• Offered by Department of Pacific Affairs
  • ANU College ANU College of Asia and the Pacific
  • Course subject Pacific Studies
  • Areas of interest Development Studies, Pacific Studies

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:

  1. Identify the key features of inclusive research (e.g.what it entails and who is involved in the research design and implementation)
  2. Compare and contrast inclusive and non-inclusive research methodologies
  3. Explain the relationship between intersectionality and development in the Pacific context
  4. 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

  1. Research Project Outline (700 words) (30) [LO 1,2,3,4]
  2. Inclusive Research Design Document (1500 words) (50) [LO 1,2,3,4]
  3. 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.


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 researchJournal 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 contextSociety 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


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2023 $2160
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