Sovereign women: why academia? A journey gathering word-gifts and heart berries

ABSTRACT

With the rise of Higher Education institutions seeking increased Indigenous representation within staffing, publications, and student numbers, this article considers key methodological processes, issues, and challenges associated with utilizing and embodying Indigenous and Storytelling research practises within colonial contexts. The value of new and social media as platform for cultural practise, and its potential for participant recruitment and findings dissemination is discussed. These are drawn from the author’s experience as an Indigenous academic woman researching with Indigenous academic women. Issues and responsibilities raised related to observing and developing appropriate community protocols when accessing, working with, and reporting from this group as an insider/outsider. Overall, it was found that consciously working to centre Indigenous Storying and sovereignty through research and writing practices within these systems may be received or perceived as ‘unpalatable’ and/or a challenge by non-indigenous academics but is a necessary manifestation of Indigenous practise for this researcher.

KEYWORDS:

• Indigenous
• aboriginal
• academic
• higher education
• women

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research is supported by an Australian Government Research Training Program (RTP) Scholarship. This project has been approved by the University of Newcastle’s Human Research Ethics Committee, Approval No. H-2018-0429.

Notes on contributors

Amy Thunig

Dr Amy Thunig (B.Arts, M.Teach, PhD) is a Gomeroi/Gamilaroi/Kamilaroi yinarr and mother who resides on Awabakal Country. A full-time academic in the field of education, Amy is also an author, of ‘Tell Me Again: a memoir’. Amy is a Director at Story Factory in Redfern, contributes on various committees and councils including the AECG, and is a media commentator and panellist.