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dc.contributor.authorPower, Kerithen_US
dc.date.accessioned2017-04-24T12:24:00Z
dc.date.available2017-04-24T12:24:00Z
dc.date.issued2004en_US
dc.date.modified2009-11-25T07:58:02Z
dc.identifier.issn13206648en_US
dc.identifier.urihttp://hdl.handle.net/10072/26864
dc.description.abstractThis paper explores 'yarning' as a research method which emerged in a cross-cultural PhD as a means of building a research partnership between feminist and Indigenous leaders in early childhood education. This method created an avenue for the researcher, positioned as both insider and outsider, to hear and understand the voices ofthe Indigenous participants. This responsiveness became a strength of the research which enabled a profound, complex and subtle understanding to emerge across the contact zone (Pratt, 1992: 4) between academic research methods and Indigenous cultures, by bringing them into discursive relations with each other (Griffiths, 1998: 45).en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Early Childhood Research Associationen_US
dc.publisher.placeMonash Universityen_US
dc.publisher.urihttp://www.education.monash.edu/research/conferences/arece/journal.htmlen_AU
dc.relation.ispartofpagefrom37en_US
dc.relation.ispartofpageto46en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalJournal of Australian Research in Early Childhood Educationen_US
dc.relation.ispartofvolume11en_US
dc.subject.fieldofresearchcode330199en_US
dc.titleYarning: a responsive research methodologyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2004
gro.hasfulltextNo Full Text


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