Tracey Bunda
Datos Biográficos
| ID | 146247 |
|---|---|
| NOMBRE | Tracey Bunda |
| NOMBRES | Tracey |
| APELLIDO | Bunda |
| FIRMA | BUNDA T |
| AFILIACIONES | The University of Queensland |
| ORCID | 0000-0001-6824-8713 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 33 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Climate Country
As Indigenous and non-Indigenous academics, we acknowledge and pay our deepest respects to the ancestors and descendants of the Country upon which we work, meet, teach, learn, and research. We are ...
Indigenising curriculum at The University of Queensland
"We remain committed as ever"
one year after the Voice referendum, a group of 10 Indigenous researchers gathered on Kabi Kabi Country at Marcoola, on the Sunshine Coast in Queensland, Australia, for a research writing workshop where they responded to a series of objects focused on the Uluru Statement from the Heart and the Australian Voice referendum; the objects were curated within the writing space.This offered the focus for their thoughts, feelings, discussions, and collab…
The importance of Indigenous centres/units for Aboriginal and Torres Strait Islander students
Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as ‘success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, th…
Introduction
Indigenous education is multidimensional and multifaceted. When the term "Indigenous education" is used, it could reference schooling practices, including embedding Indigenous knowledge and perspectives in the curriculum; connecting with Indigenous communities; supporting Indigenous students; employing Indigenous staff; and more (Shay et al., 2023). The enactment or inaction of these activities is underpinned by ideological dissonance between Wes…
The Edge of the Tide
This chapter is an autoethnographic reflection on our experiences as Indigenous academics around the complexities of who and what is ‘Aboriginal&s; in Australia and how might this change in the future. We draw on our experiences as four Indigenous researchers working in a university context independently for many decades and reflect on our witnessing changing and shifting understandings of Aboriginal identities and cultures. Drawing on images of …
‘Histories of knowledges’ for research education
The world faces complex and entangled environmental, health and social problems that can only be effectively grappled with if the research sector harnesses the knowledges and understandings of diverse cultures. Research education is a key site where more democratic and equitable processes of knowledge creation can take place. Drawing on de Sousa Santos’ argument for epistemic justice, this article discusses research education as embedded in globa…
Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education
Transcultural doctoral education has become a space to create opportunities for candidates to construct transcultural knowledge from the Global South. Rancière’s ideas about the ignorant schoolmaster and the role of dissensus have created cosmopolitan pedagogies in doctoral education. However, the role of history in transcultural doctoral education remains unexplored and draws principally on Western theorists. This article explores Chinese and Fi…
Ready to write
Transcultural and First Nations doctoral education and epistemological border-crossing
Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa’s borderlands theory and de Sousa Santo’s theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates’ epistemological border-crossing. We explore how our…
Teaching and researching before and during #Covid19
Despite Aboriginal and Torres Strait Islander peoples being portrayed as not being avid users of social media or other forms of technology,research evidence has shown quite the opposite. For Aboriginal and Torres Strait Islander peoples, social media and other forms of technology enable connecting, supporting andparticipating, both within their family and community and beyond. Within the University of Queensland’s (UQ) Indigenous Engagement Divis…
Time mapping
In this article, we introduce a time mapping methodology to chart the impact of transcultural and First Nations’ histories, geographies and cultural knowledges on doctoral education. Drawing upon a ‘Southern’, postcolonial-decolonial theoretical framing and extending textual life history methodologies, we argue that time mapping is a visual methodology that has the power to disrupt managerial, auditing discourses that have come to dominate presen…
Research Through, With and As Storying
Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate…
A Global De-colonial Praxis of Sustainability - Undoing Epistemic Violences between Indigenous peoples and those no longer Indigenous to Place
