The Purga Project: Indigenous Knowledge Research

2001 ◽  
Vol 29 (2) ◽  
pp. 11-17 ◽  
Author(s):  
Norm Sheehan ◽  
Polly Walker
Keyword(s):  
Indigenous Knowledge ◽  
Torres Strait Islander ◽  
Research Methodologies ◽  
Torres Strait ◽  
University Lecturers ◽  
The University

We are Indigenous University lecturers involved in research with the Purga Elders and Descendants Aboriginal Corporation. Our research at Purga involves the instigation of Indigenous Knowledge as the basis of effective and valid research methodologies. This article will describe the work that the University of Queensland (UQ) Aboriginal and Torres Strait Islander Studies Unit is doing at Purga. It will then articulate the principles of Indigenous Knowledge Research that inform this work.

scholarly journals NEWS: UQ Aboriginal and Torres Strait Islander Student Participation Project

1995 ◽  
Vol 23 (1) ◽  
pp. 54-54
Keyword(s):  
Academic Performance ◽  
Torres Strait Islander ◽  
Student Participation ◽  
Indigenous Students ◽  
Monitoring Strategies ◽  
Torres Strait ◽  
The University

The Aboriginal and Torres Strait Islander Studies Unit at The University of Queensland has identified the need to develop detailed monitoring strategies to gauge the participation and academic performance of indigenous students at The University of Queensland. To reach this goal the Unit has launched a project which aims to investigate the participation and post-study destinations of Aboriginal and Torres Strait Islander students.

Finding Space and Place: Using Narrative and Imagery to Support Successful Outcomes for Aboriginal and Torres Strait Islander People in Enabling Programs

2016 ◽  
Vol 46 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Clair Andersen ◽  
Ann Edwards ◽  
Brigette Wolfe
Keyword(s):  
Torres Strait Islander ◽  
Aboriginal People ◽  
Word Meaning ◽  
Space And Place ◽  
Torres Strait Islander People ◽  
Entry Level ◽  
Whole Person ◽  
Low Expectations ◽  
Torres Strait ◽  
The University

‘Riawunna’ is an Aboriginal word meaning ‘a place of learning’ for Aboriginal people, from entry level to tertiary studies, at the University of Tasmania (UTAS) and operates on Hobart, Launceston and Burnie campuses. The Riawunna Centre was established to encourage Aboriginal people to aspire to higher levels of education, and to support them to be successful in their chosen course of study. One strategy developed to support the participation, retention and success of Aboriginal and Torres Strait Islander people is the Murina program. During the four year period between 2010 and 2013 every student at UTAS who graduated from the Murina program and chosen to enrol in undergraduate studies has been successful in completing their courses. One of the tools used to achieve this result is the strong use of narrative and images in our teaching. This whole-person approach to teaching resonates culturally with Aboriginal and Torres Strait Islander people, but is also applicable to any student of any culture, especially those who come to university tentatively and with low expectations of what they can achieve.

scholarly journals Listening to and learning from the experiences of Aboriginal and Torres Strait Islander students to facilitate success

2016 ◽  
Vol 7 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Katelyn Barney
Keyword(s):  
Undergraduate Students ◽  
Torres Strait Islander ◽  
Success Factors ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Future Developments ◽  
Torres Strait ◽  
The University ◽  
Tertiary Study

Drawing on interviews with current and past Indigenous undergraduate students at the University of Queensland (UQ), this paper reports on findings from a project that explored the experiences of Indigenous Australian students and identified inhibitors and success factors for students. It also discusses one of the outcomes of the project and planned future developments that aim to provide better support for Indigenous Australian students at UQ. By knowing and acting upon the kinds of mechanisms that can assist Indigenous students, their experiences of tertiary study can be enhanced, leading to more students enrolling in and completing university study.

Diwurruwurru: Towards a New Kind of Two-Way Classroom

1999 ◽  
Vol 27 (2) ◽  
pp. 24-26 ◽  
Author(s):  
John Bradley ◽  
Frances Devlin-Glass ◽  
Elizabeth Mackinlay
Keyword(s):  
Performance Practice ◽  
Torres Strait Islander ◽  
Community Education ◽  
Ethnographic Film ◽  
Women's Music ◽  
Indigenous Australia ◽  
Education Centre ◽  
Torres Strait ◽  
The University ◽  
Anthropological Society Of London

A project is currently underway at http://arts.deakin.edu.au which is innovative on a number of fronts. It has multiple beginnings: in the proactive, as culture dissemination work of a number of Yanyuwa and Garrwa women, who proclaimed in the white man’s world that they were ‘bosses themselves’ (Gale 1983) and who in various ways have sought to bring their culture to the attention of the wider world. This has been accomplished through a prize-winning (Atom Australian Teachers of Media awards in 1991) film, Buwarrala Akarriya: Journey East (1989), of are-enacted ritual foot-walk in 1988 from Borroloola to Manankurra 90 kilometres away. They also made a another prize winning film called Ka-wayawayarna: The Aeroplane Dance (1993) which won the Royal Anthropological Society of London award for the best ethnographic film in 1995. Since 1997 senior Yanyuwa women have been involved on a regular basis in sharing their knowledge of Yanyuwa performance practice with tertiary students in a subject called Women’s Music and Dance in Indigenous Australia which is offered as a course in anthropology through the Aboriginal and Torres Strait Islander Studies Unit, they have also lectured in core anthropology subjects in the faculty of Social and Behavourial Sciences Department of Anthropology and Sociology at the University of Queensland. They have also engaged actively in work as language preservers and teachers at the Borroloola Community Education Centre (hereafter BCEC) and in the Tennant Creek Language Centre program called Papulu Apparr-Kari.

