This course centres on how and why Indigenous research is different and important.  It is suitable for students without any prior knowledge. It is a practical, introductory research course that introduces students to the principles of Indigenous research: practices, collaboration and ethics.  This course is suitable for students who are considering working in Indigenous policy, organisations and research contexts. 

This course provides practical lessons about what constitutes good research practice and how to engage ethically in Indigenous spaces. It facilitates more respectful and meaningful engagement with (and between) Indigenous peoples, knowledges and ways of knowing and greater insight into the relevance of Indigenous perspectives in every sphere of knowledge and practice. 

Students are introduced to Indigenous perspectives about ways of doing Indigenous research. This includes developing knowledge about relationship building and how to undertake Indigenous research in a safe and ethical manner in accordance with Indigenous protocols. Students learn about the history of and developments in Indigenous research and how Indigenous knowledges and methodologies have challenged and changed Indigenous research practices within and outside academia. Students will be introduced to aspects of research design and practice, including quantitative, qualitative, and mixed method approaches for engaging in Indigenous research, including what is the difference, and what are the similarities, between indigenous and general research methods (including traditional and de-colonised methods). Students will also learn about the nuances and distinctions in ‘insider’ and ‘outsider’ and even ‘outsider/insider’ researcher identities and understanding how and in what context each of the researcher’s identity is appropriate. Like other courses in Indigenous studies, this course ‘de-centres’ Western knowledge, theories and methodology, and disrupts Western perspectives on Indigenous knowledges and ways of knowing. The course will be taught by Indigenous scholars and professionals who are experts in these areas, with non-Indigenous academics experienced in applying qualitative and quantitative methods to Indigenous research playing an active role in the course delivery.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. explain the role that historical and contemporary research methods and scholarship in the sciences and/or social sciences have played in the colonisation of Indigenous peoples;
2. identify and describe the history of methods and methodologies in Indigenous research in the context of Australian Indigenous history and culture, and policies pertaining to Indigenous peoples in Australia;
3. analyse the ways in which history and culture informs Australian Indigenous perspectives on Indigenous research;
4. demonstrate an informed understanding of good research practices, collaboration and ethics;
5. comprehend methods and methodologies in Indigenous research in the context of Australian Indigenous cultures and traditions; and
6. compare knowledge of Australian Indigenous concerns regarding methods and methodologies in Indigenous research in the global context.

Research-Led Teaching

A series of research-led seminars will be given by First Nations and non-Indigenous academics in their relevant discipline/field of expertise.

Field Trips

The potential for local field trips (pending student access to transport) will be discussed with students.