Addressing our growing planetary crisis and attendant symptoms of human and human-ecological disconnect, requires a profound epistemological reorientation regarding how societal structures are conceived and articulated; named here as the collective work of decolonisation. While global dynamics are giving rise to vital transnational solidarities between Indigenous peoples, these same processes have also resulted in complex and often contradictory …
Negotiating university ‘equity’ from Indigenous standpoints
Indigenous presence in the Australian university is a relatively recent phenomenon, initially framed by policies of equity that were, and continue to be, problematic in their assumptions – what they say and don’t say – about cultural difference, justice, sovereignty and more. From the lead author’s Aboriginal standpoint, the paper analyses the repercussions of ‘equity’ thinking that have intersected with Indigenous experiences of higher education…
Indigenous Higher Education
The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently …
Negotiating university ‘equity’ from Indigenous standpoints
Indigenous presence in the Australian university is a relatively recent phenomenon, initially framed by policies of equity that were, and continue to be, problematic in their assumptions – what they say and don’t say – about cultural difference, justice, sovereignty and more. From the lead author’s Aboriginal standpoint, the paper analyses the repercussions of ‘equity’ thinking that have intersected with Indigenous experiences of higher education…
Indigenous Higher Education
The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently …
Time mapping
In this article, we introduce a time mapping methodology to chart the impact of transcultural and First Nations’ histories, geographies and cultural knowledges on doctoral education. Drawing upon a ‘Southern’, postcolonial-decolonial theoretical framing and extending textual life history methodologies, we argue that time mapping is a visual methodology that has the power to disrupt managerial, auditing discourses that have come to dominate presen…
A Global De-colonial Praxis of Sustainability - Undoing Epistemic Violences between Indigenous peoples and those no longer Indigenous to Place
Addressing our growing planetary crisis and attendant symptoms of human and human-ecological disconnect, requires a profound epistemological reorientation regarding how societal structures are conceived and articulated; named here as the collective work of decolonisation. While global dynamics are giving rise to vital transnational solidarities between Indigenous peoples, these same processes have also resulted in complex and often contradictory …
Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education
Transcultural doctoral education has become a space to create opportunities for candidates to construct transcultural knowledge from the Global South. Rancière’s ideas about the ignorant schoolmaster and the role of dissensus have created cosmopolitan pedagogies in doctoral education. However, the role of history in transcultural doctoral education remains unexplored and draws principally on Western theorists. This article explores Chinese and Fi…
Indigenous Higher Education
The participation rate of Indigenous people in higher education is comparatively disparately low across all sectors. In this paper we examine the pivotal role of the university sector in addressing this inequity and releasing the potential for increased Indigenous enrolment, participation and completion in higher education. Indigenous higher education, we argue, is core university business, not an equity issue, and a unique opportunity currently …
Negotiating university ‘equity’ from Indigenous standpoints
Indigenous presence in the Australian university is a relatively recent phenomenon, initially framed by policies of equity that were, and continue to be, problematic in their assumptions – what they say and don’t say – about cultural difference, justice, sovereignty and more. From the lead author’s Aboriginal standpoint, the paper analyses the repercussions of ‘equity’ thinking that have intersected with Indigenous experiences of higher education…
A Global De-colonial Praxis of Sustainability - Undoing Epistemic Violences between Indigenous peoples and those no longer Indigenous to Place
Addressing our growing planetary crisis and attendant symptoms of human and human-ecological disconnect, requires a profound epistemological reorientation regarding how societal structures are conceived and articulated; named here as the collective work of decolonisation. While global dynamics are giving rise to vital transnational solidarities between Indigenous peoples, these same processes have also resulted in complex and often contradictory …
Research Through, With and As Storying
Research Through, With and As Storying explores how Indigenous and non-Indigenous scholars can engage with storying as a tool that disassembles conventions of research. The authors explore the concept of storying across different cultures, times and places, and discuss principles of storying and storying research, considering Indigenous, feminist and critical theory standpoints. Through the book, Phillips and Bunda provide an invitation to locate…
