The language education policy research based on the views of remote Indigenous communities that is the subject of this paper involved a complex metaphoric dance but one centred on the lead of Aboriginal collaborative research participants. The researchers in this dance, fortunately, had enough experience in traditional Aboriginal decision-making processes and so knew the tilts and sways that ensured the emergence of a reliable picture of remote Indigenous knowledge authority. However, as with most Indigenous research, the de-colonisation process and the use of Indigenous research methods hit a misstep when it came to the academy’s ethical procedures and institutional gatekeeping. This almost led to a position from which the research would not recover and from which a contentious but important Indigenous topic on Indigenous language education remained unvoiced.
AuthorOldfield, J.Forrester, V.Date2018Publication CollectionNorthern Institute - Learning Communities: International Journal of Learning in Social ContextsVolume23/ 2018Page Number64-75CopyrightThis work is licensed under CC BY-SASuggested CitationOldfield, J. & Forrester, V. (2018). The dancing trope of cross-cultural language education policy. Learning Communities: International Journal of Learning in Social Contexts [Special Issue: Ethical relationships, ethical research in Aboriginal contexts: Perspectives from central Australia], 23, 64-75. DOI: https://doi.org/10.18793/LCJ2018.23.06ISSNISSN 1329-1440 (online)ISSN 2202-7904 (print)PublisherFaculty of Law, Education, Business and Arts CHARLES DARWIN UNIVERSITYPlace of PublicationDarwin
Forrester, V., The dancing trope of cross-cultural language education policy (2018). Charles Darwin University, accessed 30/11/2023, https://digitalcollections.cdu.edu.au/nodes/view/4854