KKB193 Indigenous Knowledge: Research Ethics and Protocols

Unit Outline: Semester 2 2024, Kelvin Grove, Internal

Overview

This unit critiques research on Indigenous Australian issues and articulates culturally safe research practice that reflects decolonising methodologies as an underpinning framework. The need for culturally safe research is supported by colonially constructed knowledge and the obvious gaps in understanding of the ongoing life-differentials and social determinants that impact on Indigenous Australians. Interrogation of Western research and Indigenous scholarship and international contexts will challenge you to critically analyse received perceptions of research conduct. Indigenous knowledges and pedagogies will facilitate a transformative learning journey in a process where students critique Western research frameworks that continue to represent Indigenous peoples as the 'other'. The unit will engage your learning through Indigenous knowledge frameworks that facilitate the development of a decolonising research proposal which adheres to Indigenous research ethics and protocols.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Critique the diversity and complexity of Indigenous research knowledges;
2. Critically reflect and articulate the multiplicities of Indigenous knowledge research frameworks;
3. Articulate and translate new knowledge in proposing culturally safe research as relevant to Indigenous Australia;
4. Observe Indigenous research ethics and protocols.

Content

Learning Approaches

When teaching Indigenous knowledges, the traditional context allows for a lag period of watching before doing. In our unit, we are constructing learning which supports critical self- reflection and analysis. Our teaching approaches privileges Aboriginal and Torres Strait Islander knowledges, voices and standpoints. A blended learning environment in this unit underpins the holistic nature of Indigenous knowledges. Group discussions, yarning circles (blogs), interactive lectures, tutorials, supported opportunities for a critical self-discovery journey will have deeper and transforming, culturally-safe implications for your discipline studies and practice.

Feedback on Learning and Assessment

You will receive peer feedback on your grasp of concepts and the perspectives you are engaging with through your contributions to unit discussion groups, yarning circles (blogs), reflections and shared impact of readings and other media you are exposed to. Assessment criteria sheets and individual feedback will support your summative assessment.

Assessment

Overview

Assessments in KKB193 will enable you to develop a research proposal on a topic of your choice.  Assessment 1 requires you to read and critique Indigenous and non-Indigenous publications on your chosen topic.  Assessment 2 requires you to develop an Indigenous / culturally safe and decolonising research methodology which responds to the question posted in Assignment 1.  You will then review and revise your Assignments 1 and 2, to inform the development of a research proposal.  Workshops, student led activities and Indigenous scholars will share their knowledge and experience in guiding you to apply Indigenous research protocols when working or researching with Indigenous researchers and communities.

These assignments are eligible for the 48-hour late submission period and assignment extensions.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Literature Review

You will review a range of Indigenous?authored literature, critically appraise with respect to Indigenous knowledge and perspectives and articulate the cultural safety of these research frameworks in forming a research question.

This is an assignment for the purposes of an extension.

Assessment: Research Paper 1

Identify the culturally safe research methodology and methods which underpin your overarching research proposal.

This is an assignment for the purposes of an extension.

Assessment: Research Paper 2

From your identified Research Question / Methodology (from Part 1 and Part 2), you will submit a full research proposal, including your interpretation and translation of Indigenous research methodologies and its application to an identified research question in your professional area (4000 words (inclusive of Part 1 and Part 2)).

This is an assignment for the purposes of an extension.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Other

Denzin, N. K; Lincoln, Y.S. & Smith, L.T. (eds.). (2008). Handbook of critical and Indigenous methodologies. Los Angeles: SAGE.

Gordon, R. L. (2000). Existentia Africana: Understanding Africana existential thought. New York: Routledge.

Maaka, C. and Anderson, C. (eds.). (2006). The Indigenous experience: global perspectives. Toronto: Canadian Scholars’ Press.

Martin, K. (2008). Knock before you enter. Brisbane (Flaxton): Post Pressed.

Memmi, A. (1991). The colonised and the coloniser. Boston: Beacon Press.

Mertens, D.; Cram, F. & Chilisa, B. (eds.). (2013). Indigenous pathways into social research. Voices of a new generation. Walnut Creek, CA: Left Coast Press.

Moreton-Robinson, A. (ed.). (2005). Whitening race: Essays in social and cultural criticism. Canberra: Aboriginal Studies Press.

Moreton-Robinson, A. (2013). Towards an Australian Indigenous women’s standpoint theory. Australian Feminist Studies. 28(78), pp. 331 – 347.

Nakata, M. (2007). Disciplining the Savages, Savaging the Disciplines. Canberra: Aboriginal Studies Press.

Rigney, I. (1999). Internationalisation of an Indigenous anti-colonial cultural research methodologies: a guide to Indigenist research methodology and its principles. Wicazo Sa R(2), pp. 109 – 121.

Sefa Dei, G. and Singh Johal, G. (eds.). (2005). Critical issues in anti-racist research methodologies. New York: Peter Lang Publishing.

Smith, L.T. (1999 / 2012). Decolonising methodologies: research and Indigenous peoples. Dunedin, N.Z.: University of Otago Press.

Walter, M. (ed.). (2007). Social research methods: an Australian perspective. Melbourne: Oxford University Press.

Risk Assessment Statement

There is no risk associated with this unit.