Deep history and deep listening: Indigenous knowledges and the narration of deep pasts

2021 ◽  
pp. 1-20
Author(s):  
Ann McGrath ◽  
Laura Rademaker ◽  
Ben Silverstein
Keyword(s):  
Indigenous Knowledges ◽  
Deep Listening

The importance and promise of integrating Indigenous knowledges in nursing education

2020 ◽  
Vol 2 (1) ◽  
pp. 11-24
Author(s):  
Vanessa Van Bewer ◽  
Roberta L. Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Nursing Education ◽  
Nursing Profession ◽  
Ethical Values ◽  
Education Programs ◽  
Indigenous Knowledges ◽  
Indigenous Learning ◽  
Schools Of Nursing ◽  
Indigenous Perspectives

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

Deep Listening and Relationality: Cross-cultural Reflections on Practice With Young Women Who Use Violence

2021 ◽  
pp. 1-13
Author(s):  
Tamara Blakemore ◽  
Elsie Randall ◽  
Louise Rak ◽  
Felicity Cocuzzoli
Keyword(s):  
Young Women ◽  
Cross Cultural ◽  
Deep Listening

scholarly journals On the Move: Principal Components of the Functions and Experiences of Mobile Music Listening

2021 ◽  
Vol 4 ◽  
pp. 205920432110328
Author(s):  
Mia Kuch ◽  
Clemens Wöllner
Keyword(s):  
Life Experiences ◽  
Principal Component ◽  
Underlying Structure ◽  
Music Listening ◽  
Social Dimensions ◽  
Online Questionnaire ◽  
Mood Management ◽  
Five Dimensions ◽  
Mobile Music ◽  
Deep Listening

Mobile music listening is widely recognized as an integral part of everyday music use. It is also a rather peculiar experience, since the listeners are surrounded by strangers in public and at the same time engaged in a solitary and private activity. The current study aimed at investigating the functions and experiences of mobile listening with a quantitative online questionnaire, and collected further information about mobile listening situations and listening habits. Among respondents ( n = 203), 89% reported listening to music while being on the move. We found mood-related and cognitive functions to be most prevalent (e.g., enhancing mood, relaxation, prevention of being bored), whereas least important functions relate to social dimensions (e.g., feeling less lonely, feeling less watched). Regarding experiences of mobile music, respondents most commonly adapted their mood to the music and lost touch with the current surroundings. A principal component analysis on ratings of functions and experiences resulted in an underlying structure of five dimensions, representing different levels of involvement: (1) Mood Management comprises functions to satisfy individual needs; (2) Absorption and Aestheticization encompasses deep listening experiences and altered perception of the surroundings; (3) Social Encapsulation and Self-Focus describe the distancing of oneself and changes in attention; (4) Distraction and Passing Time include the prevention of being bored and making time pass faster; and (5) Auditory Background is defined by a non-attentive and rather unaffected music listening. These results highlight the immersiveness of mobile music listening. By creating an individual soundworld, listeners distance themselves from the surroundings aurally and mentally, and modify their attention, perception, moods, and emotions, leading to an improvement of daily life experiences while moving.

Thinking Outside the Circle: Reflections on Theory and Methods for School-Based Garden Research

2017 ◽  
Vol 47 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Liesa Clague ◽  
Neil Harrison ◽  
Katherine Stewart ◽  
Caroline Atkinson
Keyword(s):  
Research Process ◽  
Philosophical Approach ◽  
Approach To Learning ◽  
Australian Aboriginal ◽  
Cultural Integrity ◽  
School Based ◽  
Language Groups ◽  
Considerable Research ◽  
The Impact ◽  
Deep Listening

School-based gardens (SBGs) are contributing to improvements in many areas of education, including nutrition, health, connectedness and engagement of students. While considerable research has been conducted in other parts of the world, research in Australia provides limited understanding of the impact of SBGs. The aim of this paper is to give a reflective viewpoint on the impact of SBGs in Australia from the perspective of an Aboriginal philosophical approach called Dadirri. The philosophy highlights an Australian Aboriginal concept, which exists but has different meanings across Aboriginal language groups. This approach describes the processes of deep and respectful listening. The study uses photovoice as a medium to engage students to become researchers in their own right. Using this methodology, students have control over how they report what is significant to them. The use of photovoice as a data collection method is contextualised within the Aboriginal philosophical approach to deep listening. For the first author, an Aboriginal researcher (Clague), the journey is to find a research process that maintains cultural integrity and resonates with the participants by affirming that a culturally sensitive approach to learning is important.

scholarly journals Introduction: Issues in (Re)Contesting Indigenous Knowledges and Indigenous Studies

2007 ◽  
Vol 36 (S1) ◽  
pp. 1-6 ◽  
Author(s):  
Sandra Phillips ◽  
Jean Phillips ◽  
Sue Whatman ◽  
Juliana McLaughlin
Keyword(s):  
Indigenous Studies ◽  
Indigenous Knowledges

“In search of our better selves”: Totem Transfer Narratives and Indigenous Futurities

2018 ◽  
Vol 42 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Dallas Hunt
Keyword(s):  
Global Warming ◽  
Science Fiction ◽  
Cultural Production ◽  
The Self ◽  
Intergenerational Transfer ◽  
Canadian Literature ◽  
Indigenous Knowledges ◽  
Contemporary Science ◽  
White Settlers ◽  
Sustainable Futures

Much contemporary science fiction urges us to focus on eco-activism and sustainable futures in order to prevent environmental catastrophe. From a critical Indigenous and anticolonial perspective, however, the question becomes “for whom are these futures sustainable”? Set in a nondescript desert dystopia, George Miller's film Mad Max: Fury Road 2015 alludes to the westerns of yesteryear and the Australian “outback”—spaces coded as menacing in their resistance to being tamed by settler-colonial interests. This article charts how Miller's film, while preoccupied with issues pertaining to global warming and ecological collapse, replicates and reifies settler replacement narratives, or what Canadian literature scholar Margery Fee has referred to as “totem transfer” narratives (1987). In these narratives, ultimately the “natives” transfer their knowledges and then disappear from view, helping white settlers remedy the self-created ills that currently threaten their worlds and enabling them to inherit the land. In the second half, I also consider how Indigenous futurist texts offer decolonizing potentials that refute the replacement narratives that persist in settler-colonial contexts. In particular, I examine how Indigenous cultural production emphasizes the importance of the intergenerational transfer of Indigenous knowledges and refuses the hermeneutic of reconciliation that seeks to discipline Indigenous futures in the service of a settler-colonial present.

Sign in / Sign up

Export Citation Format

Share Document