Research Through, With and As Storying

Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate storying as a valuable ontological, epistemological and methodological contribution to the academy across disciplines, arguing that storying research gives voice to the marginalised in the academy. Providing rich and interesting coverage of the approaches to the field of storying research from Aboriginal and white Australian perspectives, this text seeks to enable a profound understanding of the significance of stories and storying. This book will prove valuable for scholars, students and practitioners who seek to develop alternate and creative contributions to the production of knowledge

Research Through, With and As Storying

Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate storying as a valuable ontological, epistemological and methodological contribution to the academy across disciplines, arguing that storying research gives voice to the marginalised in the academy. Providing rich and interesting coverage of the approaches to the field of storying research from Aboriginal and white Australian perspectives, this text seeks to enable a profound understanding of the significance of stories and storying. This book will prove valuable for scholars, students and practitioners who seek to develop alternate and creative contributions to the production of knowledge

Indigenous Australians and the legacy of European conquest: The ten years since 1997

In the first edition of Indigenous Australians and the Law (Cavendish, 1997) Maria Lane wrote of the impact that the dominant white culture has had upon the Aboriginal and Torres Strait Islander people since colonization. Against the background of Maria's chapter, Tracey Bunda updates the reader as to the ongoing impact of colonization and the nature of the contemporary political climate in which the Aboriginal and Torres Strait Islander people enter into dialogue with the dominant white culture and with the Australian Governments

The Sovereign Aboriginal Woman

Crows Nest, NS

Тёмный двор

Тёмный двор. К человеку подходит другой, достаёт нож и говорит: / – Деньги есть

Disrupting dominant discourse: Indigenous women as trained nurses and midwives 1900s-1950s

Background: The history of Indigenous nurses and midwives in Australia is yet to be fully examined. There is a dearth of Indigenous-led research that identifies the rich and complex involvement of Indigenous women in Australia's nursing and midwifery labour force. Aim: This paper contributes to the history of Indigenous women's participation in nursing and midwifery in Australia by examining how it was possible for some Indigenous women to pursue nursing and midwifery qualifications when this was not widely acceptable. The paper specifically seeks to investigate the enablers and limitations placed on Aboriginal women in accessing training. Methods: Underpinned by historical methods and using an Indigenous lens for interpretation, this paper adopts a descriptive case study methodology to make visible the little-known yet important contributions of Indigenous nurses and midwives before 1950. It positions the case studies within the context of the Acts of Administration that controlled the lives of Indigenous Australians. Findings: Through three case studies, this paper exposes the consequences of the debilitating, racialised laws of the time, which rendered Indigenous people invisible. The case studies demonstrate that Indigenous women did train as nurses and midwives in the early 1900s, even though they are largely absent in the historical record. Discussion: Writing historical accounts of Indigenous Australian nurses and midwives is challenging, partly because they are largely excluded from the historical record, and partly because of the normalised technique used to frame history in Australia. Much historical discussion fails to account for Australia's racialised biases and produces (race) obstructionist histories. An alternative approach is offered, centred on Indigenous women's work to meet the individual, institutional and ideological racialised limitations set by context (nursing and midwifery history), historical period (1900s -1950s) and place (Australia). Conclusion: Obstructionist histories mean that the history of Indigenous nursing and midwifery in Australia has not been well researched, interrogated or published. There is a need to document these histories and recognise the Indigenous women of the era who, in spite of the challenges they faced, forged careers in nursing and midwifery and laid the foundations for the Indigenous nurses and midwives who followed

Research through, with and as storying

Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate storying as a valuable ontological, epistemological and methodological contribution to the academy across disciplines, arguing that storying research gives voice to the marginalised in the academy

Negotiating university 'equity' from Indigenous standpoints: a shaky bridge

Indigenous presence in the Australian university is a relatively recent phenomenon, initially framed by policies of equity that were, and continue to be, problematic in their assumptions – what they say and don’t say – about cultural difference, justice, sovereignty and more. From the lead author’s Aboriginal standpoint, the paper analyses the repercussions of ‘equity’ thinking that have intersected with Indigenous experiences of higher education activity in Australia, covering the range of aspects of university life and work: staffing, teaching, curriculum, governance, research and community engagement. The paper critiques how dominant notions of ‘equity’ subordinate or cannibalise possibilities for what higher education could mean for Indigenous peoples; and it gestures towards what might emerge from a standpoint of Indigenous agency to re-imagine the university

Indigenous higher education: the role of universities in releasing the potential

University of Queenslan