contents
 introduction
 scope
 activities
 capacities
 infrastructure
 & benefits
 participants
    dennis altman
    michelle arrow
    paul arthur
    carol bacchi
    ros bandt
    larissa behrendt
    mary besemeres
    richard broome
    chilla bulbeck
    anthony burke
    david carment
    david carter
    jock collins
    liz conor
    greg craven
    martin crotty
    denis cryle
    ann curthoys
    kate darian-smith
    lynette finch
    rae frances
    lucy frost
    stephen garton     heather goodall
    anna haebich
    dennis haskell
    anthony hassall
    jeannie herbert
    jenny hocking
    alison holland
    elizabeth jacka
    bruce johnson
    carol johnson
    mary kalantzis
    marilyn lake
    kateryna longley
    andrew mccann
    chris mcconville
    russell mcdougall
    philip mead
    clive moore
    nicole moore
    stephen muecke
    ffion murphy
    john murphy
    martin nakata
    garth nettheim
    karl neuenfeldt
    christine nicholls
    richard nile
    marguerite nolan
    wenche ommundsen
    darlene oxenham
    maureen perkins
    emily potter
    jan ryan
    kay saunders
    sean scalmer
    bruce scates
    kay schaffer
    joanne scott
    graham seal
    june senyard
    sue sheridan
    judith smart
    tom stannage
    daniela stehlik
    jenny strauss
    sian supski
    hsu-ming teo
    graham tulloch
    james walter
    richard waterhouse
    elizabeth webby
    gus worby
    clare wright

 participants: martin nakata
 Martin Nakata
Professor and Director of Indigenous Academic Programs
at Jumbunna Indigenous House of Learning
University of Technology Sydney


Martin Nakata is Professor and Director of Indigenous academic programs at Jumbunna Indigenous House of Learning, University of Technology Sydney.

He is the first Torres Strait Islander to receive a PhD from an Australian university and his current research work is in the curriculum development areas and online pedagogies with a particular focus on Indigenous learners.

He has presented 14 plenary and keynote addresses at national as well as international conferences in 5 different countries, and published widely on Indigenous Australian people and education in various academic journals and books in Australia, Papua New Guinea, Japan and the United States.

He is a former member of the editorial board of The Australian Educational Researcher and current member of the editorial board of the Journal of Indigenous Policy.

He convened the second national Indigenous Researchers' Forum in Adelaide in 2000 and was a leading member of the organising committee for a Regional Conference of Indigenous peoples from Australia, New Zealand, Canada and the US on Indigenous Peoples and Racism in Sydney 2001 in preparation for the United Nations World Conference against racism, racial discrimination, xenophobia and related intolerance.

He twice represented the Aboriginal and Torres Strait Islander Commission at the United Nations in Geneva, Switzerland on Indigenous issues in Australia, and later provided research and technical support to the Commission's delegation at the UN's World Conference Against Racism in Durban, South Africa and the 2002 inaugural session of the Permanent Forum on Indigenous Issues in New York.

He was appointed by the Federal Minister for Indigenous Affairs as a member of a Review Panel required by Section 141 of the ATSIC Act to review the ATSIC electoral boundaries and systems.

He recently delivered the biennial AIATSIS Wentworth Lecture in Canberra, 28 May 2004, on Indigenous Austalian Studies and the higher education sector.

Publications
Nakata, M. & Langton, M. (eds.). (in progress). Indigenous Knowledge Systems: Current practices to document Indigenous Knowledge across the globe and in Australia. Academic text to be submitted in 2004.

Nakata, M. (in progress). Disciplining the Savages/Savaging the Disciplines: Exploring inscriptions of Islanders in Western systems of thought. Academic text to be submitted in November 2003.

Nakata, M. (in press). Shaping Indigenous Research Agendas and Direction. Plenary paper delivered at the Indigenous Researchers Forum, University of Melbourne, September 2001.

Nakata, M. Commonsense, colonialism and government. In Richard Davis (ed.) Identity, culture, history and Torres Strait Islanders, Canberra: Aboriginal Studies Press, 2004.

Nakata, M. Indigenous Knowledge and the Cultural Interface: Underlying issues at the intersection of knowledge and information systems (reprint). In Anne Hickling Hudson, Julie Matthews & Annette Woods (eds.) Disrupting Preconceptions: Postcolonialism and Education, (pp 19-38). Flaxton: Post Pressed, 2004.

Nakata, M. (2003). Indigenous knowledge, new times and tomorrow's archives. The inaugural Ben Haneman memorial Lecture, State Library of New South Wales, 10 September 2003, see http://www.sl.nsw.gov.au/about/publications/occasional.cfm

Nakata, M. (2003). Treaty and the self-determination agendas of Torres Strait Islanders: A Common struggle. In Hannah McGlade (ed.), Treaty: Let's get it right, (pp. 166-184). Canberra: Aboriginal Studies Press.

