Reflecting on research at the interface of knowledge and the importance of decolonising transformational unlearning for non-Indigenous researchers

ABSTRACT

Decolonising methodology requires that researchers engage in a process of learning and unlearning. This research on the inconsistent recognition of Indigenous rights and social determinants of Indigenous health in Australian policy implementation was positioned at the interface of knowledge systems and drew on a weaving metaphor to guide reflection on learning and unlearning. The aim of this paper is to share a reflection on this research methodology from a non-Indigenous standpoint. Reflexivity, deep listening, peer mentoring and supervision are identified as essential components of decolonising methodology. Through the process of weaving, both practically and philosophically, the significance of transformational unlearning is discussed. This reflection is offered as an example to other non-Indigenous researchers who are open to the challenge of decolonising research at the interface of knowledge.

KEYWORDS:

• Reflection
• decolonising methodology
• interface of knowledge
• weaving

Acknowledgments

This research was conducted on the traditional land of the Kaurna people of the Adelaide Plains and on the land of the Yorta Yorta and Bangerang people of the Greater Shepparton region. The Author pays respect to Elders past and present, and acknowledges the contribution, insight and wisdom of all of the participants in this research. The author acknowledges the support and guidance received from PhD supervisors, Professor Fran Baum, Associate Professor Tamara Mackean, and Dr Matt Fisher, along with critical friends, Dr Courtney Ryder and Mr Tirritpa Ritchie.

Disclosure statement

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

Additional information

Funding

This work was supported by the NHMRC Centre of Research Excellence in the Social Determinants of Health Equity: policy research on the social determinants of health equity (APP1078046). The author received a PhD scholarship funded by the NHMRC which was topped up by Flinders University.

Notes on contributors

Emma George

Associate Professor Emma George is an occupational therapist with a PhD in public health. Her research explores ways to address health inequities among marginalised people with a commitment to social and occupational justice. Her research focuses on national policy implementation, the health and well-being of Aboriginal and Torres Strait Islander people and communities, and recovery from exploitation and modern slavery in Australia and India. She is the Program Director for Occupational Therapy at the University of Adelaide