Index
Susan Whatman
(Griffith University, Australia)
Jane Wilkinson
(Monash University, Australia)
Mervi Kaukko
(Tampere University, Finland)
Gørill Warvik Vedeler
(Oslo Metropolitan University, Norway)
Levon Ellen Blue
(Queensland University of Technology, Australia)
Kristin Elaine Reimer
(Monash University, Australia)
ISBN: 978-1-80071-872-2, eISBN: 978-1-80071-871-5
Publication date: 6 November 2023
This content is currently only available as a PDF
Citation
Whatman, S., Wilkinson, J., Kaukko, M., Vedeler, G.W., Blue, L.E. and Reimer, K.E. (2023), "Index", Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations, Emerald Publishing Limited, Leeds, pp. 169-173. https://doi.org/10.1108/978-1-80071-871-520231009
Publisher
:Emerald Publishing Limited
Copyright © 2024 Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue and Kristin Elaine Reimer
INDEX
Aboriginal and Torres Strait Islander
education
, 96, 101–102, 107
peoples
, 144
Allocation of funds
, 132
Anti-colonial framework
, 138
Assembly of First Nations (AFN)
, 120
Assimilation
, 115
Australia
, 40
educational success through eyes of children of refugee background in
, 40–49
Australian Curriculum and Assessment Authority (ACARA)
, 98
Autoethnography
, 75
(see also Collaborative autoethnography (CAE))
Axio-onto-epistemology
, 100, 169
Axiology
, 14–15, 98–99, 123–124, 136
Bank of Montreal
, 138
Beneficiaries, tools used to communicate with
, 129–130
Caleb’s primary school placement
, 107–108
Canadian Broadcast Corporation (CBC)
, 138
Canadian government
, 117
Canadian Study
, 69–71, 76
overarching project of practice
, 77–78
practice landscape
, 77
table of invention
, 78
Capacity building
, 160
Capital encroachment
, 124, 131
Challenges
, 168
Co-inquirers
, 166
Coding process
, 125
Collaborative autoethnography (CAE)
, 65, 75, 81
prior intentions
, 81–83
methodology
, 63–64
research experience
, 83–85
Coloring epistemologies
, 100
Communication issues
, 126–129
Comparative research
, 68
Compulsory income management
, 145–146
Context of discovery
, 65
Corporate trustee
, 117, 119
COVID-19 pandemic
, 2
Criss-crossing approach
, 68
Critical race theories
, 26, 100
Critical-emancipatory approach
, 67
Cultural genocide
, 116
Cultural ways of doing things
, 134–135
Cultural-discursive arrangements
, 3, 32, 58, 124
Culturally diverse educational sites
, 169
Danning/bildung theory
, 10
Data analysis
, 124–125, 149
Decentralised control
, 138
Decolonizing Methodologies: Research and Indigenous Peoples (Smith)
, 25
Democratic ethos
, 89–90
Dialogic conversation
, 75–76
Dialogic research approach
, 17
Dialogic research practices
, 63–64
CAE
, 81–85
Canadian study
, 76–78
democratic ethos
, 89–90
facilitating for discoveries
, 85–87
methodology
, 68–76
Norwegian study
, 78–81
onto-epistemological assumptions
, 89
participants
, 88
researcher
, 87–88
researcher’s axiological stance
, 90–91
space for emotions and affections
, 90
theoretical framework
, 65–68
Dialogue
, 166
Dialogue Café
, 64, 78–81
Dictaphones
, 80
Discovery
, 64–66
Disempowerment of Indigenous peoples
, 118
Doings
, 32–33, 42
Economic development
, 148
Education
, 2, 4, 28, 67, 135
Educational communities
, 166
Educational praxis
, 26, 29
Educational relationships
, 67
Educational research
, 2, 25, 27
Educational researchers
, 2
Educational science
, 65
Educational success through eyes of children of refugee background in Finland and Australia
, 40–49
Educational Success Through the Eyes of a Refugee Child
, 40
English as an additional language/dialect (EALD)
, 8
Enterprises
, 145
Entrepreneurs
, 146
