Dean's Keynote Series: Sept 2021. Implementing Indigenous Knowledges in Doctoral Education, with Associate Professor Kathryn Gilbey

Implementing Indigenous Knowledges in Doctoral Education: Batchelor institute versus the world - click here to view the recording

Associate Professor Kathryn Gilbey, Director of the Graduate School Research Division, Batchelor Institute

Abstract

A thousand research studies can talk of disadvantage, deficit and the plight of Aboriginal people within the academy, which is real and nothing that I will deny.  Academia and the western Academy have struggled to incorporate First Nations knowledge and perspective let alone current and historical truths.  The white Australian consciousness and web of deliberate ignorance has inbuilt structures to marginalise and deliberately keep out First Nations perspectives and strengths in both an attempt to keep Aboriginal people in a narrative of crippled and hopeless and in need of saving and as an attempt to deliberately not know the truth. Structural deliberate ignorance forms a shield around white consciousness, and it is only First Nations strength and stories that can break through that shield, like a fast-moving blow or spear our strength and resilience, our deep knowings, our Elders wisdom will shatter that collective unconscious that deliberate not knowing, not seeing, not understanding.  This is the place/intersection that Batchelor Institute’s Graduate School exists whilst achieving western educational success we do it from a place of strength in culture, strength in our diversity, strength in our ancestral wisdom and a place of fierce truth telling.  This is our moral imperative, and this paper will outline both deliberate ignorance, textual or discursive familiarity, narratives of control and place these theories within a successful ARC grant project that plans to change the world one student and participant at a time. 'The implementing Indigenous Knowledges in Doctoral Education’ Project will be used as an exemplar model that recognised key First Nations concepts as the basis of knowledge building and sharing, including the power of story, agency of country, iterative, intergenerational and intercultural learning syst

Biography

Kathryn Gilbey is a descendant of the proud and strong Alyawarre people from the Sandover Region northeast of Alice Springs into FW Queensland.  She was the Institute’s first PhD graduate in 2014 and has returned to her Alma mater after working for six years in Queensland.  In 2016/2017 she won the Fulbright scholarship in Cross Cultural excellence and spent a year in North America working with women Elders.  This is part of a lifelong work to celebrate the knowledge and wisdom of Elders and women who work on the ground passionately for their community. She is a passionate believer in transformative capacity for meaningful education and giving First Nations people the space and opportunity to speak their truth through research.

Gilbey K., McCormack R. (2020) Performatively unsilencing Australian History. In: Harris A., Holman-Jones S. (eds) Affective Movements, Methods and Pedagogies. Routledge, London. https://doi.org/10.4324/9781003005377

Gilbey K., Bunda T. (2017) The Pleasure and Pain of Aboriginal Being in the University. In: Riddle S., Harmes M.K., Danaher P.A. (eds) Producing Pleasure in the Contemporary University. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-179-7_14

Date and time

From: 03:00 PM Tuesday, September 7, 2021 To: 04:30 PM Tuesday, September 7, 2021

Location

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