Sovereign Women: Why Academia? A Journey Gathering Word-Gifts and Heart Berries

Autor/in	Thunig, Amy
Titel	Sovereign Women: Why Academia? A Journey Gathering Word-Gifts and Heart Berries
Quelle	In: Gender and Education, 35 (2023) 2, S.129-143 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thunig, Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2022.2141695
Schlagwörter	Females; Indigenous Populations; Minority Group Teachers; Minority Group Students; Colonialism; Social Media; Cultural Relevance; Recruitment; Women Faculty; Research; Indigenous Knowledge; Higher Education; College Faculty; Researchers; Decolonization; Research Methodology; Story Telling; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sinti und Roma; Kolonialismus; Soziale Medien; Recruiting; Rekrutierung; Frauenakademie; Weibliche Gelehrte; Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Researcher; Forscher; Dekolonisation; Entkolonialisierung; Research method; Forschungsmethode; Ausland; Australien
Abstract	With the rise of Higher Education institutions seeking increased Indigenous representation within staffing, publications, and student numbers, this article considers key methodological processes, issues, and challenges associated with utilizing and embodying Indigenous and Storytelling research practises within colonial contexts. The value of new and social media as platform for cultural practise, and its potential for participant recruitment and findings dissemination is discussed. These are drawn from the author's experience as an Indigenous academic woman researching with Indigenous academic women. Issues and responsibilities raised related to observing and developing appropriate community protocols when accessing, working with, and reporting from this group as an insider/outsider. Overall, it was found that consciously working to centre Indigenous Storying and sovereignty through research and writing practices within these systems may be received or perceived as 'unpalatable' and/or a challenge by non-indigenous academics but is a necessary manifestation of Indigenous practise for this researcher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01