Catherine Howlett
Biographic Data
| ID | 140697 |
|---|---|
| NAME | Catherine Howlett |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Howlett |
| SIGNATURE | HOWLETT C |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0002-4153-7838 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Including Indigenous Knowledge in Land Use Governance and Decision-Making: A Dialogue on Experiences, Challenges and Opportunities
There is significant recognition at multiple levels of governance on the need for inclusion of Indigenous knowledge systems in collaborative environmental governance and land use decision-making. Considerable challenges in operationalization remain, however, specifically, the how of inclusion. This paper is a synthesis of and a reflection on a thematic series of papers contributing an understanding of the recognition and inclusion of Indigenous k…
Moolawang Ngayagang Yanba: Developing Relationships with Lake Illawarra
This paper offers an example of how Indigenous knowledges can be integrated into governance within an Australian context. The research is part of an international collaborative project seeking demonstrable examples of the potential for effective integration of Indigenous knowledge into land and marine based planning processes, and environmental decision-making. In the main, the integration of Indigenous knowledge has been tokenistic, or for the p…
Accumulating Minerals and Dispossessing Indigenous Australians: Native Title Recognition as Settler-Colonialism
The changes in regulation of mineral development on Indigenous people's lands, wrought by the advent of native title in Australia, created an impression that the political economy of mining on Indigenous people's lands would be fundamentally transformed. In this paper we argue, in reality, a deeply seated settler-colonial mentality endures in Australia within the institutions presiding over mineral governance, particularly in those States that ar…
The Friction of Fracking: Discursive Constraints on Aboriginal Participation in Coal Seam Gas in Northern NSW
Indigenising the Griffith School of Environment Curriculum: Where to From Here
This article presents a discussion on a study undertaken by academics within the Griffith School of Environment, Brisbane, Australia that sought to explore the potential of an Indigenised curriculum to attract and retain Indigenous students, and thereby facilitate greater participation of Indigenous students in science. The article highlights the need for staff to be both reflective and reflexive about the limitations their particular knowledge s…
Indigenous Agency and Mineral Development: A Cautionary Note
It is necessary to understand that the present conjuncture, far from being the only natural or possible societal order, is the expression of a certain configuration of power relations.It is the result of hegemonic moves on the part of specific social forces that have been able to implement a profound transformation in the relations between capitalist corporations and the state
Flogging a Dead Horse? Neo-Marxism and Indigenous Mining Negotiations
Historically, Indigenous Australians have been marginalised, both economically and politically, in mineral development processes in Australia. The Australian state structures the interaction between Indigenous people and mining companies through general legislation and policies, and is therefore a key determinant of the mineral negotiating environment. This paper examines the state's role in the negotiations for the Century Mine in the Gulf of Ca…
The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum
In Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been …
Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment
Low retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted withi…
Accumulating Minerals and Dispossessing Indigenous Australians: Native Title Recognition as Settler-Colonialism
The changes in regulation of mineral development on Indigenous people's lands, wrought by the advent of native title in Australia, created an impression that the political economy of mining on Indigenous people's lands would be fundamentally transformed. In this paper we argue, in reality, a deeply seated settler-colonial mentality endures in Australia within the institutions presiding over mineral governance, particularly in those States that ar…
Indigenous Agency and Mineral Development: A Cautionary Note
It is necessary to understand that the present conjuncture, far from being the only natural or possible societal order, is the expression of a certain configuration of power relations.It is the result of hegemonic moves on the part of specific social forces that have been able to implement a profound transformation in the relations between capitalist corporations and the state
The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum
In Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been …
Flogging a Dead Horse? Neo-Marxism and Indigenous Mining Negotiations
Historically, Indigenous Australians have been marginalised, both economically and politically, in mineral development processes in Australia. The Australian state structures the interaction between Indigenous people and mining companies through general legislation and policies, and is therefore a key determinant of the mineral negotiating environment. This paper examines the state's role in the negotiations for the Century Mine in the Gulf of Ca…
Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment
Low retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted withi…
Indigenising the Griffith School of Environment Curriculum: Where to From Here
This article presents a discussion on a study undertaken by academics within the Griffith School of Environment, Brisbane, Australia that sought to explore the potential of an Indigenised curriculum to attract and retain Indigenous students, and thereby facilitate greater participation of Indigenous students in science. The article highlights the need for staff to be both reflective and reflexive about the limitations their particular knowledge s…
The Friction of Fracking: Discursive Constraints on Aboriginal Participation in Coal Seam Gas in Northern NSW
Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment
Low retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted withi…
The Place of Indigenous Knowledge in Tertiary Science Education: A Case Study of Canadian Practices in Indigenising the Curriculum
In Australia, Indigenising the curriculum is increasingly acknowledged as a possible avenue for addressing Indigenous under-representation in tertiary science education in a culturally appropriate and relevant manner. While no Australian university has implemented such a program, there is much to be learnt about the inherent complexities of Indigenising curriculum before it is pursued. In Canada, however, innovative university programs have been …
Indigenous Agency and Mineral Development: A Cautionary Note
It is necessary to understand that the present conjuncture, far from being the only natural or possible societal order, is the expression of a certain configuration of power relations.It is the result of hegemonic moves on the part of specific social forces that have been able to implement a profound transformation in the relations between capitalist corporations and the state
Flogging a Dead Horse? Neo-Marxism and Indigenous Mining Negotiations
Historically, Indigenous Australians have been marginalised, both economically and politically, in mineral development processes in Australia. The Australian state structures the interaction between Indigenous people and mining companies through general legislation and policies, and is therefore a key determinant of the mineral negotiating environment. This paper examines the state's role in the negotiations for the Century Mine in the Gulf of Ca…
Indigenising the Griffith School of Environment Curriculum: Where to From Here
This article presents a discussion on a study undertaken by academics within the Griffith School of Environment, Brisbane, Australia that sought to explore the potential of an Indigenised curriculum to attract and retain Indigenous students, and thereby facilitate greater participation of Indigenous students in science. The article highlights the need for staff to be both reflective and reflexive about the limitations their particular knowledge s…
The Friction of Fracking: Discursive Constraints on Aboriginal Participation in Coal Seam Gas in Northern NSW
Accumulating Minerals and Dispossessing Indigenous Australians: Native Title Recognition as Settler-Colonialism
The changes in regulation of mineral development on Indigenous people's lands, wrought by the advent of native title in Australia, created an impression that the political economy of mining on Indigenous people's lands would be fundamentally transformed. In this paper we argue, in reality, a deeply seated settler-colonial mentality endures in Australia within the institutions presiding over mineral governance, particularly in those States that ar…
Moolawang Ngayagang Yanba: Developing Relationships with Lake Illawarra
This paper offers an example of how Indigenous knowledges can be integrated into governance within an Australian context. The research is part of an international collaborative project seeking demonstrable examples of the potential for effective integration of Indigenous knowledge into land and marine based planning processes, and environmental decision-making. In the main, the integration of Indigenous knowledge has been tokenistic, or for the p…
Including Indigenous Knowledge in Land Use Governance and Decision-Making: A Dialogue on Experiences, Challenges and Opportunities
There is significant recognition at multiple levels of governance on the need for inclusion of Indigenous knowledge systems in collaborative environmental governance and land use decision-making. Considerable challenges in operationalization remain, however, specifically, the how of inclusion. This paper is a synthesis of and a reflection on a thematic series of papers contributing an understanding of the recognition and inclusion of Indigenous k…
Indigenous Health, Education, and Rights (7 works) · Political science (7 works) · Indigenous (6 works) · Sociology (6 works) · Mining and Resource Management (5 works) · Ecology (4 works) · Traditional knowledge (4 works) · Curriculum (3 works) · Indigenous and Place-Based Education (3 works) · Pedagogy (3 works)