Abstract
One of the key research methods that has often been cited to perpetuate the essentialist colonial positioning of Aboriginal and Torres Strait Islander peoples is that of quantitative statistics (Walter 2010). Whilst some scholars may argue that statistics has no place within the Indigenous research setting (Penman 2006), it is our position that, if approached from an Indigenous standpoint, it is possible to ensure that statistics can more accurately and meaningfully represent Aboriginal and Torres Strait Islander peoples and their communities (Kukutai and alter 2015; Walter and Andersen 2013). It is the purpose of this chapter to apply an Indigenous statistical standpoint that will highlight the limitations in essentialist reasoning and also speak to qualitative research framed within Indigenous research methodological practices (Kovach 2009; Martin 2008). Specifically, this chapter will engage with Indigenous scholarly literature that highlights the complexities of bullying within and across Indigenous communities (e.g. Coffin 2011).
Original language | English |
---|---|
Title of host publication | Indigenous Children Growing Up Strong: A Longitudinal Study of Aboriginal and Torres Strait Islander Families |
Editors | Maggie Walter, Karen L. Martin, Gawaian Bodkin-Andrews |
Place of Publication | U.K. |
Publisher | Palgrave |
Pages | 153-178 |
Number of pages | 26 |
ISBN (Electronic) | 9781137534354 |
ISBN (Print) | 9781137534347 |
DOIs | |
Publication status | Published - 2017 |
Keywords
- Aboriginal Australians
- Torres Strait Islanders
- bullying in schools
- decolonization
- multicultural education