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Event Description

In this ‘In Conversation’ event Nikki Auhl , Riadh Ghemmour and Julie Poynsenby will explore their engagement with Indigenous Methodologies and reflect on the ways that they have experienced working with Indigenous communities as part of their research. We will discuss the following areas suggested by Patel (2015) and invite questions and comments from participants:• Why me? – what has motivated each of us to pursue our research journey?• Why this? – why consider Indigenous methodologies to frame [our] research?• Why now? - what drives us to be in this space and within what context.Attendees are also welcome to reflect upon the following quotes which shaped the trajectory of our guest speakers' research projects: ‘Attending to context, to place, to temporality, is perhaps one of the strongest ways that educational researchers can interrupt coloniality. Coloniality, with its thirst for universal truths, values, placelessness… Learning and knowledge are never placeless’ (Patel, 2015, p. 61).'It is a swampy forest; we make our way through this landscape slowly and carefully knowing that we carry along power, history, and colonization as both maps and encumbrances' (McGregor and Marker, 2018, p. 320). 'I am because we are' (Goduka, 2000, as cited in, Chilisa, 2012, p. 109)This event will be of interest to teachers, researchers, postgraduate students and education professionals who want to engage with Indigenous and decolonising methodologies as part of their teaching practices and/or scholarship. The event link will be sent two days before the event after registration. The event will also be recorded to disseminate knowledge and to those who cannot attend it. Details on how and when this will be circulated are to be confirmed in coming weeks after the event.Image source: designed by Nikki AuhlReference listChilisa, B. (2012). Indigenous research methodologies. Thousand Oaks: SAGE Publications. Goduka, I. N. (2000). African or indigenous methodologies: Ligitimizing spirituality centered wisdoms within the academy. In P. Higgs, N. C. G. Vakalisa, T. V. Mda, & N.T Assie-Lumumba (Eds.), African voices in education (pp. 63-83). Lansdowne , South Africa: Juta. McGregor, H. E. & M. Marker (2018). Reciprocity in indigenous educational research: Beyond compensation, towards decolonizing. Anthropology & Education Quarterly, 49(3), 318-328. DOI: 10.1111/aeq.12249Patel, L. (2015). Decolonizing Educational Research: From Ownership to Answerability. Routledge.Guest speakers' biographies:Nikki Auhl has just completed her Masters at the University of Exeter. Before this, she was a teacher in a rural Indigenous Yup’ik community in Alaska. For her dissertation, she looked at the presence and representation of Indigenous arts in schools by exploring decolonizing methodologies. In the future, she would like to continue to pursue decolonial and Indigenous methodologies of teaching and researching.Riadh Ghemmour is a doctoral researcher at the Graduate School of Education affiliated to the University of Exeter. His broad research areas include: research methods teaching and learning in education, decolonising and Indigenous methodologies, and critical theory and education. He is co-founder and co-editor at Decolonial Dialogues, and also a member of Race, Ethnicity and Education Network Julie Poynsenby is a doctoral candidate at the University of Idaho. Previously a teacher, working and residing in Devon, Julie was offered the opportunity to be part of a research team in Northern Idaho, through the relationship she had developed with the Director of Education from the Coeur d’Alene Tribe. She is currently working with the students to finalize this years’ podcasts. More information about the Voices to Hear project and last year’s podcasts can be found here:

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We would like to invite you to attend a virtual discussion about the use of Indigenous methodologies in educational research.

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