ABSTRACT

Within the current South African “research education” context, characterised by the call for decolonisation, massification of education (yet a lack of resources) and neoliberal managerialism, graduate students and academics face challenges in conducting “culturally literate” research that is transformative. This article establishes that language, in rethinking indigeneity, means more than just linguistic symbolic expression, and extends to include local, cultural and spiritual expressions by research participants. It outlines a set of participatory, transformative methods that allow both indigenous and non-indigenous researchers to become literate in conducting research with indigenous communities. It demonstrates that it is imperative that researchers are well-versed in these expressions in order to make contextual sense of data.

摘要

在当前的南非“研究教育”背景下，以呼吁非殖民化，教育大众化（但仍缺乏资源）和新自由主义的管理主义为特征，研究生和学者在进行具有变革性的“文化素养”研究时面临挑战。本文确立了语言，它在重新思考本地性时，不仅意味着语言符号表达，而且还扩展了研究参与者的本地，文化和精神表达。它概述了一套参与性，变革性的方法，使土著和非土著研究人员都能够在与土著社区进行研究时脱颖而出。它表明，必须使研究人员精通这些表达方式才能使上下文具有数据意义。