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Engaging indigenous knowledge(s) in research and practice

Researching education for students of Indigenous Studies means addressing the philosophical, theoretical and practical questions that arise when a researcher from one culture begins research with people from another language and culture. Specifically,Indigenous peoples across the world contest rese...

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Main Author: Sue, McGinty
Format: Article
Language:English
Published: Penerbit UKM 2012
Online Access:http://journalarticle.ukm.my/3260/1/pp_5_15.pdf
http://journalarticle.ukm.my/3260/
http://www.ukm.my/ppbl/Gema/gemacurrentissues.html
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spelling my-ukm.journal.32602016-12-14T06:34:07Z http://journalarticle.ukm.my/3260/ Engaging indigenous knowledge(s) in research and practice Sue, McGinty Researching education for students of Indigenous Studies means addressing the philosophical, theoretical and practical questions that arise when a researcher from one culture begins research with people from another language and culture. Specifically,Indigenous peoples across the world contest research that frames them within a deficit discourse, as well as research that is done ‘on them’ rather than ‘with them’. Indigenous people have advocated for their ontologies and epistemologies to be recognised within the academy, alongside the Western Canon of knowledge and research processes. In this context, this paper will address three issues of importance for non-Indigenous researchers working with Indigenous peoples. Firstly, preparing yourself to do Indigenous research by being a top quality researcher yourself and, when invited, to learn from Indigenous peoples about their knowledges. This is, of course, regulated by factors such as gender,age, expertise and relationships with Indigenous peoples. Secondly, preparing Indigenous students to become top quality researchers themselves, seeking opportunities to create new knowledge in that culturally diverse space. This includes challenging the boundaries of the academy to include Indigenous knowledges and practices in thesis production (McGinty, Koo, & Saeidi, 2010). Thirdly, preparing non-Indigenous students to do quality Indigenous research which includes knowing your limitations, having a commitment to building Indigenous research capacity and operating in an environment of deep respect for those you are working with. Examples from research projects and student theses will illustrate these issues. Penerbit UKM 2012-01 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/3260/1/pp_5_15.pdf Sue, McGinty (2012) Engaging indigenous knowledge(s) in research and practice. GEMA: Online Journal of Language Studies, 12 (1). pp. 5-15. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/gemacurrentissues.html
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Researching education for students of Indigenous Studies means addressing the philosophical, theoretical and practical questions that arise when a researcher from one culture begins research with people from another language and culture. Specifically,Indigenous peoples across the world contest research that frames them within a deficit discourse, as well as research that is done ‘on them’ rather than ‘with them’. Indigenous people have advocated for their ontologies and epistemologies to be recognised within the academy, alongside the Western Canon of knowledge and research processes. In this context, this paper will address three issues of importance for non-Indigenous researchers working with Indigenous peoples. Firstly, preparing yourself to do Indigenous research by being a top quality researcher yourself and, when invited, to learn from Indigenous peoples about their knowledges. This is, of course, regulated by factors such as gender,age, expertise and relationships with Indigenous peoples. Secondly, preparing Indigenous students to become top quality researchers themselves, seeking opportunities to create new knowledge in that culturally diverse space. This includes challenging the boundaries of the academy to include Indigenous knowledges and practices in thesis production (McGinty, Koo, & Saeidi, 2010). Thirdly, preparing non-Indigenous students to do quality Indigenous research which includes knowing your limitations, having a commitment to building Indigenous research capacity and operating in an environment of deep respect for those you are working with. Examples from research projects and student theses will illustrate these issues.
format Article
author Sue, McGinty
spellingShingle Sue, McGinty
Engaging indigenous knowledge(s) in research and practice
author_facet Sue, McGinty
author_sort Sue, McGinty
title Engaging indigenous knowledge(s) in research and practice
title_short Engaging indigenous knowledge(s) in research and practice
title_full Engaging indigenous knowledge(s) in research and practice
title_fullStr Engaging indigenous knowledge(s) in research and practice
title_full_unstemmed Engaging indigenous knowledge(s) in research and practice
title_sort engaging indigenous knowledge(s) in research and practice
publisher Penerbit UKM
publishDate 2012
url http://journalarticle.ukm.my/3260/1/pp_5_15.pdf
http://journalarticle.ukm.my/3260/
http://www.ukm.my/ppbl/Gema/gemacurrentissues.html
_version_ 1643735663139356672
score 13.211869

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