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Exploring the research of Central Australia: new issue of the Journal of Intercultural Studies

Exploring the research of Central Australia: new issue of the Journal of Intercultural Studies

The first issue of 2019 of the Journal of Intercultural Studies (JICS), ‘Knowledge Intersections: Exploring the Research of Central Australia’, is out now.

‘Pathways across a remapped landscape’, Al Strangeways & Lisa Papatraianou.

Guest edited by Lisa Hall and John Guenther (Batchelor Institute, Batchelor), the collection of papers explores how local researchers in remote and rural central Australia, and research work that they do, reflect the ideas of ‘crossings’ and ‘knowledge intersections’. Local Arrernte people interpret ‘crossings’ as Iwerre-Atherre meaning two roads meeting, neither blocking nor erasing the other; two-way learning or travelling together. Contributors to the collection explore how research can help to create knowledge crossings; examining instances of the intersection of knowledge systems that occur within formal education settings such as schools and tertiary settings. Taken together, the papers offer insights on collaborative and decolonising research methodologies, practices and ethical considerations that offer ways of doing intercultural research open to two-way learning.’

Topics covered in this issue of JICS include:

  • insider/outsider/in-between researcher positionalities;

  • the application of critical race theory to the contemporary Aboriginal boarding school model in South Australia;

  • the way different knowledges lend meaning to ‘resilience’ in the practice of teacher education;

  • insights from Charles Darwin University’s programme to strengthen Indigenous participation and practice of STEM education – drawing out effective ‘both-ways’ approaches to STEM education;

  • an examination of production and publication of two books of Warlpiri women’s yawulyu song traditions – yielding unique insights into intercultural dynamics and contexts from which these book projects were formed;

  • a critical look at the complex array of neocolonial barriers, as well as possibilities for co-creation of knowledge, that Aboriginal people from remote communities in Central Australia encounter when they undertake to become qualified teachers;

  • the mechanics of an intercultural and decolonised research collaboration recruiting art and story to communicate knowing and being in the homeland ­­­­– offering multimodal methods of Cultural Literacy; and

  • a critical literary history of the Red Centre, the asks us to re-examine the frontier metaphor of this place in literature and in expressions of the Australian psyche.


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