Privileging the Voices of Australian Aboriginal Communities Marginalised by Colonisation
Despite significant disparities existing between Indigenous and non-Indigenous Australians, many Indigenous communities argue that little of the research conducted with them has benefitted them. Further, decades of research with Aboriginal communities hav
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Researching Within the Educational Margins Strategies for Communicating and Articulating Voices Edited by Deborah L. Mulligan Patrick Alan Danaher
Palgrave Studies in Education Research Methods
Series Editors Patrick Alan Danaher University of Southern Queensland Toowoomba, QLD, Australia Fred Dervin University of Helsinki Helsinki, Finland Caroline Dyer School of Politics and International Studies University of Leeds Leeds, UK Máirín Kenny Independent researcher Wexford, Ireland Bobby Harreveld School of Education and the Arts Central Queensland University Rockhampton, Australia Michael Singh Centre for Educational Research Western Sydney University Penrith, NSW, Australia
This series explores contemporary manifestations of the fundamental paradox that lies at the heart of education: that education contributes to the creation of economic and social divisions and the perpetuation of sociocultural marginalisation, while also providing opportunities for individual empowerment and social transformation. In exploring this paradox, the series investigates potential alternatives to current educational provision and speculates on more enabling and inclusive educational futures for individuals, communities, nations and the planet. Specific developments and innovation in teaching and learning, educational policy-making and education research are analysed against the backdrop of these broader developments and issues. More information about this series at http://www.palgrave.com/gp/series/15092
Deborah L. Mulligan Patrick Alan Danaher Editors
Researching Within the Educational Margins Strategies for Communicating and Articulating Voices
Editors Deborah L. Mulligan School of Education University of Southern Queensland Toowoomba, QLD, Australia
Patrick Alan Danaher School of Education University of Southern Queensland Toowoomba, QLD, Australia
ISSN 2662-7345 ISSN 2662-7353 (electronic) Palgrave Studies in Education Research Methods ISBN 978-3-030-48844-4 ISBN 978-3-030-48845-1 (eBook) https://doi.org/10.1007/978-3-030-48845-1 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed
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