Arlathirnda Ngurkarnda Ityirnda: Being-Knowing-Doing
RRP: AUD $57.50 + p&p
Institution Price: AUD $85.50

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Arlathirnda Ngurkarnda Ityirnda: Being-Knowing-Doing

De-Colonising Indigenous Tertiary Education

Written by Veronica Arbon.
ISBN: 978-1921214-40-0 B5 193pp
AUD $57.50 + p&p

About

Veronica Arbon is an Arabana woman of the west Lake Eyre region of central South Australia. Previously the Director of Batchelor Institute, an Indigenous university in the Northern Territory, she is currently Professor and Chair in Indigenous Knowledge Systems at Deakin University.

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Reviews

"She has succeeded in delineating and elaborating on the dialectics of colonizer-colonized interaction in the tertiary education arena in a way that expands our understanding and opens up many new questions and avenues for inquiry and praxis." -- Ray Barnhardt, University of Alaska Fairbanks

"This book turns western epistemology on its head... It shows how colonialism is 're-born' in externally defined accountability structures, standards, and funding limitations. This is the impasse found when 'experts' speak for Aboriginal peoples." -- Manulani Aluli Meyer, University of Hawaii.

"This is indeed a magnificent book that lifts the nexus between Indigenous and western knowledge systems beyond mere comparison to a new high that forensically examines both through mutually stalwart lenses." -- Mark J Rose, Victorian Aboriginal Education Association Inc.

"She has good knowledge and shows deep understanding of our knowledge and culture and shows appropriateness whenever it is right to do so in context to whatever is being discussed." -- Syd Strangways

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Table of Contents

  • Acknowledgements
  • For Readers of this Book
  • Arabana Language -- Wangka Arabana
    Chapter 1: My Story Wangka Anthuna
    A broad sweep of the issues
    Circles and Tracks -- Yalka as Metaphor
    Key Questions
    Chapter 2: They Call Us Arabana Kariru arinha Arbana pidlharnda
    Arabana Ularaka -- Ontologies
    To be as Arabana
    Being is Embodied
    Being is Reciprocal
    Being is Related
    Essence, Identity and Consciousness
    To Know as Arabana
    Knowing is Experienced
    Knowing is Organised
    Knowing is Controlled
    Knowing Exists, Is Located and Has Presence
    To Do as Arabana
    Doing is Engaged
    Doing is Interpretive
    Doing is Understanding
    Dialogued, Mentored and Responsible
    Chapter 3: Indigenous Tertiary Education
    Engagement for Survival
    Indigenous Tertiary Education -- A Broad Crisis
    Access to the Mainstream
    Supported Learning
    Curriculum Additions
    Aboriginal Tertiary Education in the Northern Territory
    Aboriginal Teacher Education Centre
    Batchelor College Emerges from ATEC
    Batchelor Institute of Indigenous Tertiary Education
    Chapter 4: Batchelor Institute and Colonialism
    Batchelor Institute
    Growing Strength in an Indigenous Knowledge Focus
    Colonialism Reborn
    Chapter 5: Know From Where? Ngurka Intyara-rnda
    How is Knowledge Constructed in the Western Tradition?
    Western philosophies
    Agency unto themselves
    Distinction with Indigenous Knowledge
    Phenomenology and Hermeneutics: Possibilities Perhaps
    Indigenous Approaches to Knowledge Creation
    Chapter 6: Doing Research
    Research Histories
    Indigenous Challenges to Research in Australia
    Broader Issues Within Indigenous Research
    Insider and Outsider Issues
    Essentialism and Authenticity
    Written and Oral Knowledge
    Ethics and the 'Proper Way'
    Indigenous Knowledge, Metaphor and 'Proper' Doing
    Doing in Research
    Chapter 7: Curriculum Yanhi-rnda arratya
    Curriculum
    Curriculum Struggles at Batchelor
    English Literacy and Numeracy
    Vocational Education and Training
    Indigenous Knowledge Within the Curriculum
    Indigenous Standards
    Institute Staff and Staff Development
    Resistance
    Chapter 8: Employment Yanhi-rnda arratya
    Indigenous Employment
    Indigenous Employment at the Institute
    English Literacy and Work
    Merit and Employment
    Indigenous Knowledge and Employment
    Institute Staff and Staff Development
    Resistance
    Chapter 9: Insights and Understandings
    Understanding Resistance to Indigenous Knowledge
    Decolonisation of the Academy
    Embodiment Requires Us at the Core
    Experience Brings Knowing
    Engagement is Responsibility
    Indigenous Pedagogy -- A Beginning
    Chapter 10: Conclusion Yalka yuka thikarnda
    Returning to the Key Research Questions
    Resistance Has Many Guises
    Decolonising Consciousness and Counter-Hegemony
    Indigenous Knowledge and Cultural Specificity
    Authority, Employment and Curriculum
    My Journey
  • Bibliography
  • Index

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