Epistemic injustice
, 17, 25–26, 29
Epistemic violence
, 110
Epistemology
, 14–15, 25, 98, 123
European refugee crisis of 2015
, 40
‘Everyday learning spaces’ of students of refugee background in Regional Australia
, 49–56
Evidence-based practice
, 29
Exclusion
, 98
Explorative approach
, 86
Feminism
, 26
Financial literacy education
, 135
Financial professionals
, 119
Financial risk
, 160
Financial transparency
, 119
Finland
, 40
educational success through eyes of children of refugee background in
, 40–49
First Nation communities
, 18
in Canada
, 116
First Nations Financial Transparency Act
, 119
First Nations trust settlement agreements
, 116–117
anti-colonial framework
, 138
cultural ways of doing things
, 134–135
financial literacy education
, 135
findings
, 125–137
not working well with
, 126–134
purpose of research
, 120–121
questioning trust
, 139
research approach
, 121–123
sovereignty and decentralised control
, 138
theoretical framework and methodological approach
, 123–125
trust account practices
, 136–137
working well with
, 125–126
Global education reform movement (GERM)
, 28
Government funding
, 55
Government-funded support initiatives
, 150–156
Graduate Diploma of Education (Grad Dip)
, 104
Health and Physical Education (HPE)
, 6
Hermeneutical epistemic injustice
, 25–26
Indian Act in Canada
, 138
Indigeneity
, 99
Indigenist research
, 96
indigenous communities
, 110–111
onto-epistemology
, 98–100
principles
, 108–109
project
, 101–108
of teaching practices
, 100–101
‘Indigenist’ research traditions or practices
, 17
Indigenous ‘materials’
, 106–107
Indigenous accountability processes
, 118
Indigenous Business Australia (IBA)
, 144, 150–152
Indigenous businesses
, 144
Indigenous employees administering support programmes
, 161
Indigenous knowledges
, 104–105
Indigenous Procurement Policy
, 144, 153–154
Indigenous small business
, 143, 145
context in Australia
, 145–146
data analysis
, 149
government-funded support initiatives
, 150–156
needs
, 160–161
recommendations
, 158–161
research approach
, 146–147
revealing practice of support for indigenous small business owners
, 157–158
separate regulations, classification of indigenous businesses, and accountability mechanisms
, 159
theorising support for indigenous small business owners through government initiatives
, 147–148
Indigenous students
, 96–98, 100
Indigenous-owned and controlled lands
, 145
Individual narratives
, 75–76
Instructional leadership
, 29
Intercultural Teacher Education
, 8
Intersectional lenses
, 27
Knowledge
, 28, 31, 86
Languages/multilingualism, arrangements of welcoming through
, 43–44
Learning circles
, 64, 86–87
Leximancer
, 102
Localised programmes administered at community level
, 161
Material-economic arrangements
, 32, 124
Material-economic resources
, 58
Meaning-making process
, 86
Medical research
, 27
Metaphysics of constructivism
, 14
Methodological resources for educational practice research
, 167–168
Monetary systems and trusting
, 132–134
National Aboriginal Trust Officers Association (NATOA)
, 117
National Indigenous business alliance
, 159–160
National Indigenous Research and Knowledges Network (NIRAKN)
, 11, 121
Non-Indigenous pre-service teachers
, 101–102
Norwegian Study
, 72–74, 78
context
, 78–79
overarching project of practice
, 80
practice landscape
, 79–80
table of invention
, 81
Novice teachers
, 98
NVivo software
, 102, 149
Onto-epistemological assumptions
, 89
Onto-epistemology
, 4, 15–16, 98–100
Ontology
, 14, 25, 98, 123
Papua New Guinea (PNG)
, 97
Participants
, 88, 166
Pedagogy
, 4, 28
