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Indigenous knowledge of place is not well‐served by today's digital geospatial technologies, such as spatial data, maps, spatial databases, and GIS. This paper aims to identify and explore new connections between Indigenous knowledge of place and digital geospatial technologies. Our analysis is structured around three key gaps in past work: (a) the overrepresentation of digital data about space, rather than knowledge of place; (b) a lack of facility to differentiate access to knowledge and enable Indigenous data sovereignty; (c) a lack of facility to support and sustain relationships between Indigenous and non‐Indigenous peoples. The paper further identifies and explores recent research topics in the field of geographic information science (GI science) with relevance to addressing these gaps. This includes identifying new serendipitous synergies with previously unconnected research areas, such as research into location privacy, uncertainty, qualitative spatial reasoning, or distributed spatial computing. The conclusions acknowledge that our retrospective approach is unlikely to lead to radical reformulation of geospatial technologies. Nevertheless, we argue that identifying technological opportunities could offer a pragmatic pathway to more rapidly bootstrap new approaches, beyond simply technological "fixes." [ABSTRACT FROM AUTHOR]

This article addresses some critical issues in the research environment of Aboriginal and Torres Strait Islander candidates at Australian universities. It will be useful to non-Indigenous supervisors of Indigenous students, as well as Indigenous students considering the different kinds of creative practice projects possible at postgraduate level. The article examines the nexus between Indigenous knowledge and creative practice research. The significance of this relationship becomes more apparent with increasing participation of Indigenous creative practitioners in postgraduate education. By drawing on our experience as supervisors of PhD- and MA-level higher degrees with Aboriginal and Torres Strait Islander candidates, we discuss some of the issues that may arise for supervisors and Indigenous researchers in creative practice research environments. Through Indigenous candidates’ creative projects, we argue these works provide insights into the existing conventions of practice, knowledge and research in Western education. Thus, we demonstrate how Indigenous knowledge has contributed to creative practice research, and broadened its horizons and methods of inquiry. [ABSTRACT FROM PUBLISHER]

Aboriginal historiographies challenge conventional interpreting of societies and cultures' histories which are often linear, singular, and excluding of other than dominant narratives. But alternative solutions to conventional history are often binarized as minority or oppositional groups and simply "accommodated" in what continues as the dominant story. The work of Japanese scholar Minoru Hokari from his time with Gurindji people, an Aboriginal Australian group from the Kalkaringi region in northern Australia, is discussed here as an innovative way of re-framing how we think outside such dichotomies. Following Hokari's lead the author's own cross-culture positioning is then used to explore Aboriginal construction of knowledge and history amongst the Ganai/Kurnai, the Aboriginal people originating from the region of Gippsland in southern Australia. This broadens the argument for valuing multiple alternative histories that such lived experience offers for majority and Indigenous peoples alike. [ABSTRACT FROM AUTHOR]

This article engages with visual media texts to complicate the ways audiences interpret race politics in the light of competing discourses on cultural difference. I adopt a case study approach to examining how value can be ascribed to ethnic cultural knowledge in ways that productively contribute to shaping public engagement with race politics in a contemporary context. How might visual texts work to mediate the invisible dimensions of the socio-political in the teaching of the histories of race? I will offer reflections on this question through two paintings that highlight Aboriginal notions of ‘self’ in relation to the migrant ‘other’ in an Australian museum. My aim is to explore some of the pedagogical implications around cross-cultural learning by disrupting orthodox readings of place and race informed by dominant discourses. [ABSTRACT FROM AUTHOR]