Negotiating Indigenous Higher Education Policy Analysis at the Cultural Interface in the Northern Territory, Australia

Autor/inn/en	Street, C.; Robertson, K.; Smith, J.; Guenther, J.; Larkin, S.; Motlap, S.; Ludwig, W.; Woodroffe, T.; Gillan, K.; Ober, R.; Shannon, V.; Maypilama, E.
Titel	Negotiating Indigenous Higher Education Policy Analysis at the Cultural Interface in the Northern Territory, Australia
Quelle	In: Critical Studies in Education, 64 (2023) 3, S.250-266 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Street, C.) ORCID (Guenther, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2022.2083647
Schlagwörter	Foreign Countries; Geographic Regions; Educational Policy; Policy Analysis; Cultural Influences; Indigenous Populations; Indigenous Knowledge; Cultural Differences; Power Structure; Personal Narratives; Researchers; College Faculty; Interpersonal Relationship; Race; Accountability; Safety; Governance; Australia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Politikfeldanalyse; Cultural influence; Kultureinfluss; Sinti und Roma; Kultureller Unterschied; Erlebniserzählung; Researcher; Forscher; Fakultät; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Rasse; Abstammung; Verantwortung; Sicherheit; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Australien
Abstract	Policy analysis can be useful for learning about 'what works' in policy. Contemporary policy studies literature highlight that such learning is influenced by power relations in government that shape our ways of knowing the world. This paper offers a critically reflexive narrative account of power relations present during Indigenous higher education policy analysis research conducted in the Northern Territory (NT), Australia to shed light on how to effectively negotiate policy analysis. We reflect on tensions that arose by applying Nakata's concept of the 'cultural interface', which accounts for the complexity of meaning making across diverse knowledge spaces. Narratives from an Indigenous Project Reference Group member are included to provide a perspective on these tensions from an Indigenous standpoint. The paper concludes by describing enabling conditions and strategies that were necessary for effective policy analysis, and considers implications for Indigenous higher education policy analysis in the NT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01