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	How and Why Indigenous Research is Different	Associate Professor Deirdre Howard-Wagner will present this seminar from 10am to 11am. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
2	Centralising Indigenous ontology - ways of knowing, being, and doing: from power to integrity & privileging standpoints to decolonising methodologies	Associate Professor Deirdre Howard-Wagner will present this seminar from 10am to 11am. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
3	Co-design, co-creation and collaboration: agency, integrity & privileging standpoints, advocacy, and real world impact	Associate Professor Deirdre Howard-Wagner will present this seminar from 10am to 11am. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
4	Designing Research with First Nations partners	The seminar will be a two hour presentation by Drs Annick Thomassin and Julie Lahn and Samantha Faulkner. Drs Annick Thomassin and Julie Lahn have extensive experience working in partnership with First Nations people including Samantha Faulkner who is a Torres Strait Islander a Torres Strait Islander and Aboriginal woman from the Wuthuthi/Yadhaigana peoples, Cape York Peninsula and Badu and Moa Islands, Torres Strait.
5	Quantitative research methods in Indigenous contexts	The seminar from 10am to 11am will be an online pre-recorded presentation. The qualitative lab will be from 11am to 12pm. Students will also be required to watch a pre-recorded online on research ethics in relation to research with First Nations people, organisations and communities.
6	Quantitative research methods in Indigenous contexts	A series of First Nations and non-Indigenous guest speakers with different disciplinary backgrounds and expertise in doing research with First Nations people, organisations, and communities will join us from 10am to 11am each week. They will not only share their research experiences but also lessons from the field. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
7	Research design and practices: lessons from the field	A series of First Nations and non-Indigenous guest speakers with different disciplinary backgrounds and expertise in doing research with First Nations people, organisations, and communities will join us from 10am to 11am each week. They will not only share their research experiences but also lessons from the field. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
8	Research design and practices: lessons from the field	A series of First Nations and non-Indigenous guest speakers with different disciplinary backgrounds and expertise in doing research with First Nations people, organisations, and communities will join us from 10am to 11am each week. They will not only share their research experiences but also lessons from the field. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
9	Research design and practices: lessons from the field	A series of First Nations and non-Indigenous guest speakers with different disciplinary backgrounds and expertise in doing research with First Nations people, organisations, and communities will join us from 10am to 11am each week. They will not only share their research experiences but also lessons from the field. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
10	Research design and practices: lessons from the field	A series of First Nations and non-Indigenous guest speakers with different disciplinary backgrounds and expertise in doing research with First Nations people, organisations, and communities will join us from 10am to 11am each week. They will not only share their research experiences but also lessons from the field. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
11	Research design and practices: lessons from the field	A series of First Nations and non-Indigenous guest speakers with different disciplinary backgrounds and expertise in doing research with First Nations people, organisations, and communities will join us from 10am to 11am each week. They will not only share their research experiences but also lessons from the field. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.
12	Research design and practices: lessons from the field	A series of First Nations and non-Indigenous guest speakers with different disciplinary backgrounds and expertise in doing research with First Nations people, organisations, and communities will join us from 10am to 11am each week. They will not only share their research experiences but also lessons from the field. Students will need to attend the qualitative lab from 11am to 12pm. Students may also need to view an pre-recorded online presentation.

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Detailed methodology section for esearch report	30 %	26/08/2022	12/09/2022	1,2,3,4,5
Research presentation (equivalent to 1500 word @ 100 words per minute)	20 %	18/10/2022	01/11/2022	1,2,3,4,5
Group or Individual Qualitative Research Project Report	50 %	04/11/2022	18/11/2022	1,2,3,4,5,6

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Students are expected to participate in the qualitative laboratories.

Assessment Task 1

Detailed methodology section for esearch report

The Detailed Methodology section of your Research Report is designed to reinforce the learning outcomes presented in the lectures and readings for the first five weeks of the course. 

Any research project involving First Nations peoples requires you to decide which methodologies and methods to utilise.  For your research project, you will need to: decide which theoretical perspectives, methodologies, and methods you should use and decide which techniques you could use to analyse data.

Our methodology (and our methods) is often influenced by a research ‘standpoint’ or position in relation to how research should be undertaken with Indigenous peoples, which in turn influences how a researcher engages in research with Indigenous peoples. Methodology is the theory and analysis of how you do research. There are many factors that influence our methodology – our histories, own existing knowledge, theory, our academic discipline, our preference for research methods. 

You will be introduced to how epistemology influences methodology, as well as the idea of western and Indigenous epistemologies (and the idea that there is not one methodology in either western or Indigenous research) in the first couple of weeks of the course. You will also learn in a straight-forward and accessible way how methodology is a complex process in the first two qualitative laboratories. 

The following articles reflect on issues research practice around doing research with Indigenous people – that is, key consideration in Indigenous methodologies, including issues of power, ethics, and how to engage in research with Indigenous communities. They are written by Aotearoan New Zealand, Turtle Island Canada and Australian Indigenous scholars with the exception of the article written by Castleden, Morgan and Lamb. The articles discuss issues pertaining to research practices, collaboration and ethics. They also reflect on historical and contemporary research methods and scholarship in the sciences and/or social sciences have played in the colonisation of Indigenous peoples. Some of the articles identify and describe the history of methods and methodologies in Indigenous research in the context of Indigenous history and culture, and policies pertaining to Indigenous peoples. There are those that analyse the ways in which history and culture inform Indigenous perspectives on Indigenous research. 

In discussing such matters, the authors present a standpoint or a position in relation to how research should be conducted with Indigenous peoples. 

