This course, offered by the Department of Pacific Affairs (DPA) is designed for scholars, development practitioners and those with an interest in social research methods and their application in the Pacific development context. It will consider the epistemological and methodological opportunities and consequences of undertaking inclusive research in the Pacific Islands context. A recent trend in development research has been to work with local researchers in equitable partnerships to design and implement research projects that meaningfully resonate with them and their communities. This trend responds to a growing evidence base that research in the Pacific has mirrored colonialist frames of inquiry, without nuanced understanding of local context, and without privileging the voices of the most marginalised in those societies. The course will present strategies to strengthen inclusivity in both the methods and content of Pacific research, to ensure the voices of women, people with disability, the politically marginalised and those living in remote communities are heard. The course will draw upon the expertise of DPA's Pacific Islands Research Fellows.
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- Identify the key features of inclusive research (e.g.what it entails and who is involved in the research design and implementation)
- Compare and contrast inclusive and non-inclusive research methodologies
- Explain the relationship between intersectionality and development in the Pacific context
- Articulate the value of inclusive research practices and design an inclusive research project that is fit for purpose in a Pacific development context
Indicative Assessment
- Research Project Outline (700 words) (30) [LO 1,2,3,4]
- Inclusive Research Design Document (1500 words) (50) [LO 1,2,3,4]
- Participation in class discussion (20) [LO 1,2]
The ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.
Workload
This course comprises some 65 hours of activity over 12 weeks, both interactive/seminar based and independent research. The course comprises a maximum of 3k words of assessment or the equivalent. Please note this is a general guide, averaged over the semester and the final hours ultimately depend on the individual's ability in reading and writing.
Inherent Requirements
Not applicable
Prescribed Texts
None required
Preliminary Reading
· Ackerly, B. and True, J. 2020. Doing Feminist Research in Political and Social Science Second edition, London: Red Globe Press.
· Ahmed, S. 2017. Living a Feminist Life. Durham: Duke University Press.
· Bananuka, T. & Vaughn, M. (2015). Picturing community development work in Uganda: Fostering dialogue through photovoice. Community Development Journal, 50(2), 196-212.
· Bourke, R. (207). The ethics of including and ‘standing up’ for children and young people in educational research. Journal of Inclusive Education. 21(3). 231-233.
· Broome, B.J., Derk, I., Razzante, R.J., Steiner, E., Taylor, J. and Zamora, A. (2019), Building an Inclusive Climate for Intercultural Dialogue: A Participant-Generated Framework. Negotiation Confl Manage Res, 12: 234-255. doi:10.1111/ncmr.12158
· Burchill, M., Higgins, D., Ramsamy, L., & Taylor, S. (2006). Workin’ together’: Indigenous perspectives on community development. Family Matters, 75, 50-59.
· Connell, D. (1997). Participatory Development. Development in Practice, 7(3), 248-259.
· Coughlin, S., Smith, S. and Fernandez, M. 2017. Handbook of Community-based Participatory Research New York: Oxford University Press.
· Davis, S. N. and Hattery, A. 2018. Teaching feminist research methods: A comment and an evaluation. Journal of Feminist Scholarship 15(1) pp. 49-60.
· Eves, R., Lusby, S. with Araia,T., Maeni, M-F., and Martin, R. 2018. Do No Harm Research: Solomon Islands. Canberra: Department of Pacific Affairs, Australian National University
· Eversole, R 2003, ‘Managing the pitfalls of participatory development: some insight from Australia’, World Development, vol.31, no. 5, pp. 781-795.
· Eversole, R. (2012). Remaking participation: challenges for community development practice. Community Development Journal, 47(1), 29–41.
· Fonow, M. and Cook, J. eds. 1991. Beyond Methodology: Feminist Scholarship as Lived Research. Bloomington: Indiana University Press.
· Freire, P. 1982. Creating Alternative Research Methods: Learning to do it by doing it. In Creating Knowledge: A Monopoly eds Hall, B., Gillette, A. and Tandon, R. New Dehili: Society for Participatory Research in Asia, pp. 29-37.
