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Book part
Publication date: 19 October 2020

Juanita Sherwood and Thalia Anthony

Over recent decades, research institutions have prescribed discrete ethics guidelines for human research with Indigenous people in Australia. Such guidelines respond to concerns…

Abstract

Over recent decades, research institutions have prescribed discrete ethics guidelines for human research with Indigenous people in Australia. Such guidelines respond to concerns about unethical and harmful processes in research, including that they entrench colonial relations and structures. This chapter sets out some of the limitations of these well-intentioned guidelines for the decolonisation of research. Namely, their underlying assumption of Indigenous vulnerability and deficit and, consequently, their function to minimise risk. It argues for a strengths-based approach to researching with and by Indigenous communities that recognises community members’ capacity to know what ethical research looks like and their ability to control research. It suggests that this approach provides genuine outcomes for their communities in ways that meet their communities’ needs. This means that communities must be partners in research who can demand reciprocation for their participation and sharing of their knowledge, time and experiences. This argument is not purely normative but supported by examples of Indigenous research models within our fields of health and criminology that are premised on self-determination.

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Indigenous Research Ethics: Claiming Research Sovereignty Beyond Deficit and the Colonial Legacy
Type: Book
ISBN: 978-1-78769-390-6

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Abstract

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Unsettling Colonial Automobilities
Type: Book
ISBN: 978-1-80071-082-5

Abstract

Details

Unsettling Colonial Automobilities
Type: Book
ISBN: 978-1-80071-082-5

Book part
Publication date: 20 November 2013

Juanita Sherwood, Nicole Watson and Stacey Lighton

The aim of the research was to gather information about Indigenous and non-Indigenous students’ classroom experiences. This chapter examines what made the classroom environment in…

Abstract

Purpose

The aim of the research was to gather information about Indigenous and non-Indigenous students’ classroom experiences. This chapter examines what made the classroom environment in this course, Balancing Worldviews, different to other classroom experiences. It was also undertaken for students to provide their standpoints on how safe classroom environments are created for students and lecturers to share their views and perspectives.

Methodology

The study employed a Collaborative Community Participatory Action Research (CCPAR) model. The praxis and sequencing of action requires practical, reflective engagement focused upon solution development, as identified by the collaborative community (Indigenous and non-Indigenous students). Qualitative data was collated via focus groups and individual in-depth interviews with students.

Findings

We learnt through the research Classroom experiences of Indigenous and non-Indigenous students: Building safe engagement by sharing stories that demonstrated a particular theme and situations of the week; the stories were about family, political issues, working experiences. These stories supported student learning and transformed the learning space into a place that was safe for students to share their experiences. This way of learning was acknowledged as personal, non-hierarchical and relational, establishing connections between the learner and sharer of the story.

Value

This research focused on how students’ experience of safety shaped the nature and level of their engagement and their ability to provide peer support. The stories shared by students are indicative of the necessity of growing safer classrooms. The emphasis was on story-telling and knowledge sharing, which is circular and takes time to develop within a group. The focus group discussions established a number of themes that were taken up and explored further in the in-depth interviews.

Practical implications

We believe this research interaction is vital in cultivating an effective progressive evaluation process incorporating students' input (knowledge, experiences and voices), rather than through the systemic university model of student survey that demands a limited response. With the findings of the research we hope to share these experiences with our peers.

Details

Seeding Success in Indigenous Australian Higher Education
Type: Book
ISBN: 978-1-78190-686-6

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Book part
Publication date: 11 December 2023

Charlie Gregson and Steve Little

Sherwood Forest is a mosaic of heritage, habitats and stakeholder relations. Scheme Manager, Steve Little, and Senior Lecturer in Museum Studies, Charlie Gregson, share their…

Abstract

Sherwood Forest is a mosaic of heritage, habitats and stakeholder relations. Scheme Manager, Steve Little, and Senior Lecturer in Museum Studies, Charlie Gregson, share their story of developing a working methodology in this complex landscape. By evaluating their relationship through the lenses of knowledge brokering and collaborative mentoring, they identify six themes relating to how their working environment evolved and functioned. Discussion finds significant overlap between collaborative mentoring, KE and the attainment of the Sustainable Development Goals in their ability to enable more nuanced and holistic changemaking that is contextualized in a deep understanding of need.