Pedagogy, education, and praxis network (PEP network)
, 4–5, 28
People, arrangements of welcoming created by
, 47–49
Photo-elicitation methods
, 50–51
Photo-voice methods
, 49
Physiological research
, 27
Policy
, 97, 103
Postcolonial theories
, 26
Practice architectures
, 27, 66–68, 97, 124, 166
brief theoretical genealogy
, 27–30
possibilities and limitations
, 33–34
practices and
, 31–33
short history of silencing voices in research
, 24–27
site ontological approach to researching practice
, 30–31
theory
, 29
Practice researchers
, 67
Practices
, 3, 16, 31–33, 66, 97, 123, 148
Practicum failure
, 98
Praxis
, 4–5, 28–29, 67, 100–101
Pre-service teachers
, 98, 102
Project of practice
, 32, 148
Qualitative study
, 146
Queensland University of Technology (QUT)
, 121
Refugees
, 17, 40
Relatings
, 32–33, 42
Relational accountability
, 136, 146
Relational architectures
, 67
Relational axiology
, 124
Relational ontology
, 99–100
Research challenges
, 168
Researcher
, 87–88
Researcher’s axiological stance
, 90–91
Researching practices
, 2, 14, 19
Gørill’s story
, 9–11
Jane’s story
, 7–8
Kristin’s story
, 13–14
Levon’s story
, 11–13
Mervi’s story
, 8–9
PEP international network
, 4–5
Sue’s story
, 6–7
Restorative methodology
, 81
Restorative philosophy
, 13
Restorative processes
, 86–87
RJ approach
, 76–78
Royal Canadian Mounted Police (RCMP)
, 137
Royal Proclamation of 1763
, 116
Sayings
, 32–33, 42
School and community programmes
, 97, 103
School–home collaboration in upper secondary school
, 79–80
Schooling
, 56
Sexual harassment
, 26
Shared faith, arrangements of welcoming created through practices of
, 52–54
Silencing voices in research
, 24–27
Site ontological approach
, 40
educational success through eyes of children of refugee background in Finland and Australia
, 40–49
‘everyday learning spaces’ of students of refugee background in Regional Australia
, 49–56
to researching practice
, 30–31
Site ontological insights
, 85–86
Small business operators
, 143
Social-political arrangements
, 32, 124
Socio-cultural endeavor
, 66
Sovereignty
, 138
Space for emotions and affections
, 90
Sport, arrangements of welcoming created through participation in
, 54–56
Standpoint theory
, 26–27
Subject failure
, 98
Success
, 41
Supervising teachers
, 102
Supply Nation
, 144, 154–155
Systemic amnesia
, 28
Systems
, 148
Teacher education
, 97, 103
Teaching practicum
, 97, 103
Tendering
, 155–156
Testimonial epistemic injustice
, 25
Theorising
, 65
Theory of practice architectures (TPA)
, 3, 17
genealogy
, 16
Training
, 131–132
Trust
, 117–118
lingo
, 130–131
settlement agreements
, 117
Trust accounts
, 116
practices
, 136–137
Trustees
, 116–117
Vancouver Police Board
, 138
Ways of beings
, 120, 123–124
Ways of doings
, 120, 124
Ways of knowing
, 120, 123
Windows with curtains, arrangements of welcoming
, 45–47
Yarning
, 96, 100
- Prelims
- Chapter 1: Onto-epistemological and Axiological Considerations for Researching Practices
- Chapter 2: Challenging Ontological and Epistemological Assumptions of Researching: A Practice Architectures Approach
- Chapter 3: A Site Ontological Approach to Researching with Children and Youth of Refugee Background
- Chapter 4: Facilitating Dialogues of Discovery
- Chapter 5: Indigenist Research Practices to Support Indigenous Pre-Service Teaching Praxis
- Chapter 6: Trust Settlement Agreement Practices in First Nation Communities
- Chapter 7: Indigenous Small Business Owners: Exploring the Practice of Support
- Chapter 8: Concluding Thoughts on Methodological Resources and Research Challenges in Diverse Educational Sites
- Index