Broadening Academia: An Epistemic Shift towards Relationality

Autor/inn/en	Macdonald, Maryanne; Gringart, Eyal; Garvey, Darren; Hayward, Kenneth
Titel	Broadening Academia: An Epistemic Shift towards Relationality
Quelle	In: Higher Education Research and Development, 42 (2023) 3, S.649-663 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macdonald, Maryanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2087602
Schlagwörter	Higher Education; Universities; Indigenous Knowledge; Western Civilization; Indigenous Populations; Barriers; Natural Disasters; Audiences; Epistemology; Scientific Research; Research Methodology; Colonialism; Foreign Countries; Ecology; Land Use; Fire Protection; Postcolonialism; Economic Factors; Role; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Sinti und Roma; Natural disaster; Naturkatastrophe; Spectator; Zuschauer; Erkenntnistheorie; Research method; Forschungsmethode; Kolonialismus; Ausland; Ökologie; Bodennutzung; Brandbekämpfung; Post colonialism; Postkolonialismus; Ökonomischer Faktor; Rollen; Australien
Abstract	In this article, we present a critical reflection on the academy's approach to knowledge production and dissemination in Australian universities and propose a paradigm shift towards an approach that actively promotes Indigenous knowledges within the academic canon and searches for complementarity and shared interests between Indigenous and Western epistemes. We begin this article with discussion of the role of the academy, and Western and Indigenous discourses around knowledge. From there we discuss contemporary issues of bushfire management and the Juukan Gorge destruction as illustrations to make a case for the role of the academy in engaging with knowledges that arise outside Western paradigms; and translating those knowledges to diverse audiences. Finally, we examine obstacles that must be addressed in a robust academic pursuit of epistemological synergy. Issues of knowledge ownership, epistemological and methodological challenges, and neo-colonialism are discussed as critical aspects of all collaboration towards knowledge integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01