Nakata, M. (2003). Better (reprint). In Michelle Grossman (ed.). Blacklines: Contemporary critical writings by Indigenous Australians, (pp. 132-144). Carlton: Melbourne University Press.

Nakata, M. (2003). Some thoughts on the literacy issues in Indigenous contexts (reprint). The Australian Journal of Indigenous Education, Vol. 31, 7-15.

Nakata, (2002). Changing Indigenous perspectives across the curriculum. In Mary Kalantzis, Gella Varnava-Skoura & Bill Cope (eds.) Learning for the future: New worlds, new Literacies, mew learning, new people. Altona: Common Ground Publishing.

Nakata, M. (2002). Indigenous Knowledge and the Cultural Interface: Underlying issues at the intersection of knowledge and information systems. IFLA Journal, Vol. 28, No. 5/6, 281-291.

Nakata, M. (2002). Some thoughts on the literacy issues in Indigenous contexts. Melbourne: Language Australia, National Languages and Literacy Institute of Australia Ltd. Nakata, M. (ed.). (2001a). Indigenous peoples, racism and the United Nations. Melbourne: Common Ground Press.

Nakata, M. (Ed.) (2001b). Kaurna Higher Education Journal. 7.

Nakata, M. (2001c). Human rights, cultural rights and giving progressive agendas a go. In H. Vella Bonavita (ed.), Human Rights: A Fair Go for All, (pp. 91-98). Perth: John Curtin International Institute at Curtin University of Technology in conjunction with the National Committee on Human Rights Education.

Nakata, M. (2001d). Cracks in the Mask. The Contemporary Pacific: A Journal of Island Affairs. (13) 2, 610-612.

Nakata, M. (2001e). Multiliteracies and Indigenous Standpoints. In B Cope & M Kalantzis (eds.), Transformations, (pp. 113-120). Melbourne: Common Ground Press.

Nakata, M. (2001f). Another window on 'reality'. In B Osborne (ed.), Ethnicity, Social Justice and Education: A research basis for action, (pp. 331-351). Melbourne: Common Ground Press.

Nakata, M. (2001g). The place of English in Indigenous communities. In P Freebody, S Muspratt & B Dwyer (eds.), Difference, Silence and Textual Practice: Readings in Critical Literacy Education, (pp. 71-90). Creskill, N.J: Hampton Press.

Nakata, M. (2001h). Cross-cultural consideration. The Australian: Higher Education Supplement, Feb21, p. 41.

Nakata, M. (2001i). Difficult dialogues in Indigenous domains. In M. Kalantzis & B. Cope, Reconciliation, multiculturalism and identities: difficult dialogues, sensible solutions, (pp. 109-114). Melbourne: Common Ground Press.

Nakata, M. (2001j). Indigenous or Aboriginal and Torres Strait Islander? The Australian: Higher Education Supplement, Nov21, p..

Nakata, M. (2001k). The culture cult. The Age, Mar2001, p. Nakata, M. (2001l). Cultural complications. Sydney Morning Herald, Apr2001, p. 2. Allard, A, Fitzclarence, L. & Nakata, M & Warhurst, J. (2000). Evaluation of the 2000 Croc Eisteddfod in Weipa. Report. Canberra: Australian Curriculum Studies Association.

Nakata, M. (2000a). Foreword to Rethinking Indigenous Education by C. McConaghy. Flaxton: Post Pressed. Nakata, M. (2000b, Oct4-10). Negotiating the culture clash. Campus Review, Postgraduate Forum 3, 12.

Nakata, M. (2000c). History, cultural diversity & English language teaching. In New London Group. Multiliteracies: Literacy learning and the design of social futures. (pp. 106-120). New York: Routledge.

Nakata, M. (2000d). Questioning ABSTUDY changes. Ngoonjook, 18, 64-74

Nakata, M. (1999). Multiliteracies and Indigenous Standpoints. Australian Language Matters, 7(4).

Morgan, B., West, E., Nakata, M., Hall, K., Swisher, K., Ahenakew, F., Hughes, P., Ka'ai, T., Blair, N. (1999). The Coolangatta Statement on Indigenous Rights in Education, Journal of American Indian Education, Fall, 52-64.

Nakata, M. (1998a). A national strategy on education: Torres Strait Islanders on the Australian mainland under the current educational arrangements - A proposal for a national office. Townsville: National Secretariat of Torres Strait Islander Organisation Ltd.

Nakata, M. (1998b). Submission to the ABSTUDY Review Team. Unpublished paper submitted to the Senate Inquiry into Indigenous education funding in Canberra. Nakata, M. (ed) (1998c). Journal of Aboriginal Studies, 2.

