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Aboriginal contributions to the evaluation of housing (and to postcolonial theory)

Christie, Michael J. and Campbell, Matthew (2014). Aboriginal contributions to the evaluation of housing (and to postcolonial theory). Learning Communities: International Journal of Learning in Social contexts,(14):154-165.

Document type: Journal Article
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IRMA ID 84279116xPUB246
Title Aboriginal contributions to the evaluation of housing (and to postcolonial theory)
Author Christie, Michael J.
Campbell, Matthew
Journal Name Learning Communities: International Journal of Learning in Social contexts
Publication Date 2014
Issue Number 14
ISSN 1329-1440   (check CDU catalogue  open catalogue search in new window)
Start Page 154
End Page 165
Total Pages 12
Place of Publication Darwin, NT, Australia
Publisher Social Partnerships in Learning Research Consortium - Learning Research Group, Charles Darwin University
HERDC Category C1 - Journal Article (DIISR)
Abstract Housing Reference Groups (HRGs) began to be established in remote Northern Territory (NT) Aboriginal communities in 2009 when the Northern Territory Government compulsorily acquired remote Aboriginal housing and closed down 75 Aboriginal Housing associations. In this highly contested context, we were invited to undertake an evaluation of the HRGs. Through both open discussion and semi-structured interviews, we learnt from the Aboriginal people we worked with to see a much wider, more structural understanding of housing and its governance. This in turn led us to reflect upon Aboriginal contributions to the theory and practice of evaluation, and their various relations to received theories such as social justice, pragmatist philosophy and ethics, and Frierian conscientization. This collaborative ground-up evaluation process contributed to our own ongoing practices of evaluation, and possibly to some slight but reverberating changes in government policy and practice.
Keywords Aboriginal valuation
Indigenous evaluation
Housing reference groups
Ground up evaluation
Evaluation policy impact
Double participation
Cross-cultural evaluation
Additional Notes This article has been extracted from Learning Communities: International Journal of Learning in Social Contexts, Issue 14, September 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution License 3.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Description for Link Link to CC Attribution 3.0 License
Link to published version
URL https://creativecommons.org/licenses/by/3.0/au/legalcode
http://www.cdu.edu.au/northern-institute/lcj


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