Literaturnachweis - Detailanzeige
Autor/in | Kelly, Steven |
---|---|
Titel | Navigating the Western Academy: An Aboriginal Man's PhD Perspective |
Quelle | In: Australian Journal of Indigenous Education, 49 (2020) 1, S.23-31 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1326-0111 |
DOI | 10.1017/jie.2018.21 |
Schlagwörter | Stellungnahme; Doctoral Programs; Doctoral Students; Males; Educational Experience; Indigenous Populations; Western Civilization; Indigenous Knowledge; Researchers; Cultural Differences; Cultural Awareness; Inclusion; Research Training; Student Research; Foreign Countries; Australia Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Male; Männliches Geschlecht; Bildungserfahrung; Sinti und Roma; Researcher; Forscher; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Inklusion; Studentenforschung; Ausland; Australien |
Abstract | This paper discusses the PhD research process from my perspective as an Aboriginal man. The paper illuminates how I navigated my way through a Western academic system using an Aboriginal framework. I give insights into the dynamics at play in both academic and traditional ways of knowing, being and doing. As an Aboriginal researcher, I was intent, as many Aboriginal scholars are, on doing research that was inclusive, respectful, culturally appropriate and satisfactory to both partners. The paper is not designed as a 'one size fits all', but may be used as a signpost for those who choose to do research with Aboriginal people or for insights into the experiences of an Aboriginal Higher Degree by Research student and researcher. (As Provided). |
Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |