Ground Up Inquiry is the name of a situated approach to researching used by the Contemporary Indigenous Knowledge and Governance (CIKG) team in CDU’s Northern Institute (Charles Darwin University, 2017a). The team partners with Indigenous researchers working under the authority of Elders in their home places. Many of our partner researchers offer research services through Indigenous Researchers Initiative (Charles Darwin University, 2017b). In the Northern Territory of Australia, Ground Up is often contract research and service delivery, but it is also increasingly recognised as an established research method where Indigenous and academic knowledge authorities work together as equals under the aegis of the modern university system. Composed as answers to questions, this paper revisits the origins of Ground Up, and gives an overview of this approach as situated research.
{"title":"Ground Up Inquiry: Questions and Answers About the Emergence and Development of a Northern Australian Tradition of Situated Research","authors":"Helen Verran, M. Spencer, M. Christie","doi":"10.18793/lcj2022.27.02","DOIUrl":"https://doi.org/10.18793/lcj2022.27.02","url":null,"abstract":"Ground Up Inquiry is the name of a situated approach to researching used by the Contemporary Indigenous Knowledge and Governance (CIKG) team in CDU’s Northern Institute (Charles Darwin University, 2017a). The team partners with Indigenous researchers working under the authority of Elders in their home places. Many of our partner researchers offer research services through Indigenous Researchers Initiative (Charles Darwin University, 2017b). In the Northern Territory of Australia, Ground Up is often contract research and service delivery, but it is also increasingly recognised as an established research method where Indigenous and academic knowledge authorities work together as equals under the aegis of the modern university system. Composed as answers to questions, this paper revisits the origins of Ground Up, and gives an overview of this approach as situated research.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89379395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Larger sizes of households tighten the resources of families particularly those in lower wealth quintiles. Households in poorer quintiles are trapped into high child mortality. The risk of child survival leads to high fertility and little investment in children. The conditions to pull these households from this malicious trap are already absent. For instance, the indicators like, women’s low rates of education, early marriages and early pregnancies, and too little birth intervals are very discouraging in Pakistan. Unfortunately, households in poorer quintiles are the least beneficiaries from national revenues and policies in developing countries, in general, are designed for general public and benefit from those policies rarely reach to most needy households. The objectives of this paper are: (i) to emphasize the changing dynamics of fertility behavior and incidence of child mortality across the wealth distribution through an empirical investigation of five wealth quantiles, (ii) to explore the causal relationship between under 5 child mortality and fertility, and finally to examine the counter effect of a few policy instruments. For this purpose, the paper exploits the latest Pakistan Demographic Health Survey to examine few important policy variables to break the nexus between poverty, child mortality and high fertility. The counterfactual analysis suggests marginal improvement in a few variables; like female education, delay in first conception and incremental increase in birth intervals if in targeted households, will significantly change the child mortality and fertility rates. The analysis will be helpful for designing interventions. This analysis can also provide guidelines for women centered institutions like Banazir Income Support Programme, federal and provincial mother and child health departments and family planning offices.
{"title":"Child Mortality, Fertility and Poverty: A Counterfactual Analysis","authors":"A. Hyder, Wali Ullah","doi":"10.18793/lcj2022.27.05","DOIUrl":"https://doi.org/10.18793/lcj2022.27.05","url":null,"abstract":"Larger sizes of households tighten the resources of families particularly those in lower wealth quintiles. Households in poorer quintiles are trapped into high child mortality. The risk of child survival leads to high fertility and little investment in children. The conditions to pull these households from this malicious trap are already absent. For instance, the indicators like, women’s low rates of education, early marriages and early pregnancies, and too little birth intervals are very discouraging in Pakistan. Unfortunately, households in poorer quintiles are the least beneficiaries from national revenues and policies in developing countries, in general, are designed for general public and benefit from those policies rarely reach to most needy households. The objectives of this paper are: (i) to emphasize the changing dynamics of fertility behavior and incidence of child mortality across the wealth distribution through an empirical investigation of five wealth quantiles, (ii) to explore the causal relationship between under 5 child mortality and fertility, and finally to examine the counter effect of a few policy instruments. For this purpose, the paper exploits the latest Pakistan Demographic Health Survey to examine few important policy variables to break the nexus between poverty, child mortality and high fertility. The counterfactual analysis suggests marginal improvement in a few variables; like female education, delay in first conception and incremental increase in birth intervals if in targeted households, will significantly change the child mortality and fertility rates. The analysis will be helpful for designing interventions. This analysis can also provide guidelines for women centered institutions like Banazir Income Support Programme, federal and provincial mother and child health departments and family planning offices.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74246718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Can educators and researchers rethink what theory does in public education so as not to repeat colonial theories and policies predicated on mis/conceptions of “terra nullius” and “terra incognita”? My initial concern as a teacher and administrator working in Northern Territory for over two decades, was the question: “What theories underpin public education policy directives and implementation plans?” Recently my focus has shifted to include what theory is and what it is doing in shaping whose lives (human and non-human) matter. The shift occurred because many theories appeared to perpetuate “more of the same” outcomes, specifically for Indigenous students and their communities. The shifts from what theory is to what theory is doing in the world occur through the daily rhythms – as a precedent of Arrernte practices – of walking Country. Through quotidian acts of walking, I begin to understand that theory is the inseparability of being, doing and thinking, what Barad’s agential realism calls “ethico-onto-epistem-ology”. To show how walking of country is doing theory, I diffractively read several texts (including the non-English and poetic). This gives a sense of what theory is doing in and of the specific matters it inhabits: Arrernte Country, colonisation, education policy directives, walking and creative expression. Theory is taken up through the ethics of those lives rendered un/thinkable, in/visible in public education in Mparntwe (Alice Springs). A diffractive approach in this context opens theory up, to express thinking differently with the commitment to unsettle education policy as a continued reflection of ongoing colonisation.
{"title":"Undoing Theory: Walking of Arrernte Country – Co-creating Knowledge and Meaning in Central Australia","authors":"Wendy L. Cowan","doi":"10.18793/lcj2022.27.03","DOIUrl":"https://doi.org/10.18793/lcj2022.27.03","url":null,"abstract":"Can educators and researchers rethink what theory does in public education so as not to repeat colonial theories and policies predicated on mis/conceptions of “terra nullius” and “terra incognita”? My initial concern as a teacher and administrator working in Northern Territory for over two decades, was the question: “What theories underpin public education policy directives and implementation plans?” Recently my focus has shifted to include what theory is and what it is doing in shaping whose lives (human and non-human) matter. The shift occurred because many theories appeared to perpetuate “more of the same” outcomes, specifically for Indigenous students and their communities. The shifts from what theory is to what theory is doing in the world occur through the daily rhythms – as a precedent of Arrernte practices – of walking Country. Through quotidian acts of walking, I begin to understand that theory is the inseparability of being, doing and thinking, what Barad’s agential realism calls “ethico-onto-epistem-ology”. To show how walking of country is doing theory, I diffractively read several texts (including the non-English and poetic). This gives a sense of what theory is doing in and of the specific matters it inhabits: Arrernte Country, colonisation, education policy directives, walking and creative expression. Theory is taken up through the ethics of those lives rendered un/thinkable, in/visible in public education in Mparntwe (Alice Springs). A diffractive approach in this context opens theory up, to express thinking differently with the commitment to unsettle education policy as a continued reflection of ongoing colonisation.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88075579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephen Bolaji, S. Anyama, Olabisi Kuteyi-Imonitie, O. Ibilola, S. Jalloh
The study investigated the growing concern of the African professionals who arrived in Australia since 2007. The ongoing concern was based on the lack of job opportunity in their nominated skilled occupation in post arrival in Australia. The study used demographic questionnaire and semi-structured interview to elicit information from forty (40) participants from Western Australia and Northern Territory cities and regional areas. The data analysed provided the needed perspectives about the extreme frustration of the African skilled migrants lack job opportunities in the post arrival in Australia. Based on the findings, the study made some recommendations, including counselling implications on several pathways on how African professionals could gain recognition for opportunities in their professional areas.
{"title":"Hear it From the Horses’ Mouth: Listening to African Professionals in Australia","authors":"Stephen Bolaji, S. Anyama, Olabisi Kuteyi-Imonitie, O. Ibilola, S. Jalloh","doi":"10.18793/lcj2022.27.04","DOIUrl":"https://doi.org/10.18793/lcj2022.27.04","url":null,"abstract":"The study investigated the growing concern of the African professionals who arrived in Australia since 2007. The ongoing concern was based on the lack of job opportunity in their nominated skilled occupation in post arrival in Australia. The study used demographic questionnaire and semi-structured interview to elicit information from forty (40) participants from Western Australia and Northern Territory cities and regional areas. The data analysed provided the needed perspectives about the extreme frustration of the African skilled migrants lack job opportunities in the post arrival in Australia. Based on the findings, the study made some recommendations, including counselling implications on several pathways on how African professionals could gain recognition for opportunities in their professional areas.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78010184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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{"title":"Editorial: Working with multiple knowledges in Australia’s top end","authors":"C. Bow, L. Norrington, Helen Verran, M. Christie","doi":"10.18793/lcj2020.26.01","DOIUrl":"https://doi.org/10.18793/lcj2020.26.01","url":null,"abstract":"• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75654181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wealth from extractive development has been at the forefront of political aspirations for the Northern Territory of Australia (NT), and of northern Australia more broadly, for many decades. According to political, bureaucratic and industry rhetoric, the north is insufficiently developed to reach its full potential. The most recent iteration of this development agenda has been catalysed by the Commonwealth Government’s White Paper on “Developing the North”. Eschewing the usual frames for analysing ‘development,’ this paper proposes that northern development can be seen as a going on together doing differences with development “objects.’ It mobilises a ground-up STS to understand what such objects are in an unorthodox way, as socio-material entities. The entities the paper focuses on are gravelly; gravelly roads, and legal contracts that concern gravel. Northern development certainly requires that these two entities, very different though they are, must go on together. But seeing that necessity, we also see that a third gravelly entity, often obscured, needs to be foregrounded to understand what is also at stake in northern development projects. The ‘people-places’ that are gravel pits need to be explicitly involved as objects if northern development is to be inclusive, and is to disrupt the dominant power relations within which it is enmeshed. As socio-material entities, the places that are the gravel pits, intimately involved with gravelly roads and legal contracts, are about gravel supply. Yet they are owned by Indigenous landowners. These places are constituted in quite different institutions, alternative and diverse languages, and in disparate knowledge traditions, compared with those that constitute the gravelly roads, and the legal contracts concerning gravel. The paper argues that all three are ‘northern development objects,’ and all need to be involved in northern development policy. Introduction: on gravel In recent years, buoyed by the release by the federal Coalition government of a ‘White Paper’ on developing northern Australia in 2015 (Australian Government, 2015), a raft of NT and Commonwealth government agencies have worked furiously towards a common goal of ‘Developing the North.’ The objectives of these development imperatives can nonetheless be slippery, particularly in the underpopulated NT where according to the NT Government a “large undeveloped land mass” has yet to reach its “full potential.”1 But typically, the agenda 1 https://business.nt.gov.au/investment-and-major-projects/investment-and-development/northern-australia-development. 41 Learning Communities | Special Issue: Collaborative Knowledge Work in Northern Australia | Number 26 – November 2020 involves the establishment of large-scale mining and petroleum operations, pastoralism, agriculture and aquaculture, and can also involve state exploitation of land, including for defence training purposes, and infrastructure such as housing, dams or roads. Such projects are p
几十年来，采掘开发带来的财富一直是澳大利亚北领地(NT)乃至更广泛意义上的澳大利亚北部的首要政治诉求。根据政治、官僚和工业界的说法，北方发展不足，无法充分发挥其潜力。联邦政府关于“发展北方”的白皮书推动了这一发展议程的最新更新。本文避开了分析“发展”的通常框架，提出北方的发展可以被看作是与发展“对象”一起进行的差异。它动员了一个草根STS以一种非正统的方式来理解这些对象是什么，作为社会物质实体。本文关注的实体是细粒的;砾石路面，以及与砾石有关的法律合同。北方的发展当然要求这两个实体，尽管它们非常不同，但必须共同发展。但在看到这种必要性的同时，我们也看到，第三个经常被模糊的实体需要被突显出来，以理解北方开发项目的利害关系。如果北方发展要具有包容性，并且要打破其所纠缠的主导权力关系，那么砾石坑中的“人-地方”需要明确地作为对象参与进来。作为社会物质实体，砾石坑与砾石道路和法律合同密切相关，与砾石供应有关。然而，它们属于土著土地所有者。与那些砾石道路和砾石法律合同不同的地方相比，这些地方是由完全不同的制度、不同的语言和不同的知识传统构成的。这篇论文认为，这三个都是“北方发展对象”，都需要参与北方发展政策。近年来，受联邦联合政府发布的2015年开发澳大利亚北部的白皮书(Australian government, 2015)的鼓舞，北领地和联邦政府机构纷纷为实现“开发北部”的共同目标而努力。然而，这些发展的目标可能是不稳定的，特别是在人口稀少的北部地区，根据北部政府的说法，“大片未开发的土地”尚未发挥其“全部潜力”。“但通常情况下，议程https://business.nt.gov.au/investment-and-major-projects/investment-and-development/northern-australia-development。学习社区|特刊:北澳大利亚的协作知识工作|第26期- 2020年11月涉及建立大规模采矿和石油业务、畜牧业、农业和水产养殖，还可能涉及国家对土地的开发，包括用于国防训练目的，以及住房、水坝或道路等基础设施。这些项目理所当然地被认为是为了“共同利益”(Blaser & de La Cadena, 2017，第185页)，当然是为了北领地作为一个政治和经济管辖区，但也为了土著人民，他们将通过由此产生的就业、商业机会和服务摆脱贫困。本文以一种非正统的方式质疑支撑北方发展的假设和知识传统:通过动员一种“自下而上”的STS方法来理解北方发展的世俗社会物质对象是如何经常被不同地构成的。以砾石为例，砾石是北部大部分道路网络的核心构成要素，我考虑了我的对话者在北部土著土地委员会的雇员如何根据他们所采用的材料、社会和文本认知实践，将这种岩石集料作为法律合同或道路(Shapin & Schaffer, 1985)。然而，这个分析中缺少的是第三个概念，即砾石坑是“人的地方”(Verran, 2002)。在这个概念中，砾石坑是由土著知识实践构成的，这些实践承认“人类与非人类之间的关系共同构成”(de la Cadena, 2010，第356页)。如果我们关注砾石的不同制定方式，我们就可以开始认识到，在“发展北方”的口号下，世界上哪些地区享有特权，哪些地区被排除在外，从而为更具包容性的发展政策开辟了潜力。
{"title":"On gravel – socio-material objects of northern development","authors":"Kirsty Howey","doi":"10.18793/lcj2020.26.07","DOIUrl":"https://doi.org/10.18793/lcj2020.26.07","url":null,"abstract":"Wealth from extractive development has been at the forefront of political aspirations for the Northern Territory of Australia (NT), and of northern Australia more broadly, for many decades. According to political, bureaucratic and industry rhetoric, the north is insufficiently developed to reach its full potential. The most recent iteration of this development agenda has been catalysed by the Commonwealth Government’s White Paper on “Developing the North”. Eschewing the usual frames for analysing ‘development,’ this paper proposes that northern development can be seen as a going on together doing differences with development “objects.’ It mobilises a ground-up STS to understand what such objects are in an unorthodox way, as socio-material entities. The entities the paper focuses on are gravelly; gravelly roads, and legal contracts that concern gravel. Northern development certainly requires that these two entities, very different though they are, must go on together. But seeing that necessity, we also see that a third gravelly entity, often obscured, needs to be foregrounded to understand what is also at stake in northern development projects. The ‘people-places’ that are gravel pits need to be explicitly involved as objects if northern development is to be inclusive, and is to disrupt the dominant power relations within which it is enmeshed. As socio-material entities, the places that are the gravel pits, intimately involved with gravelly roads and legal contracts, are about gravel supply. Yet they are owned by Indigenous landowners. These places are constituted in quite different institutions, alternative and diverse languages, and in disparate knowledge traditions, compared with those that constitute the gravelly roads, and the legal contracts concerning gravel. The paper argues that all three are ‘northern development objects,’ and all need to be involved in northern development policy. Introduction: on gravel In recent years, buoyed by the release by the federal Coalition government of a ‘White Paper’ on developing northern Australia in 2015 (Australian Government, 2015), a raft of NT and Commonwealth government agencies have worked furiously towards a common goal of ‘Developing the North.’ The objectives of these development imperatives can nonetheless be slippery, particularly in the underpopulated NT where according to the NT Government a “large undeveloped land mass” has yet to reach its “full potential.”1 But typically, the agenda 1 https://business.nt.gov.au/investment-and-major-projects/investment-and-development/northern-australia-development. 41 Learning Communities | Special Issue: Collaborative Knowledge Work in Northern Australia | Number 26 – November 2020 involves the establishment of large-scale mining and petroleum operations, pastoralism, agriculture and aquaculture, and can also involve state exploitation of land, including for defence training purposes, and infrastructure such as housing, dams or roads. Such projects are p","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80687680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Working together: a story-based approach","authors":"L. Norrington, Jangu Nundhirribulla","doi":"10.18793/lcj2020.26.06","DOIUrl":"https://doi.org/10.18793/lcj2020.26.06","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79092298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What happens when just an ordinary interaction with a student shifts your whole perspective on things? A routine conversation as course coordinator with one of our post-graduate public policy students took an interesting and insightful turn recently, and our interaction brought to light for me the importance of storytelling and the holding of disconcertment in the reflexive doing of difference, even in places where you would least expect it. Instead of holding a conversation where our words and stories acted upon each other from a distance, in this instance, I experienced the experience of inhabiting the conversation. I experienced knowing in action; a doing of knowing, where the participants, the stories and the tensions and vulnerabilities that attend our stories are inextricably linked together and embodied in the constituent act of being the conversation. Although I have engaged in complex and insightful discussion on many occasions, this conversation, seemingly unremarkable at its outset, caught me off guard. It drew me into a process entirely unexpected, constituted through the inhabiting of the experience and the reflexive opportunities it presented. This paper seeks to describe and provide some analysis of this ‘experience of an experience’ with a view to understanding something more of the processes of ‘knowing in action’ and its role in skilling us to work better with difference.
{"title":"A story about stories: reflexivity in a conversation with a student of public policy","authors":"Greg Williams","doi":"10.18793/lcj2020.26.05","DOIUrl":"https://doi.org/10.18793/lcj2020.26.05","url":null,"abstract":"What happens when just an ordinary interaction with a student shifts your whole perspective on things? A routine conversation as course coordinator with one of our post-graduate public policy students took an interesting and insightful turn recently, and our interaction brought to light for me the importance of storytelling and the holding of disconcertment in the reflexive doing of difference, even in places where you would least expect it. Instead of holding a conversation where our words and stories acted upon each other from a distance, in this instance, I experienced the experience of inhabiting the conversation. I experienced knowing in action; a doing of knowing, where the participants, the stories and the tensions and vulnerabilities that attend our stories are inextricably linked together and embodied in the constituent act of being the conversation. Although I have engaged in complex and insightful discussion on many occasions, this conversation, seemingly unremarkable at its outset, caught me off guard. It drew me into a process entirely unexpected, constituted through the inhabiting of the experience and the reflexive opportunities it presented. This paper seeks to describe and provide some analysis of this ‘experience of an experience’ with a view to understanding something more of the processes of ‘knowing in action’ and its role in skilling us to work better with difference.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86755677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, I grapple with the application of a boundary object, in its position at the centre of a cross-cultural project in Indigenous northern Australia involving discrete knowledge communities—Yolŋu Indigenous landowners and hydrogeologists engaging in the hope of developing a community-led water management plan. Although I was officially assigned as a community engagement officer and a language translator, I found myself becoming a boundary object, comparable to a three-dimensional map of Aboriginal land. My positionality was considerably unsettling at times due to a culmination of disconcertments surfacing from my figure as a knower adopted into Yolŋu kinship system, as modest kin to the Yolŋu Aboriginal landscape of land and people. As a witness to the ways in which Yolŋu family live and care for their environment with the absence of centrality, I extend the notion of boundary object to the central understandings of Yolŋu kinship practice, where everyone and everything is a boundary object.
{"title":"Everyone and everything is a boundary object – an empirical account from a modest human boundary object","authors":"Yasunori Hayashi","doi":"10.18793/lcj2020.26.09","DOIUrl":"https://doi.org/10.18793/lcj2020.26.09","url":null,"abstract":"In this paper, I grapple with the application of a boundary object, in its position at the centre of a cross-cultural project in Indigenous northern Australia involving discrete knowledge communities—Yolŋu Indigenous landowners and hydrogeologists engaging in the hope of developing a community-led water management plan. Although I was officially assigned as a community engagement officer and a language translator, I found myself becoming a boundary object, comparable to a three-dimensional map of Aboriginal land. My positionality was considerably unsettling at times due to a culmination of disconcertments surfacing from my figure as a knower adopted into Yolŋu kinship system, as modest kin to the Yolŋu Aboriginal landscape of land and people. As a witness to the ways in which Yolŋu family live and care for their environment with the absence of centrality, I extend the notion of boundary object to the central understandings of Yolŋu kinship practice, where everyone and everything is a boundary object.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84971382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Stories, movement and country: living and learning together in northern Australia","authors":"Matthew Campbell","doi":"10.18793/lcj2020.26.04","DOIUrl":"https://doi.org/10.18793/lcj2020.26.04","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84548717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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