Perspectives of my lived experiences for addressing suicides among aboriginal communities in the North Queensland tropics

2020 ◽  
Vol 16 (3) ◽  
pp. 211-219
Author(s):  
Mercy Baird
Keyword(s):  
Indigenous Knowledge ◽  
Cultural Values ◽  
Torres Strait Islander ◽  
Young Person ◽  
James Cook ◽  
Strategic Intent ◽  
The North ◽  
Philosophical Standpoint ◽  
Torres Strait ◽  
The Tropics

This article contextualises my perspectives of Indigenous knowledge within a cultural cosmology, used to address the suicide epidemic in an Indigenous Community in the Far North Queensland Tropics of Australia. I use my personal narrative from the philosophical standpoint theory of an Indigenous female with first-hand experience of living under the residues of the Queensland Government Act (1897). Through the lens of a social constructivist worldview and theoretical underpinnings of Indigenist research, I give honour to Indigenous knowledge, cultural values and privilege the voices of local people. As a PhD researcher at James Cook University, I apply to my research, “Healing after experiencing the suicide of a young person—Aboriginal and Torres Strait Islander perspectives informed by Indigenous Knowledges” with three Aboriginal and Torres Strait Islander Communities. This research also aligns itself to the JCU Strategic Intent, Peoples and Society in the Tropics.

A Torres Strait Islander Perspective on the Concept of Indigenous Knowledge

2001 ◽  
Vol 29 (2) ◽  
pp. 22-29 ◽  
Author(s):  
Georgina Whap
Keyword(s):  
Indigenous Knowledge ◽  
Major Part ◽  
Torres Strait Islander ◽  
Traditional Language ◽  
Torres Strait ◽  
Kinship Ties ◽  
Society Today

The concept of Indigenous knowledge itself has life; it is ‘living’ knowledge. This Indigenous knowledge or ‘living’ knowledge is not written, but rather transmitted orally by the gatekeepers and holders of knowledge, especially from our Elders ‘Athe’ (grandfather), ’Aka’ (grandmother), our parents ‘Baba’ (father), and ‘Ama’ (mother), as well as our (uncles) ‘Awahdeh’ and our (aunties) ‘Ama’. These holders of knowledge play a major part in our individual lives as they mould or shape our minds, values, ethics, morals and opinions about society today and its influences on us as individuals. The Elders also influence where we place ourselves in our community and in the wider community. This transmission of Indigenous knowledge is ‘passed on’ through traditional language, traditional lores, understandings of totems, kinship ties, performance of dances, songs, stories, myths, legends, rituals, ceremonies and activities or events which influence our lives daily.

The Black Academy

2020 ◽  
pp. 389-406
Author(s):  
Mark Rose
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Torres Strait Islander ◽  
Research Paradigm ◽  
Indigenous Culture ◽  
Torres Strait Islander People ◽  
Terra Nullius ◽  
Dark Ages ◽  
Indigenous Perspective ◽  
Torres Strait

The continent nominated by Westerners “Terra Australis Incognita” was land occupied for tens of thousands of years; home to peoples whose surviving descendants, the Aboriginal and Torres Strait Islander people, could claim to have sustained the world's oldest culture. The colonists occupying the territory, however, declared it “terra nullius,” a land with no recognized claim. The colonial attitude to Indigenous culture was similar, treating it as “Intellectual nullius.” From the colonial occupation to the 1980s became the “Dark Ages for Indigenous Knowledge,” in which the trans-generational capability, engaged in Western knowledge, was rare. In this chapter, this history is revisited on a path to current contributions of the Black Academy to higher education. These are advanced here as: an Indigenous perspective; an oppositional approach; integrative Indigenous knowledge; contemporary Indigenous knowledge; and pure Indigenous knowledge. Reflecting on the research paradigm involved, emerging contributions of the Black Academy represent a supercomplex renaissance.

Establishing a Community-Controlled Multi-Institutional Centre for Clinical Research Excellence in Aboriginal and Torres Strait Islander Health

2007 ◽  
Vol 36 (S1) ◽  
pp. 121-128
Author(s):  
Leilani Pearce ◽  
Bronwyn Fredericks
Keyword(s):  
Clinical Research ◽  
Torres Strait Islander ◽  
Health Sector ◽  
Research Centre ◽  
James Cook ◽  
Health Council ◽  
Torres Strait ◽  
Research Excellence ◽  
National Heart Foundation ◽  
The University

AbstractThe Queensland Aboriginal and Islander Health Council (QAIHC) lead and govern the Centre for Clinical Research Excellence (CCRE), which has a focus on circulatory and associated conditions in urban Aboriginal and Torres Strait Islander communities. The CCRE is a partnership between QAIHC and Monash University, the Queensland University of Technology, the University of Queensland, James Cook University, the National Heart Foundation, and the University of Wollongong. The establishment of the CCRE under the community-controlled model of governance is unique and presents both opportunities and challenges for innovative partnerships between universities and Aboriginal and Torres Strait Islander community organisations. This paper outlines the processes and strategies used to establish a multi-institutional research centre that is governed by the Aboriginal and Torres Strait Islander community-controlled health sector.

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