Abstract
The Aboriginal Voices project relies on engaging with two methodologies—systematic reviews and Indigenous methodologies. This approach draws on the methodological work of Petticrew and Roberts (Systematic reviews in the social sciences: A practical guide. Blackwell Publishing, 2006) on systematic reviews in the social sciences and the critical Indigenous research traditions championed by Indigenous scholars such as Linda Tuhiwai Smith, Lester-Irabinna Rigney and Marie Battiste. The explicit use of this critical approach acknowledges the colonial project of assimilating Indigenous people through schooling, and the central importance of Indigenous explanations of Indigenous experiences in schooling. Further the rigorous application of this methodology has meant that these discrete reviews can be brought to a single point of analysis to highlight systemic insights into the complex issues affecting the educational opportunities of Aboriginal and Torres Strait Islander students.
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Notes
- 1.
The term ‘Indigenous’ is used in this chapter in an effort to capture the broader Australian focus of this inquiry. The authors acknowledge the local contexts of Aboriginal and Torres Strait Islander communities, and the fact that even these terms are homogenised names that do not acknowledge over 500 language nations and dialects that make up the first peoples of this country.
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Lowe, K., Tennent, C., Burgess, C., Moodie, N., Vass, G., Guenther, J. (2023). Developing a Systematic Methodology to Explore Research in Indigenous Education. In: Moodie, N., Lowe, K., Dixon, R., Trimmer, K. (eds) Assessing the Evidence in Indigenous Education Research. Postcolonial Studies in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-14306-9_2
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