dc.contributor.author | Bobongie, Francis | |
dc.date.accessioned | 2018-04-13T06:34:58Z | |
dc.date.available | 2018-04-13T06:34:58Z | |
dc.date.issued | 2017 | |
dc.identifier.issn | 1443-9883 | |
dc.identifier.doi | 10.1108/QRJ-11-2016-0069 | |
dc.identifier.uri | http://hdl.handle.net/10072/373162 | |
dc.description.abstract | Purpose – The purpose of this paper is to draw on the author’s research involving girls who leave their
Torres Strait Island communities for boarding colleges in regional Queensland, Australia, and the academic,
social and cultural implications that impede the transition process between community and school. While this
paper discusses some of the research outcomes, its main focus is the unique indigenous research paradigm
“Family+Stories ¼ Research”, devised for and utilised within this project. This paradigm centres on the
Australian indigenous kinship system and was implemented in two specific phases of the research process.
These were: the preliminary research process leading up to the implementation of the research project; and
the data collection phase. In turn, both phases enable the cultural significance of the kinship system to be
better understood through the results. Because observations and storytelling or “yarning” were primarily
used through both phases, these results also endorse the experience of the participants, and the author – both
professionally and personally – without requiring further analysis.
Design/methodology/approach – The indigenous research paradigm and methodology unique to this
research project implements the kinship system, allowing the researcher to access the appropriate resources
and people for the project. Prior to the data collection phase, contact with significant community members in
both boarding colleges and the Torres Strait Region was made. The methodology implemented for the
research project was ethnographic and used observations, individual interviews and focus groups. The views
and experiences of 26 past and present students, and 15 staff, both indigenous and non-indigenous, across
three different boarding colleges were recorded.
Findings – Through both phases of the research project, the kinship system played a significant role in the
ethnographic research process and data collection phase, which focussed on two key areas encompassed
within the kinship system: “business” and the “care of children”. Stories from the researcher and the
participants confirm the significant role that the kinship system can play within the indigenous research
paradigm: Family+Stories ¼ Research.
Originality/value – The paper introduces an indigenous research paradigm and methodology designed
around two factors: family and stories. This paper brings to light the impact of the kinship system used
within communities of the Torres Strait Islands and explains how this system advantaged the research
process and the data collection phase by enabling the researcher to freely access stories specific to the
research project. | |
dc.description.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Emerald Group | |
dc.relation.ispartofpagefrom | 345 | |
dc.relation.ispartofpageto | 355 | |
dc.relation.ispartofissue | 4 | |
dc.relation.ispartofjournal | Qualitative Research Journal | |
dc.relation.ispartofvolume | 17 | |
dc.subject.fieldofresearch | Specialist Studies in Education not elsewhere classified | |
dc.subject.fieldofresearch | Specialist Studies in Education | |
dc.subject.fieldofresearchcode | 130399 | |
dc.subject.fieldofresearchcode | 1303 | |
dc.title | Family+Stories=Research | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
gro.faculty | Arts, Education & Law Group, School of Education and Professional Studies | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | Bobongie, Francis T. | |