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Engaging with Australian Indigenous Knowledge System: Charles Darwin University and the Yolnu of Northeast Arnhemland

Christie, Michael J. (2009). Engaging with Australian Indigenous Knowledge System: Charles Darwin University and the Yolnu of Northeast Arnhemland. Learning Communities: International Journal of Learning in Social Contexts,(December):23-35.

Document type: Journal Article
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IRMA ID 81110227xPUB26
Title Engaging with Australian Indigenous Knowledge System: Charles Darwin University and the Yolnu of Northeast Arnhemland
Author Christie, Michael J.
Journal Name Learning Communities: International Journal of Learning in Social Contexts
Publication Date 2009
Issue Number December
ISSN 1329-1440   (check CDU catalogue open catalogue search in new window)
Start Page 23
End Page 35
Total Pages 13
Place of Publication Darwin, NT, Australia
Publisher Social Partnerships in Learning Research Consortium - Learning Research Group, Charles Darwin University
HERDC Category C1 - Journal Article (DEST)
Abstract The Yolŋu Studies stream of tertiary teaching and academic research has a long history within the School of Australian Indigenous Knowledge systems at Charles Darwin University. This case study tells the story of the gradual unfolding of the engagement between the university and Yolŋu (northeast Arnhemland Aboriginal) knowledge authorities and their practices. It begins with the long negotiations to set up the teaching program under the authority of senior Yolŋu advisers, to set up a curriculum and classroom practice which remains faithful to Yolŋu laws around knowledge exchange and representation. Alongside the Yolŋu laws, was a particular epistemology which we worked hard to validate and support within the academic classroom. The institutionalisation of Yolŋu knowledge practices in the academy allowed the academics and the Yolŋu advisers to develop collaboratively a transdisciplinary research methodology which attends to the requirements of both Yolŋu and academic knowledge traditions. The paper gives examples of successful research collaborations, and examines some of the philosophical work which needed to be done for successful respectful engagement.
Additional Notes This article has been extracted from Learning Communities: International Journal of Learning in Social Contexts, December 2009 'Indigenous Community Engagement Edition'
Description for Link Link to published version
URL http://www.cdu.edu.au/centres/spill/journal/IJLSC_5_Dec2009.pdf


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