Writing from Somewhere: Reflections on Positioning in Research

ABSTRACT

Acknowledging the position from which one researches and writes is critical to the integrity of the research. This is true of all research, but more often discussed in relation to cross-cultural research, or research relating to Indigenous Knowledges and experiences. This paper outlines the author’s reflections on her position in her research. She has undertaken social science research in education focussing on enhancing the role of learning and teaching around Aboriginal and Torres Strait Islander Australia in Australian primary schools. Her reflections include a series of cumulative, biographically meaningful epiphanic experiences, the impact of colonial education, and her understanding of her relatedness to Indigenous Knowledges and the disciplines of education and social science. The author also examines how these reflections have been integrated into the research design, process and practice.

KEYWORDS:

• Research positioning
• education
• Indigenous studies
• Aboriginal and Torres Strait Islander issues

Acknowledgements

I acknowledge that this research was conducted on the lands of Arrernte and Yugara Peoples, and pay my respects to their Elders, past, present and future.

Disclosure Statement

No potential conflict of interest was reported by the author.

Notes on contributor

Majon Williamson-Kefu is a PhD candidate with the Batchelor Institute of Indigenous Tertiary Education. Majon has experience working in community development and education in Australia, Papua New Guinea and Japan. Her current research is focusing on the need for enhancing the role of learning around Aboriginal and Torres Strait Islander Australia in the Australian primary education systems.

ORCID

Majon Williamson-Kefu http://orcid.org/0000-0003-0980-3769

Notes

1. See Michie (2014) for a more in-depth discussion of these categories and how they are used in relation to cross-cultural environments.

Additional information

Funding

This research is jointly funded by Batchelor Institute of Indigenous Tertiary Education and an Australian Government Research Training Program Scholarship.