| 1. |
- Marsh, Jillian, et al.
(författare)
-
Learning through an undisciplined lens : the centring of indigenous knowledges and philosophies in higher education in Australia and Sweden
- 2023
-
Ingår i: Inclusion, equity, diversity, and social justice in education. - Singapore : Springer. - 9789811950070 - 9789811950087 ; , s. 57-75
-
Bokkapitel (refereegranskat)abstract
- Social justice is part of higher education discourse within university mission statements, graduate qualities and university rhetoric globally (Connell, 2019; Wilson-Strydom, 2015). In Australia, this focus includes re-centring Indigenous Australian epistemologies and ontologies from the subjugated margins in academia (Moreton-Robinson, 2009; Nakata, 2007) and in Sweden, building an understanding of intergenerational traumas of school-based systemic violence against Indigenous Sámi (Atkinson, 2002; Norlin, 2017). This chapter highlights opportunities for upward socio-economic mobility for First Nations peoples through surpassing the deficit thinking still prevalent among invader-coloniser populations. Included in this we reference the United Nations Sustainable Development Goals SDG 4: Quality Education and SDG 10: Reduced Inequalities (United Nations, 2021) and its potential to influence educational discourses in teaching practice and curriculum construction in Australia and Sweden. Indigenous Standpoint Theory (IST) and Critical Race Pedagogy (CRP) are utilised as critical frameworks for unpacking the historical background of racial oppression, understanding the complexities of Indigeneity and post-colonising constructs, and disrupting whiteness embedded in mono-cultural education. As practicing educators, we have sought in this chapter, to critically explore how Indigenous Knowledges and culturally responsive pedagogies are disrupting ethnocentric ontologies within the university sector through an emergent undisciplined strategy.
|
|
| 2. |
- Sehlin MacNeil, Kristina, 1975-, et al.
(författare)
-
Indigenous research across continents : a comparison of ethically and culturally sound approaches to research in Australia and Sweden
- 2015
-
Ingår i: Finding the common ground. - Batchelor NT : Batchelor Press. - 9781741313109 - 9781741313093 ; , s. 119-126
-
Bokkapitel (refereegranskat)abstract
- In the context of opposition to, or absence of, ethical engagement in Indigenous research, researchers aremorally obligated to make a stand that ensures their engagement strategy and implementation plan uses an approach based on positionality, participation, mutual respect, and partnership. Whilst this may involve new challenges for the researcher, such an initiative maximises the likelihood of an empowering and culturally safe process for vulnerable participants, including inexperienced researchers. As two early career researchers, we reflect on our experiences amidst some of the challenges within Indigenous research. These challenges include ethical, methodological and structural issues. The main aims of this chapter are to advocate for practical and philosophical reform of Indigenous research ethics particularly in the context of decolonisation; ultimately to maximise the benefits of research primarily for community research participants, service providers, and policy makers as opposed to primarily for the academy. The authors' experiential and theoretical knowledge enables a critical understanding of the philosophical underpinnings of a decolonising research approach and how this guides the development of an appropriate ethics protocol. We acknowledge that research impacts on Indigenous peoples' lives, often in a negative or unintended manner, and its governance varies dramatically according to individual as well as institutional values that are steeped in Western thought including colonialism. This paper draws on scholarly theoretical knowledge of cultural protocols and the governance of ethical processes from international and local sources, as well as our own experiences in cross-cultural communication to articulate what we call a Decolonising Standpoint. We regard this as a necessary addition to the implementation of an Indigenous Standpoint in the context of research, which has provided a highly credible philosophy and practice for Indigenous researchers. We aim to create an additional and quite distinct position that non-Indigenous researchers can add to their repertoire of skills and knowledge in the context of Indigenous research.
|
|
| 3. |
- Sehlin MacNeil, Kristina, 1975-, et al.
(författare)
-
Social Life Cycle Assessment Used in Indigenous Contexts : A Critical Analysis
- 2021
-
Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 13:9
-
Tidskriftsartikel (refereegranskat)abstract
- This paper evaluates the method Social Life Cycle Assessment (S-LCA) from the perspectives of Indigenous methodologies and Indigenous standpoint, in order to identify some strengths and limitations of using S-LCA in Indigenous contexts. Life Cycle Assessment (LCA) is used to measure environmental impacts connected with all stages of the life cycle of a commercial product, process, or service. S-LCA is a methodology designed to include the social aspects of sustainability in the LCA methodology. S-LCA emphasizes stakeholder involvement and the United Nations Environment Programme (UNEP) S-LCA guidelines (2020) lists Indigenous communities as possible stakeholders. With a focus on Indigenous communities in the Arctic region we also include comparative aspects from Australia to generate new conceptualizations and understandings. The paper concludes that S-LCA has the potential to facilitate opposing worldviews and with some further developments can be a valuable methodology for Indigenous contexts.
|
|
