Photoyarn

Aboriginal and Mãori girls' researching contemporary boarding school experiences

Jessa Rogers

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Few studies have primarily addressed Indigenous girls' experiences in contemporary boarding schools in Australia or Aotearoa New Zealand. In response, this research was developed in conjunction with Indigenous students attending boarding schools to look at their school experiences. Fifteen Aboriginal girls attending two non-Indigenous Australian boarding schools and ten girls from one Maori boarding school were involved in this research. An Indigenous research method termed 'photoyarn' was developed as a method students could use to drive and control their own research, on their own experiences, using student photography, yarning and yarning circles. Underpinned and viewed through the lens of Martin's (2008) relatedness theory, this research also drew on Indigenous methodologies centred on connectedness and relatedness, such as storywork. Photoyarn allowed participants to lead their own research in ways that many other methods could not, through participant-led data collection, analysis and dissemination.

Original languageEnglish
Pages (from-to)3-13
Number of pages11
JournalAustralian Aboriginal Studies
Volume2017-January
Issue number1
Publication statusPublished - 1 Jan 2017

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boarding school
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methodology
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Cite this

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title = "Photoyarn: Aboriginal and M{\~a}ori girls' researching contemporary boarding school experiences",
abstract = "Few studies have primarily addressed Indigenous girls' experiences in contemporary boarding schools in Australia or Aotearoa New Zealand. In response, this research was developed in conjunction with Indigenous students attending boarding schools to look at their school experiences. Fifteen Aboriginal girls attending two non-Indigenous Australian boarding schools and ten girls from one Maori boarding school were involved in this research. An Indigenous research method termed 'photoyarn' was developed as a method students could use to drive and control their own research, on their own experiences, using student photography, yarning and yarning circles. Underpinned and viewed through the lens of Martin's (2008) relatedness theory, this research also drew on Indigenous methodologies centred on connectedness and relatedness, such as storywork. Photoyarn allowed participants to lead their own research in ways that many other methods could not, through participant-led data collection, analysis and dissemination.",
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Photoyarn : Aboriginal and Mãori girls' researching contemporary boarding school experiences. / Rogers, Jessa.

In: Australian Aboriginal Studies, Vol. 2017-January, No. 1, 01.01.2017, p. 3-13.

Research output: Contribution to journalArticle

TY - JOUR

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T2 - Aboriginal and Mãori girls' researching contemporary boarding school experiences

AU - Rogers, Jessa

PY - 2017/1/1

Y1 - 2017/1/1

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AB - Few studies have primarily addressed Indigenous girls' experiences in contemporary boarding schools in Australia or Aotearoa New Zealand. In response, this research was developed in conjunction with Indigenous students attending boarding schools to look at their school experiences. Fifteen Aboriginal girls attending two non-Indigenous Australian boarding schools and ten girls from one Maori boarding school were involved in this research. An Indigenous research method termed 'photoyarn' was developed as a method students could use to drive and control their own research, on their own experiences, using student photography, yarning and yarning circles. Underpinned and viewed through the lens of Martin's (2008) relatedness theory, this research also drew on Indigenous methodologies centred on connectedness and relatedness, such as storywork. Photoyarn allowed participants to lead their own research in ways that many other methods could not, through participant-led data collection, analysis and dissemination.

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