Sepie, A.J. (2017) ‘Decolonising Worldview: Some Thoughts on Teaching out of Resistance, into Reflexivity and Care,’ at the Institute of Australian Geographers (IAG) Conference, University of Queensland, Brisbane, Australia, 11-14 July, 2017.

Dialogo, 2010

We come to this paper as non-Indigenous teacher educators working as qualitative researchers in postcolonial/decolonial (Mignolo, 2000) times. We explore matters related to schooling in remote Australian Indigenous communities. In this paper, we respond to Delamont's invitation for qualitative researchers to revisit (Delamont and Hamilton, 1984) and think reflexively (Delamont, 2009) about our field work research methods. In doing so, attention is drawn to research processes involved with observing, narrating and writing lives and experiences. We highlight matters related to sequencing dilemmas (Delamont, 2009), the need to locate the self-as-researcher in the social (Delamont, 2007) and calling out ethical tensions associated with the 'catch 22' of confidentiality and acknowledgement (Delamont, 2007). Two separate researcher recounts of field notes are used to render visible our reflexive thinking as we attempt to negotiate Western educational research ethics policies and procedures and ways of knowing and being in Indigenous contexts. We come to this paper as education researchers working within the Australian university sector exploring issues of inequality and poverty through the deployment of qualitative research methods. We each specialise in the sociology of education, using semi-structured interviews to 'cross fertilize' (Delamont and Hamilton, 1984) our ethnographic observations within cycles of inductive and deductive reasoning. We've each been involved as classroom teachers and researchers in educational contexts supporting and being supported by Indigenous educators and their communities. For each of us, our main work is not as a researcher of Indigenous education; but it is part of the work we each do as educational researchers. As we add to our evolving appreciation of researching in Indigenous contexts and researching with Indigenous participations, a number of tensions and realisations about methods come to the fore.

This chapter argues that research, as any other academic endeavour, is a highly charged and contested space. It posits that research as it currently stands, is a dictated process that is given direction and life through acceptance and acknowledgement by western scholarship that has bothered not just the indigenous and formerly colonized, but has also dictated what research is and how it is supposed to be carried out. The chapter points out that research is not new to indigenous communities as they have through observations and experiments, carried out research prior to the onslaught of colonialism and its research approaches. It posits that research that is devoid of putting place as part of the research methods risks coming up with inadequate data. It further observes that while there are similarities that may exist between indigenous and western research methods, especially when looked at from a qualitative paradigm, there are also substantial differences. The chapter notes that the starting point of any indigenous research methods is the place of the self, the researcher in the whole research matrix because indigenous inquiry is relational. It argues that relationship is important especially with the person telling the research story or providing the data. This, the chapter argues, does not exclude others who may be listening in to the discussion. The chapter, informed by the author's experiences in the field, additionally advances the idea that the researcher who is supposed to be indigenous is part of the story and his/her being part of the story contributes to how data are interpreted, which is quite contrary to the western research system where the researcher is an outsider who does not belong to the group.

International Journal of Qualitative Studies in Education, 2018

Australian Journal of Teacher Education, 2013

Cultural and Pedagogical Inquiry

Documenti e studi sulla tradizione filosofia medievale 12, 2007

• Shear forces are given a special symbol on y V 1 2 and z V • The couple moment along the axis of the member is given x M T = = Torque y z M M = = bending moment.

WIREs Climate Change, 2024

The concept of "resilience" is ubiquitous in global governance, extending from climate and ecological issues to practically all spheres of human endeavor. However, post-pandemic discourses suggest that the concept may no longer be capable of synthesizing diverse and diverging geopolitical interests into common policy goals. Responding to what we see as an emerging "crisis of resilience," we reconsider the utility of the concept and advance "irresilience" as its critical relational "other." We argue that to make resilience meaningful in a "polycrisis," it is necessary to think about it dialectically and consider how it is undermined by the very actors that evangelize it.