Broadening academia: An epistemic shift towards relationality
Document Type
Journal Article
Publication Title
Higher Education Research and Development
Publisher
Taylor & Francis
School
Kurongkurl Katitjin / School of Arts and Humanities
RAS ID
43963
Abstract
In this article, we present a critical reflection on the academy’s approach to knowledge production and dissemination in Australian universities and propose a paradigm shift towards an approach that actively promotes Indigenous knowledges within the academic canon and searches for complementarity and shared interests between Indigenous and Western epistemes. We begin this article with discussion of the role of the academy, and Western and Indigenous discourses around knowledge. From there we discuss contemporary issues of bushfire management and the Juukan Gorge destruction as illustrations to make a case for the role of the academy in engaging with knowledges that arise outside Western paradigms; and translating those knowledges to diverse audiences. Finally, we examine obstacles that must be addressed in a robust academic pursuit of epistemological synergy. Issues of knowledge ownership, epistemological and methodological challenges, and neo-colonialism are discussed as critical aspects of all collaboration towards knowledge integration.
DOI
10.1080/07294360.2022.2087602
Access Rights
subscription content
Comments
Macdonald, M., Gringart, E., Garvey, D., & Hayward, K. (2023). Broadening academia: an epistemic shift towards relationality. Higher Education Research & Development, 42(3), 649-663.
https://doi.org/10.1080/07294360.2022.2087602