Indigenous–non-Indigenous academic collaboration grounded in trust, collegiality and un-learning of Western epistemic authority¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper presents collaboration between Indigenous and non-Indigenous academics as effective pedagogy in practice for reinstituting Indigenous knowledges. It holds that effective interchange requires "a fundamental re-thinking of the w ays in which Western knowledge is institutionally validated and hierarchised", that for non-Indigenous academics "un-learning is crucial", and that collaboration demands "trust and collegiality and respect for both Indigenous and non-Indigenous ways of knowing" — without wholesale deference to all Indigenous viewpoints.

Design Implications¶

Context¶

Requirements¶

• Trust, collegiality and mutual respect between collaborators; willingness of non-Indigenous academics to un-learning Western epistemic assumptions

Constraints¶

• Nakata is cited warning of the dangers of appropriation and distortion of Indigenous knowledge by non-Indigenous academics, balanced with the view that non-Indigenous people need to be part of the dialogue

Target Learners¶

• University academics and students in Indigenous Studies

Target Learning Goals¶

• Incorporating Indigenous standpoints and complementary knowledge sets into teaching and research practice

Affordances¶

• Foucauldian Episteme Indigenous Knowledges Framework

Related Strategies¶

• Cultivation of Multiple Ways of Knowing and Making Meaning
• Base inclusive-strategy training on indigenous pedagogies and enable use of advanced evidence-based techniques

Examples¶

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Key Sources¶

• McGloin, C., Marshall, A. & Adams, M. (2009). Leading the Way: Indigenous knowledge and collaboration at the Woolyungah Indigenous Centre. Journal of University Teaching and Learning Practice, 6(2), 38–53. https://ro.uow.edu.au/jutlp/ doi:10.53761/1.6.2.4