Charles Darwin University School of Australian Indigenous Knowledge Systems Faculty of Law, Business  Arts

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Charles Darwin University School of Australian Indigenous Knowledge Systems Faculty of Law, Business Arts

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1. Charles Darwin University School of Australian Indigenous Knowledge Systems Faculty of Law, Business & Arts Dr Linda Ford Higher Degree by Research Supervisors Workshop March 2008

2. Indigenous Candidates & Supervisors Acknowledgement Introduction – Indigenous Candidates & Supervisors Indigenous Ph.D Candidature with Deakin University Institute of Koorie Education, Geelong, Victoria. My Indigenous candidate supervision is grounded in postgraduate studies: Master of Education and Doctoral Studies, Research, Teaching and Consultancy projects

3. Ford’s Doctoral Thesis Australian Digital Theses Program

4. Teaching Coordinating units: CMR401 Introduction to Collaborative & Multidisciplinary Research CMR403 Issues in Indigenous Research EIP310 Teaching Indigenous Learners

5. Supervising Postgraduate Students CDU postgraduate students: PhD Candidates x 3 (2 Indigenous) Masters x 2 (1 Indigenous) Honours x 2

6. Research & Consultancy Projects Australian Research Council Indigenous Discovery Grant Australian Research Council Linkage Grant CDU Internal Grant SAIKS CD Internal Grant SAIKS, CRCTS & DEET Australian Red Cross Consultancy: Tiwi & Palmerston

7. Key Principles There are 7 key principles Valuing Indigenous Knowledge Holders Indigenous Business ‘Shared’ Knowledge Relationships and Connectedness Research Methodology University Ethics & Protocols Prioritizing Indigenous Examiners

8. Valuing Indigenous Knowledge Holders Custodians of Indigenous Knowledge Indigenous knowledge (IK) is held by the custodians, individuals and the Indigenous community. The Indigenous protocols are strict for Indigenous researchers, postgraduate students and researchers The expectations of Indigenous postgraduate students have strong links to their Indigenous community Indigenous candidates need to negotiate the shared ownership of the post graduate research process with the Indigenous knowledge community and adhere to their community Indigenous protocols It is at this point in the Indigenous postgraduate candidature when the cultural tensions and University expectations present a struggle as to whether they decide to continue with their studies or not

9. Indigenous Business Significance of Indigenous postgraduates Indigenous post graduates have strong links to the Indigenous community Indigenous postgraduates are claiming the Higher Education University landscape as our Indigenous Research Agenda This is undertaken as our core collaborative Indigenous business approach through ongoing discussions, negotiations, consultations and revised with the IK holder communities As more Indigenous postgraduate enrolments increase in Honours, Masters and Ph.D degrees there will be a steady progress in achieving the results the Indigenous community identify as their priorities

10. Indigenous Business Indigenous business is about knowing in a very unassuming way that is holistic. There are layers and coexisting layers within layers and just when you think you have managed to learn those more layers are unveiled Prioritizing IK for my PhD candidature was my first priority where the IK ethics and protocols were adhered – otherwise it was not an Indigenous higher education research framework that reflected my Rak Mak Mak Marranunggu ways of knowing, being and doing

11. Shared Knowledge Defining ‘shared’ knowledge is about: Locating the supervisors with affiliations to prioritize IK ethics and protocols Supervisor recognizes the expertise of Indigenous candidate and Indigenous Senior Elder and the IK holder community Acceptance of the IK ethics and protocols that govern the IK holders community

12. Relationships and Connectedness Relationships & connectedness is about: Ways of operating within the system of the supervision process University expectations of Indigenous candidate Commitment to long-term Indigenous Research Agenda Indigenous ownership of Indigenous knowledge content in your research project implementation and research outputs

13. Research Methodology Action Research as a methodology Is one where IK holders are comfortable to participate and the IK content is shared and group ownership of the research-in-practice is validated by the Indigenous research participants Is when the supervisor is directed by the Indigenous research cohort Is when the Supervisor is never in the position to have IK & the IK remain in the custodianship of Indigenous Candidate and the Indigenous community These are principles of the Indigenous Research Agenda

14. University Ethics & Protocols University higher education by research recognizes, understands and accepts the IK ethics & protocols and their processes. When the HE Ethics Committee undergo an Indigenous learning process then they may consider a partnership with IK holders The Charles Darwin University ‘Indigenous Research Strategy 2007 – 2010’ has policies that may lead to the respect by the supervisor of the IK community ethics, protocols and may value the Indigenous community contribution to strengthen the Indigenous Research Agenda

15. Prioritizing Indigenous Examiners The examination process of my thesis “Narratives and Landscapes: Their Capacity to Serve Indigenous Knowledge Interests” underwent the normal procedure In addition an Indigenous Reviewer examined the IK content of the thesis. Privileging IK community in the examination process

16. Ma-wadi Claiming Indigenous Higher Education Research on the University landscape

17. Ph.D Conferred 26th Oct 2006 My 3 Supervisors

18. Doctoral thesis summary Ford (2005) “The narrative provided the energy to transform the institutional landscape of Charles Darwin University. This transforming energy brought into existence a ‘model’ that allowed Indigenous knowledge to flow, authentically, into the core business of the University. This model was culturally alien to the normal practices of Higher Education but could be maintained while its sustaining energy was being provided by its Indigenous students, teachers and community representatives. This energy maintained the new ‘shape’ within the landscape of CDU. But once this energy was weakened and diminished in its intensity, the previous form of the institutional landscape at CDU quickly started to re-establish itself.”

19. Post Doctoral Studies Further publications, projects, consultancies etc …are the areas that Indigenous postgraduate students want to achieve It is the responsibility of the University to ensure that Indigenous postgraduate students are supported

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