Knowledge brokering, a process by which an individual (or an organization) supports the transfer of research evidence into policy and practice, can improve evidence-based decision-making through knowledge exchange (KE) but is, on the whole, poorly defined in academia (Cvitanovic et al., 2017). This chapter seeks to contribute to the ‘necessary and urgent’ need for evaluation of KE in practice (Rycroft-Smith, 2022) by providing edited snippets of dialogue, analysis and key learning points. It is intended as inspiration and encouragement for academics, professionals, students and volunteers developing human-centric projects or design-thinking methodologies between universities and external partners.

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Mentoring Within and Beyond Academia
Type: Book
ISBN: 978-1-83797-565-5

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Book part
Publication date: 6 September 2019

Maud Ceuterick and Mark R. Johnson

Contemporary cinema and video games express considerable skepticism toward the colonization of further planets. Contemporary films including Elysium and Passengers depict space…

Abstract

Contemporary cinema and video games express considerable skepticism toward the colonization of further planets. Contemporary films including Elysium and Passengers depict space travel as the prolongation of inequalities within human civilization, while others such as Gravity and The Martian predict a rebirth of the human species through technological advances and space travel limited to a lucky few. Games, meanwhile, explore topics ranging from private spaceflight to the genetic modification required for long-term space habitation, especially in EVE Online, which we focus on in this chapter. Although both contemporary films and games celebrate technological advances, these media also show that multiple inequalities lurk behind the celebratory human renewal into a multiplanetary species.

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Space Tourism
Type: Book
ISBN: 978-1-78973-495-9

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Book part
Publication date: 30 May 2022

James G. Linn, Jorge Chuaqui and Aristoteles Alencar

This chapter is a comprehensive description and in-depth analysis of the current COVID-19 pandemic and political crisis in Chile. It provides a structural analysis of the Chilean…

Abstract

This chapter is a comprehensive description and in-depth analysis of the current COVID-19 pandemic and political crisis in Chile. It provides a structural analysis of the Chilean economy and discusses how Chileans in different social strata are coping with both COVID-19 and the social revolution. This is a historical case study of Chilean society and its experience with a simultaneous pandemic and transformative social change. As the analysis show, Chile is known as one of the most economically developed and, until recently, most politically stable countries in Latin America. It is also known for the high quality and wide coverage of its healthcare, mental health services, and preventative programs. Nevertheless, with COVID-19, it is experiencing its worst pandemic in 100 years. This nation, which has a population of about 19 million, has reported over 1.5 million cases of COVID-19 and greater than 30,000 deaths (Chuaqui & Linn, 2016/2019). It has recently ranked among the top 10 countries in the world in COVID-19 related deaths per 100,000 residents. The first case of COVID-19 was reported in March 2020 in the midst of a profound social revolution that was ongoing from October of the previous year. The rapid social, economic, and political changes that have occurred with both the social revolution (estallido) and the COVID-19 pandemic have resulted in disproportionately experienced unemployment, isolation, illness, and death and have produced in many “middle” and lower class Chileans an anomic crisis that includes anxiety and depression because of the uncertainty about the future. This analysis provides insights for interpreting the outcomes of the recent national election of delegates to the upcoming Constitutional convention and the potential reforms that will be proposed for the new Constitution to address long-standing social and economic inequity in Chile.

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Systemic Inequality, Sustainability and COVID-19
Type: Book
ISBN: 978-1-80117-733-7

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Book part
Publication date: 14 December 2023

Thalia Anthony, Juanita Sherwood, Harry Blagg and Kieran Tranter

Abstract

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Unsettling Colonial Automobilities
Type: Book
ISBN: 978-1-80071-082-5

Book part
Publication date: 22 October 2019

Karyn Lacy

Since ethnographers tend to study poor, urban black communities most often, it is not surprise that the methodological literature contains a wealth of information designed to help…

Abstract

Since ethnographers tend to study poor, urban black communities most often, it is not surprise that the methodological literature contains a wealth of information designed to help scholars do this kind of work. Far less is known about the challenges ethnographers face when “studying up,” that is exploring middle and upper-middle-class communities. Less is know too about the challenges of working in a suburb versus an urban community. This chapter helps to fill that void. By chronicling the challenges I faced in the field while collecting the data for Blue-Chip Black, my book about the identity options of middle and upper-middle-class suburban blacks, I show that the strategies ethnographers of the urban poor employ in their work are not necessarily transferable to studies of the upper classes. I identify a set of methodological tools appropriate for analysis of the upper classes. I then turn to the theoretical contributions of my study as a way of showing the kinds of insights that can be gleaned from a study of those near the top of the class ladder.

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