Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property engaging. Zuckermann, Kellett, S., Jaky Troy,, Michael Colbung,, Alghurabi, L., Anderson, G., Rigney, L., Caruso, J., Couzens, V., Arbon, undefined, Walsh, M., & Atkinson, S. Technical Report 2015. ![Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property engaging [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex The aim of the book is to give people (in general non-indigenous academics) the confidence to truly engage and collaborate with each other to achieve goals that benefit all and in particular take account of the context: cultural beliefs and practices of people from indigenous communities in Australia. We encourage you to create your own protocols, and hope this guidebook will help you design your own detailed map for your journey. With approximately 330 language groups and nations across Australia, this guidebook is far from a complete resource. Many groups do have shared understandings of intellectual property and cultural protocols, but differences ought to be respected. Whether you are an Indigenous person or not, you need to consult locally about what is appropriate locally. Indigenous peoples worldwide have rights under the United Nations convention. Universities are legally obligated to engage with communities in a way that respects these rights. Academic users will gain confidence in Reach a deeper understanding of cultures. Feel confident in engaging with traditional cultures. Build lasting relationships with communities. Correctly handle paperwork, for example with regard to consent. Understand why art inspired by traditional cultures can be controversial, and how to avoid causing harm. Fathom intellectual property, with an easy guide to the ins and outs of copyright. Familiarise yourself with payment and other ways to share benefits with communities.
@techreport{zuckermann_engaging_2015,
title = {Engaging – {A} {Guide} to {Interacting} {Respectfully} and {Reciprocally} with {Aboriginal} and {Torres} {Strait} {Islander} {People}, and their {Arts} {Practices} and {Intellectual} {Property} engaging},
url = {http://www.zuckermann.org/guide.html},
abstract = {The aim of the book is to give people (in general non-indigenous academics) the confidence to truly engage and collaborate with each other to achieve goals that benefit all and in particular take account of the context: cultural beliefs and practices of people from indigenous communities in Australia. We encourage you to create your own protocols, and hope this guidebook will help you design your own detailed map for your journey. With approximately 330 language groups and nations across Australia, this guidebook is far from a complete resource. Many groups do have shared understandings of intellectual property and cultural protocols, but differences ought to be respected. Whether you are an Indigenous person or not, you need to consult locally about what is appropriate locally. Indigenous peoples worldwide have rights under the United Nations convention. Universities are legally obligated to engage with communities in a way that respects these rights. Academic users will gain confidence in Reach a deeper understanding of cultures. Feel confident in engaging with traditional cultures. Build lasting relationships with communities. Correctly handle paperwork, for example with regard to consent. Understand why art inspired by traditional cultures can be controversial, and how to avoid causing harm. Fathom intellectual property, with an easy guide to the ins and outs of copyright. Familiarise yourself with payment and other ways to share benefits with communities.},
urldate = {2016-07-21},
author = {{Zuckermann} and Kellett, Sarah and {Jaky Troy,} and {Michael Colbung,} and Alghurabi, Lur and Anderson, Geoff and Rigney, Lester-Irabinna and Caruso, Jenni and Couzens, Vicki and Arbon, , Veronica and Walsh, Michael and Atkinson, Stephen},
year = {2015},
}
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