This paper arises from PhD research on an Australian, Northern Territory (NT) language education policy, 'Compulsory Teaching in English For the First Four Hours of Each School Day', led to the synergy of research evidence from two knowledge systems. Initiated in response to local NT Indigenous concerns, the research explored these concerns in detail using qualitative critical case study ethnographic across-cultural research approaches. This paper describes how Indigenous knowledge in relation to policy effects not only informed methodology but confirmed regional, national and international research in the field of bilingual education. In contrast, a critical discourse analysis on policy texts and discourse exposed flawed rationality and fallacy. This latter analysis was informed by Fairclough (1989) and Reisigl and Wodak's (2009) Historical Discourse Analysis, as well as the works of Foucault, Bourdieu, and others. As such, this paper explains how the research explored the issue of policy analysis and effects to afford a western explanation with Indigenous perspectives as the foundation of research that can help us travel the knowledge journey together.

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To investigate deterrents to family planning practices among Swazi women, 205 structured interviews were conducted with conveniently selected women in the four geographical regions of Swaziland. The Statistical Package for Social Sciences (SPSS) was used to analyse data. These results revealed that cultural practices, religious beliefs, gender issues and health care practices were the main barriers to the use of contraceptives among Swazi women. Recommendations were suggested regarding the education of men, women, adolescents and the entire society about contraceptive practices