· Genard, Jean-Louis. 2015. Capacities, Expertise, Empowerment - Rethinking the Anthropology of Participation World Political Science Review, Vol. 11, Iss. 2:.227-244. DOI:10.1515/wps-2015-1004
· Greenwood, D. and Levin, M. 2007. Introduction to Action Research: Social Research for Social Change. Thousand Oaks: Sage Publications
· Hesse-Biber, S. 2014. Feminist Research Practice: A primer. Second edition. Thousand Oaks: Sage.
· Hollingsworth, S. 1994. Feminist pedagogy in the research class: an example of teacher research. Educational Action Research 2(1), pp. 49-70.
· Leege, D. and McMillan, D. 2016. Building More Robust NGO-University Partnerships in Development: Lessons Learned from Catholic Relief Services. Journal of Poverty Alleviation and International Development, 7(2), pp. 68-119.
· Martin, K L 2008, Please knock before you enter. Aboriginal regulation of Outsiders and the implications for researchers, Post Pressed: Teneriffe, Queensland.
· Naepi , S. (2019) Masi methodology: centring Pacific women’s voices in research AlterNative 2019, Vol. 15(3) 234–242.
· Rhodes, D. and Antoine, E. 2013. Practitioners’ Handbook for Capacity Development: A Cross-Cultural Approach Second edition Gisborne, Victoria: Leadership Strategies
· Roche, C. and Kelly, L. 2014. Partnerships for Effective Development, Australian Council for International Development.
· Schaaf, R. 2015. The rhetoric and reality of partnerships for international development. Geography Compass, 9(2), pp. 68-80.
· Tuhiwai Smith, L. 2012. Decolonizing Methodologies: Research and Indigenous Peoples, Zed Books, 2012. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/anu/detail.action?docID=1426837
· Thom, V. and Cope, A. 2016. Partnering for sustainable development: Challenges and pathways for building cross-sector partnerships. Issues Paper for the UN Global Compact.
· Watkin Lui, F., Kiatkoski Kim, M., Delisle, A., Stoeckl, N. & Marsh, H. (2016). Setting the table: indigenous engagement on environmental issues in a politicized context. Society and natural resources. 29(11). 1263-1279.
· Webb, L., Walker, K. and Bollis, T. 2004. Feminist pedagogy in the teaching of research methods. International Journal of Social Research Methodology 7(5), pp. 415-428.
· Winterford, K. 2017. How to partner for development research. Research for Development Impact Network, Canberra, Australia.
· A journal of methods: http://www.review.mai.ac.nz/mrindex/MR/issue/view/17.html
· Ethical practice with indigenous communities: https://www.nhmrc.gov.au/research-policy/ethics/ethical-guidelines-research-aboriginal-and-torres-strait-islander-peoples
Fees
Tuition fees are for the academic year indicated at the top of the page.
Commonwealth Support (CSP) Students
If you have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). More information about your student contribution amount for each course at Fees.
- Student Contribution Band:
- 14
- Unit value:
- 3 units
If you are a domestic graduate coursework student with a Domestic Tuition Fee (DTF) place or international student you will be required to pay course tuition fees (see below). Course tuition fees are indexed annually. Further information for domestic and international students about tuition and other fees can be found at Fees.
Where there is a unit range displayed for this course, not all unit options below may be available.
| Units | EFTSL |
|---|---|
| 3.00 | 0.06250 |
Course fees
- Domestic fee paying students
| Year | Fee |
|---|---|
| 2022 | $2100 |
- International fee paying students
| Year | Fee |
|---|---|
| 2022 | $3000 |
Offerings, Dates and Class Summary Links
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.
Class summaries, if available, can be accessed by clicking on the View link for the relevant class number.
Spring Session
| Class number | Class start date | Last day to enrol | Census date | Class end date | Mode Of Delivery | Class Summary |
|---|---|---|---|---|---|---|
| 6530 | 01 Oct 2022 | 21 Oct 2022 | 21 Oct 2022 | 31 Dec 2022 | In-Person and Online | View |