Nakata, M. (1998d). Anthropological Texts and Indigenous Standpoints. Journal of Aboriginal Studies, 2, 3-15.

Nakata, M. (1998e). But what does it mean? Ngoonjook, 15, 19-28.

Nakata, M. (1997a). History, cultural diversity & English language teaching: The talk. Ngoonjook, 12, 54-75.

Nakata, M. (1997b). The Cultural interface: An exploration of the intersection of Western knowledge systems and Torres Strait Islander positions and experiences. Unpublished doctoral thesis. James Cook University, Townsville.

Nakata, M. (1997c). Who's reading misplaced hopes? Journal of Qualitative Studies. 10(4), 425-431

Nakata, M., Jensen, J. and Nakata, V. (1996). Literacy issues in communities and schools on three Torres Strait islands: Report submitted to the management team of the Torres Strait cluster of schools participating in the Queensland Education Department's ôStriving for Success: The School Enhancement Project. Townsville: James Cook University of North Queensland Printery.

Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., Luke, A., Luke, C., Michael, S., & Nakata, M. (1996). A pedagogy of Multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92

Nakata, M. (1995a). Building a bigger picture. Education Australia, 30, 18-19.

Nakata, M. (1995b). Cutting a better deal for Torres Strait Islanders. Aboriginal and Torres Strait Islander Youth [Special Issue]. Youth Studies Australia, 14(4), 29-34. Nakata, M. (1995c). Cutting a better deal for Torres Strait Islanders. The Aboriginal Child at School, 23, 20-27.

Cope, B., Kalantzis, M., McDaniel, M., McGinty, S., Nakata, M., Purdon, A., & Solomon, N. (1995). The Impact of cultural factors in the assessment and referral of Aboriginal and Torres Strait Islander people wishing to participate in literacy programs. Unpublished Report of a DEET funded National Project.

Nakata, M. (1994a). Better. Republica: The new land lies before us, 2, 61-74.

Nakata, M. (1994b). Report on education and schooling practice in the Torres Strait and Northern Peninsula areas. Townsville: James Cook University of North Queensland

Printery. Nakata, M. (1994c). The Cultural Interface. In Brown, L & Bull, D. (Eds.), Papers from the Jilalan project seminar: Aboriginal and Torres Strait Islander educators speak on the needs of a university preparation programs for Aboriginal and Torres Strait Islander students (pp. 13-28). Toowoomba: University of Southern Queensland Press.

Kalantzis, M., Cope, B., Solomon, B., Luke, A., Morgan B., & Nakata, M. (1994). Batchelor College Entry Profile and Stage Level Assessment Scales. Batchelor: Batchelor College. Nakata, M. & Muspratt, S. (1994). How to read across the curriculum: The case of a Social Studies 'Social Investigation Strategy' as ideological practice. Australian Journal of Language and Literacy, 17(3), 227-239.

Nakata, M. (1993a). An Islander's story of a struggle for a 'better' education. Ngoonjook, 9, 52-66.

Nakata, M. (1993b). Culture in education: For us or for them? In N. Loos & T. Osanai (eds.), Indigenous minorities and education: Australian and Japanese perspectives of their Indigenous peoples, the Ainu, Aborigines and Torres Strait Islanders (pp. 334-349). Tokyo: San-You-Sha.

Luke, A., Nakata, M., Garbutcheon Singh, M., & Smith, R. (1993). Policy and politics of representation: Torres Strait Islanders and Aborigines at the margins. In B. Lingard, J.

Knight & P. Porter (Eds.), Schooling reform in hard times. (pp. 139-152). London: The Falmer Press.

Nakata, M. (1991a). Constituting Torres Strait Islanders in the national education policy. In M. Bezzina & J Butcher (eds.), The changing face of professional education (pp. 700-708). Sydney, Nepean: The Australian Association for Research in Education.

Nakata, M. (1991b). Constituting the Torres Strait Islander: A Foucauldian discourse analysis of the National Aboriginal and Torres Strait Islander Education Policy. Unpublished B. Ed. Hons. Thesis Department of Social and Cultural Studies, James Cook University of North Queensland.

Nakata, M. (1991c). Placing Torres Strait Islanders on a sociolinguistic and literate continuum: A critical commentary. The Aboriginal Child at School, 19, 39-53.
Editorial Work
2001 Editor, Kaurna Higher Education Journal

2001 Editor, Indigenous peoples, racism and the UN

1998 Guest editor, Journal of Aboriginal Studies

2001 Editorial Board member, Australian Educational Researcher (AER)

2001 Editorial Board member, Journal of Indigenous Policy
Memberships
Australian Association of Researchers in Education

Australian Institute of Aboriginal and Torres Strait Islander Studies

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This report has been make possible due to the generous support
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 contact
Martin Nakata
email: [email protected]

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