pp. 41-52. https://doi.org/10.1108/978-1-80043-006-820211002