Presentation Feedback as an Indigenous Methodology

Autor/in	Woodroffe, Tracy
Titel	Presentation Feedback as an Indigenous Methodology
Quelle	In: Australian Journal of Education, 65 (2021) 1, S.73-83 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woodroffe, Tracy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944120969987
Schlagwörter	Indigenous Knowledge; Feedback (Response); Epistemology; Researchers; Research Methodology; Audiences; Indigenous Populations; Power Structure; Cues; Nonverbal Communication; Females; Oral Tradition; Self Concept; Doctoral Dissertations; Doctoral Students; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Researcher; Forscher; Research method; Forschungsmethode; Spectator; Zuschauer; Sinti und Roma; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Weibliches Geschlecht; Oral history; Mündliche Überlieferung; Selbstkonzept; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Ausland; Australien
Abstract	This article explains Presentation Feedback as a potential Indigenous methodology realised during a research study. Presentation Feedback methodology involves a three-step method and is considered complementary to other methodologies such as Indigenous women's standpoint theory and shared epistemology and is explained in this article as culture-specific, adding to the existing knowledge in the field of Indigenous ways of knowing. The Presentation Feedback methodology emerging from the research study helped the Indigenous researcher to utilise an Indigenous lens for more effective communication in the presentation of research concepts and themes at different stages of the research process. The researcher used the feedback from Indigenous audience members to reflect on concepts in and progression of the research. The impact was positive and helped the project gain momentum through Indigenous community support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01