Negotiating Indigenous Higher Education Policy Analysis at the Cultural Interface in the Northern Territory, Australia
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| Title: | Negotiating Indigenous Higher Education Policy Analysis at the Cultural Interface in the Northern Territory, Australia |
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| Language: | English |
| Authors: | Street, C. (ORCID |
| Source: | Critical Studies in Education. 2023 64(3):250-266. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Geographic Regions, Educational Policy, Policy Analysis, Cultural Influences, Indigenous Populations, Indigenous Knowledge, Cultural Differences, Power Structure, Personal Narratives, Researchers, College Faculty, Interpersonal Relationship, Race, Accountability, Safety, Governance |
| Geographic Terms: | Australia |
| DOI: | 10.1080/17508487.2022.2083647 |
| ISSN: | 1750-8487 1750-8495 |
| Abstract: | Policy analysis can be useful for learning about 'what works' in policy. Contemporary policy studies literature highlight that such learning is influenced by power relations in government that shape our ways of knowing the world. This paper offers a critically reflexive narrative account of power relations present during Indigenous higher education policy analysis research conducted in the Northern Territory (NT), Australia to shed light on how to effectively negotiate policy analysis. We reflect on tensions that arose by applying Nakata's concept of the 'cultural interface', which accounts for the complexity of meaning making across diverse knowledge spaces. Narratives from an Indigenous Project Reference Group member are included to provide a perspective on these tensions from an Indigenous standpoint. The paper concludes by describing enabling conditions and strategies that were necessary for effective policy analysis, and considers implications for Indigenous higher education policy analysis in the NT. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1393433 |
| Database: | ERIC |
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| Abstract: | Policy analysis can be useful for learning about 'what works' in policy. Contemporary policy studies literature highlight that such learning is influenced by power relations in government that shape our ways of knowing the world. This paper offers a critically reflexive narrative account of power relations present during Indigenous higher education policy analysis research conducted in the Northern Territory (NT), Australia to shed light on how to effectively negotiate policy analysis. We reflect on tensions that arose by applying Nakata's concept of the 'cultural interface', which accounts for the complexity of meaning making across diverse knowledge spaces. Narratives from an Indigenous Project Reference Group member are included to provide a perspective on these tensions from an Indigenous standpoint. The paper concludes by describing enabling conditions and strategies that were necessary for effective policy analysis, and considers implications for Indigenous higher education policy analysis in the NT. |
|---|---|
| ISSN: | 1750-8487 1750-8495 |
| DOI: | 10.1080/17508487.2022.2083647 |