Transcultural and First Nations doctoral education and epistemological border-crossing
Existing literature on transcultural doctoral education remains largely silent about how history enters knowledge creation and the supervisory relationship. This paper draws upon Andzaldúa’s borderlands theory and de Sousa Santo’s theory on epistemologies of the South to examine the complex ways that history impacts upon First Nations, migrant, refugee and culturally diverse doctoral candidates’ epistemological border-crossing. We explore how our…
Teaching and researching before and during #Covid19
Despite Aboriginal and Torres Strait Islander peoples being portrayed as not being avid users of social media or other forms of technology,research evidence has shown quite the opposite. For Aboriginal and Torres Strait Islander peoples, social media and other forms of technology enable connecting, supporting andparticipating, both within their family and community and beyond. Within the University of Queensland’s (UQ) Indigenous Engagement Divis…
Time mapping
In this article, we introduce a time mapping methodology to chart the impact of transcultural and First Nations’ histories, geographies and cultural knowledges on doctoral education. Drawing upon a ‘Southern’, postcolonial-decolonial theoretical framing and extending textual life history methodologies, we argue that time mapping is a visual methodology that has the power to disrupt managerial, auditing discourses that have come to dominate presen…
Ready to write
The Edge of the Tide
This chapter is an autoethnographic reflection on our experiences as Indigenous academics around the complexities of who and what is ‘Aboriginal&s; in Australia and how might this change in the future. We draw on our experiences as four Indigenous researchers working in a university context independently for many decades and reflect on our witnessing changing and shifting understandings of Aboriginal identities and cultures. Drawing on images of …
‘Histories of knowledges’ for research education
The world faces complex and entangled environmental, health and social problems that can only be effectively grappled with if the research sector harnesses the knowledges and understandings of diverse cultures. Research education is a key site where more democratic and equitable processes of knowledge creation can take place. Drawing on de Sousa Santos’ argument for epistemic justice, this article discusses research education as embedded in globa…
Using Chinese and First Nations philosophies about time and history to reimagine transcultural doctoral education
Transcultural doctoral education has become a space to create opportunities for candidates to construct transcultural knowledge from the Global South. Rancière’s ideas about the ignorant schoolmaster and the role of dissensus have created cosmopolitan pedagogies in doctoral education. However, the role of history in transcultural doctoral education remains unexplored and draws principally on Western theorists. This article explores Chinese and Fi…
The importance of Indigenous centres/units for Aboriginal and Torres Strait Islander students
Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as ‘success models' is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in Higher Education (NCSEHE) funded research project, th…
Introduction
Indigenous education is multidimensional and multifaceted. When the term "Indigenous education" is used, it could reference schooling practices, including embedding Indigenous knowledge and perspectives in the curriculum; connecting with Indigenous communities; supporting Indigenous students; employing Indigenous staff; and more (Shay et al., 2023). The enactment or inaction of these activities is underpinned by ideological dissonance between Wes…
Indigenising curriculum at The University of Queensland
"We remain committed as ever"
one year after the Voice referendum, a group of 10 Indigenous researchers gathered on Kabi Kabi Country at Marcoola, on the Sunshine Coast in Queensland, Australia, for a research writing workshop where they responded to a series of objects focused on the Uluru Statement from the Heart and the Australian Voice referendum; the objects were curated within the writing space.This offered the focus for their thoughts, feelings, discussions, and collab…
Climate Country
As Indigenous and non-Indigenous academics, we acknowledge and pay our deepest respects to the ancestors and descendants of the Country upon which we work, meet, teach, learn, and research. We are ...
Sociology (12 obras) · Political science (9 obras) · Indigenous (8 obras) · Indigenous Health, Education, and Rights (7 obras) · Law (6 obras) · Pedagogy (5 obras) · Social science (5 obras) · Epistemology (4 obras) · Service-Learning and Community Engagement (4 obras) · Curriculum (3 obras)