ABSTRACT

Researchers who want to undertake projects that privilege First Nations voices face a range of complex methodological and ethical considerations. This chapter explores how some of these challenges can be addressed by working with Indigenous epistemologies based in land and introduces conceptual frameworks from First Nations in the north of Australia, including Dadirri, Ganma and Engoori. This chapter explores cases where these approaches have informed fresh understandings of the role of Indigenous media practices in shifting discourses of deficit about Indigenous identity in education in Australia.