Indigenous Research

This subject is not offered in 2013.

240 hours

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website.

‘Indigenous Research’ is the core subject in the Professional Certificate in Indigenous Research (ProfCertIR) to be offered in 2012 as a week-long on-campus intensive Summer School prior to Semester I.

In this subject, ‘Indigenous research’ includes not only research by Indigenous individuals, but also research on Indigenous topics. The subject explores research and develops research skills from an Indigenous perspective, covering: selecting and refining a thesis topic; research design, methods and methodology; reviewing the literature; ethical issues in Indigenous research; intellectual property and copyright; establishing effective relationships with supervisors; managing scholarly information; Indigenous archival research; qualitative and quantitative data collection, analysis and presentation; and planning and writing a thesis.

The subject is taught in a mixed mode of seminars, case studies, and group activities, with an emphasis on collaborative learning and team-based problem solving. The format is interactive, with each session facilitated by an academic leader and/or panel of academics. Students engage in a range of activities, including structured reflection, academic writing, and formal verbal presentations. Students’ assessment tasks relate directly to their own research.

Upon satisfactory completion of the core subject, students are awarded a Professional Certificate in Indigenous Research, which will give them 25 credit points towards the Graduate Certificate in Indigenous Research and Leadership.

To provide a cohort experience and supportive learning environment for students engaged in Indigenous research, with the opportunity to establish ongoing professional networks.
To build research capacity within the cohort by means of providing accessible and culturally sensitive Indigenous research training.
To enable Research Higher Degree (RHD) candidates to:

• resolve research issues and bring this ability to the solving of research problems from an Indigenous perspective;
• demonstrate an understanding of ethical issues and conduct in Indigenous research;
• demonstrate a knowledge and appreciation of principles, practices and milestones in developing and completing their research projects;
• develop skills in communicating such knowledge and understanding effectively through oral and written research presentations.

1. Two individual 20 minute oral presentations to be delivered during the intensive program, of which only the second one is marked.

• The first presentation consists of the proposed research program and occurs on the first day. It is assessed only in terms of quality, and formative feedback is provided to students.
• The final 20 minute presentation is assessed formally on the 13th February, 2013, which is the last day of the intensive (20%).

2. One 1,500 word reflective journal (hurdle requirement) due on the 13th February, 2013 at the completion of the intensive (10%).
3. A written assignment of 5,000 words due on the 1st May, 2013 which is the end of semester one (70%).
[It is envisaged for example that the students will either prepare their research proposal, or undertake substantial work on one of their chapters such as the literature review]

A subject reader will be made available prior to the course, and is expected to be referred to in the first oral presentation.

This subject is not available as a breadth subject.

RHD candidates completing this subject will be able to:

• Apply research skills, practices and specialist knowledge in new and different contexts;
• Develop key learning and research strengths, and support their peers’ development as well;
• Communicate research goals, methods and findings effectively to non-specialists, including Indigenous communities;
• Demonstrate a high level of respect for Indigenous knowledge, cultures and values.