Castleden, H., Morgan, V. S., & Lamb, C. (2012). “I spent the first year drinking tea”: Exploring Canadian university researchers’ perspectives on community-based participatory research involving Indigenous peoples. The Canadian Geographer/Le Géographe canadien, 56(2), 160-179.

Kwaymullina, A. (2016). Research, ethics and Indigenous peoples: An Australian Indigenous perspective on three threshold considerations for respectful engagement. AlterNative: An International Journal of Indigenous Peoples, 12(4), 437-449.

Datta, R. (2018). Decolonizing both researcher and research and its effectiveness in Indigenous research. Research Ethics, 14(2), 1-24.

Dreise, T and Mazursarki, E. (2018) "Weaving Knowledges."

Moreton-Robinson, A., 2013. Towards an Australian Indigenous women's standpoint theory: A methodological tool. Australian Feminist Studies, 28(78), pp.331-347.

Sumida Huaman, E., & Mataira, P. (2019). Beyond community engagement: centering research through Indigenous epistemologies and peoplehood. AlterNative: An International Journal of Indigenous Peoples, 15(3), 281-286.

Assessment 1 indicative marking criteria 

Excellent

• The paper is well-structured and presents an excellent case for the chosen approach.

. The framing and justification of choice of methodology, positionality, data collection, and analysis methods are excellent and thoroughly articulated.

. The key concepts you are working with are well-defined and well-integrated into your argument.

• You situate that framing well in the context of the scholarship/literature. You demonstrate that you have read widely (well beyond set readings) and clearly articulate a well-developed understanding of that literature. 

Very Good

• The paper is well-structured and presents a compelling case for your chosen approach.

. The framing and justification of choice of research methodology positionality, data collection and analysis methods are well articulated. 

. The key concepts are well-defined.

• You situate that framing in the context of the scholarship, including that you have read widely (well beyond set readings) and clearly articulate a sound understanding of that literature. 

Good

• The paper is well-structured and presents a sound case for your chosen approach.

. The framing and justification of choice of research methodology positionality, data collection and analysis methods are adequately articulated, but may be confusing/not clear at times. 

. The key concepts are well-defined.

• You situate that framing in the context of the scholarship, including that you have read beyond the set readings) and articulate a limited understanding of that literature.

Poor 

• The structure of your paper needs work, as does the case for your chosen approach.

. The key concepts are not well-defined.

. The framing and justification of choice of methodology, positionality, data collection and analysis methods are limited and sometimes very confusing/not articulated sufficiently. 

• There is limited referencing beyond the introductory literature set for the assessment and engagement with that literature is not well articulated.

Assessment Task 2

Research presentation (equivalent to 1500 word @ 100 words per minute)

Weeks 11 & 12. Students will give an in-class presentation, outlining their near finished research project, including the design, data collected and findings. The presentations will be take place on Tuesdays from 11am to 12pm in Week 11 and 10am to 12pm in Week 12.

Assessment Task 3

Group or Individual Qualitative Research Project Report

While it is preferred that you undertake and complete this assessment task as a group, individuals can seek permission from Ass Professor Deirdre Howard-Wagner to do the assessment task as an individual project.

Students will learn how to undertake qualitative research via the qualitative laboratories. Students will work together in a small group to design your own mini research project based on secondary qualitative document analysis. You will identify your research question, design your research, collect data that you will analyse, analyse that data, and then discuss the findings. The sources of data will be parliamentary speeches and media releases, print media, or submissions to parliamentary inquiries on Indigenous issues. 

A guide to writing your final Research Report will be provided on Wattle.

Assessment Rubrics

The research project (tasks) and report are separated into six components

1 Introduction (500 words) 10%

2 Research background (including relevant literature on your research topic) (500 words) 10%

2 Research design and method including data collected (Attach submitted methodology/methods, but this section will not be included in marks.

3 Data analysis and findings (500 words) 10%

4 Discussion of findings (500 words) 10%

5 Conclusion (500 words) 10%

Overall mark is the cumulative mark will be comprised of all components of the research team’s input.

Word limit: 3000

Value: 50%

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Assignments will be returned via Wattle. Written feedback will be presented in the form of comments on the electronic version of the assessment submitted.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students