Chapter 11. “Where you from, who’s your Mob?”
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Robyn Ober
Abstract
In this chapter, we discuss how “yarning” — a traditional way of communicating, making and sharing meaning within Aboriginal society — may work as a research paradigm and methodology for qualitative ethnographic studies in applied linguistics. Yarning involves story telling as part of cooperative conversations and helps in the development of knowledge for all involved in the process, reflecting Indigenous knowledge system. Beyond a cultural practice, it is also gaining increasing recognition as an important and culturally appropriate way to undertake data collection with Australian First Nations people. The chapter suggests that while the yarning space can be a flexible context to co-construct relationships and understanding, there is also a need for caution “to expect the unexpected”. Non-Aboriginal researchers in the Aboriginal space should not be afraid to ask for Aboriginal participants’ feedback and follow-up diligently on this advice.
Abstract
In this chapter, we discuss how “yarning” — a traditional way of communicating, making and sharing meaning within Aboriginal society — may work as a research paradigm and methodology for qualitative ethnographic studies in applied linguistics. Yarning involves story telling as part of cooperative conversations and helps in the development of knowledge for all involved in the process, reflecting Indigenous knowledge system. Beyond a cultural practice, it is also gaining increasing recognition as an important and culturally appropriate way to undertake data collection with Australian First Nations people. The chapter suggests that while the yarning space can be a flexible context to co-construct relationships and understanding, there is also a need for caution “to expect the unexpected”. Non-Aboriginal researchers in the Aboriginal space should not be afraid to ask for Aboriginal participants’ feedback and follow-up diligently on this advice.
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Foreword ix
- Introduction 1
-
Section I. Methodological approaches
- Chapter 1. A taxonomy of questionable research practices in quantitative humanities 10
- Chapter 2. Corpus linguistics and ethics 28
- Chapter 3. Ethical issues in educational action research 45
- Chapter 4. Doing research in culturally and linguistically diverse K-12 classrooms 59
- Chapter 5. Ethical considerations for research involving computer-assisted language learning, social media, and online environments 72
- Chapter 6. Transcription as ethics 87
- Commentary on Section I 110
-
Section II. Specific populations and research contexts
- Chapter 7. The zero-sum game of beneficence 122
- Chapter 8. Ethical research with adult migrant language learners 136
- Chapter 9. Ethics in heritage language education 155
- Chapter 10. The ethics of indigenous language revitalization 172
- Chapter 11. “Where you from, who’s your Mob?” 192
- Commentary on Section II 210
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Section III. Pedagogy and policy
- Chapter 12. Ethical research considerations in classroom and online spaces with bilingual students and their teachers 218
- Chapter 13. Ethical issues in language testing 235
- Chapter 14. Navigating ethical challenges in L2 writing in transnational higher education 249
- Chapter 15. Challenges of justice and equity for ethical English as an additional language in school education 266
- Commentary on Section III 285
-
Section IV. Personal and interactive aspects of research and scholarship
- Chapter 16. Managing publication expectations and collaborations 296
- Chapter 17. Ethical dilemmas of graduate students negotiating new roles and responsibilities 310
- Chapter 18. Research ethics and decisions 328
- Chapter 19. The ethical gray area 341
- Commentary on Section IV 355
- Afterword 364
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 371
Chapters in this book
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
- Table of contents v
- Foreword ix
- Introduction 1
-
Section I. Methodological approaches
- Chapter 1. A taxonomy of questionable research practices in quantitative humanities 10
- Chapter 2. Corpus linguistics and ethics 28
- Chapter 3. Ethical issues in educational action research 45
- Chapter 4. Doing research in culturally and linguistically diverse K-12 classrooms 59
- Chapter 5. Ethical considerations for research involving computer-assisted language learning, social media, and online environments 72
- Chapter 6. Transcription as ethics 87
- Commentary on Section I 110
-
Section II. Specific populations and research contexts
- Chapter 7. The zero-sum game of beneficence 122
- Chapter 8. Ethical research with adult migrant language learners 136
- Chapter 9. Ethics in heritage language education 155
- Chapter 10. The ethics of indigenous language revitalization 172
- Chapter 11. “Where you from, who’s your Mob?” 192
- Commentary on Section II 210
-
Section III. Pedagogy and policy
- Chapter 12. Ethical research considerations in classroom and online spaces with bilingual students and their teachers 218
- Chapter 13. Ethical issues in language testing 235
- Chapter 14. Navigating ethical challenges in L2 writing in transnational higher education 249
- Chapter 15. Challenges of justice and equity for ethical English as an additional language in school education 266
- Commentary on Section III 285
-
Section IV. Personal and interactive aspects of research and scholarship
- Chapter 16. Managing publication expectations and collaborations 296
- Chapter 17. Ethical dilemmas of graduate students negotiating new roles and responsibilities 310
- Chapter 18. Research ethics and decisions 328
- Chapter 19. The ethical gray area 341
- Commentary on Section IV 355
- Afterword 364
- 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 371
