Overview

This book points to the struggles that emerge when change is made in the core knowledge-production and transmission work of Indigenous tertiary education. It argues that when this shift is accepted, the status quo) that is, the status quo accepted by those 'who-know-best' for us and their fellow travellers) is adjusted towards a more equitable understanding between Indigenous and Western forms of knowledge. The struggle to make such a shift is explored through critical work in areas such as curriculum change, Indigenous employment and in bringing a stronger Indigenous philosophical and cultural underpinning to the core of our learning and work.

The Ularaka and the ontologies it contains reveal that we exist as embodied, reciprocal and related entities within an embodying lifeworld whose epistemologies are likewise formed from the Ularaka. From it and in it our knowledge exists, is located and has presence while it is experienced, organised and controlled, and our doing is dialogued, mentored and responsible as we engage and interpret all for understanding. These different spheres of the Yalka are also tied as the sacred and temporal. This is a complex system, although incomplete, as it is impossible to articulate all of the Ularaka here. Indeed, it is always incomplete as it strives for expansion of consciousness as we each do in our lives as Arabana Nharla (people). This framework is drawn on to underpin and work from in this book. An ancient Yanhirnda arratya process is also used to record and present 'data'. The book then turns to consideration and analysis of 'data' through a personal reflexive process involving experience, engagement and interpretation. This work brings forth six key areas of new knowledge.

The key areas of new knowledge concern the guises of resistance that emerged at the locus of my research, Batchelor Institute of Indigenous Tertiary Education. These areas of new knowledge took the form of emotionality and even racism as the 'experts' (those who speak for us) asserted hegemonic ideology and philosophies of, up to this point, benevolent control. Also threaded through this book are areas of change that were implemented at the Institute such as curriculum work and Indigenous staff increases as Indigenous knowledge was shifted to the core of content, processes and practice. These areas, along with Indigenous authority (a long term Indigenous vision) in change processes, will bring freedom from ongoing subjugation through experience, interpret and responsible engagement. Decolonisation is intricately entwined with Indigenous knowledge and the ontological constructs that arise from this knowledge. Decolonisation from within Indigenous philosophy, knowledge and standards is therefore a counter-hegemonic act bringing our knowledge to the core of activities and around us in our life worlds and learning activities. This is where Indigenous pedagogy is discussed.

Finally, I speak of my own powerful learning journey within this doctoral study which has been kalyi-ma maya ungu by my Elders and the Ularaka.

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.

Table of Contents

Contents
Acknowledgements
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

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