OLG 3ST3: Special Topics - Indigenous Community-Based Research (original) (raw)
Related papers
Engaging indigenous knowledge (s) in research and practice
Gema Online Journal of Language Studies, 2012
Researching education for students of Indigenous Studies means addressing the philosophical, theoretical and practical questions that arise when a researcher from one culture begins research with people from another language and culture. Specifically, Indigenous peoples across the world contest research that frames them within a deficit discourse, as well as research that is done 'on them' rather than 'with them'. Indigenous people have advocated for their ontologies and epistemologies to be recognised within the academy, alongside the Western Canon of knowledge and research processes. In this context, this paper will address three issues of importance for non-Indigenous researchers working with Indigenous peoples. Firstly, preparing yourself to do Indigenous research by being a top quality researcher yourself and, when invited, to learn from Indigenous peoples about their knowledges. This is, of course, regulated by factors such as gender, age, expertise and relationships with Indigenous peoples. Secondly, preparing Indigenous students to become top quality researchers themselves, seeking opportunities to create new knowledge in that culturally diverse space. This includes challenging the boundaries of the academy to include Indigenous knowledges and practices in thesis production . Thirdly, preparing non-Indigenous students to do quality Indigenous research which includes knowing your limitations, having a commitment to building Indigenous research capacity and operating in an environment of deep respect for those you are working with. Examples from research projects and student theses will illustrate these issues.
Qualitative Research in Organizations and Management: An International Journal, 2020
Guest editorial Editors' note on special issue on indigenous knowledges, priorities and processes in qualitative research Though scholarship on Indigenous organizations, practices and methodologies is rapidly growing alongside the burgeoning sub-discipline of Indigenous business and management, such research is not often reported in "mainstream journals." Rather, the research is commonly concentrated in Indigenous-or ethnic-focused journals. Recognizing the importance of these topics for all scholars, the editors of the journal of Qualitative Research in Organizations and Management invited us (the guest editors) to conceive of a special issue that would enable qualitative researchers and organizational management scholars to engage with the richness of Indigenous ways of knowing and the innovations resulting from methodologies that honour centuries-old knowledge and wisdom. As researchers of Indigenous organizations, management and policy, we called for a special issue that would bring Indigenous knowledges and methodologies to the broader discussion of qualitative methods in organizations and management. During the past decades, there have been important contributions to qualitative research methodologies for research in Indigenous contexts. Alongside the emergence of Indigenous ethics review boards in institutions, scholars have suggested ethical frameworks for research with Indigenous peoples (e.g. Ellis and Earley, 2006 on issues of consent and reciprocity). Increasingly, researchers are engaging in applied research that is useful to the communities involved, employing action research methods to solve problems (see Carpenter and McMurchy-Pilkington, 2008). Relationships between researchers and research participants are being challenged and redefined, empowering Indigenous peoples to collect, analyze, interpret and control research data instead of participating in projects as "subjects" (see Tomlins Jahnke and Gillies, 2012). Indigenous ways of knowing, embedded in oral traditions, are informing research design and implementation, as well as the communication of research results, for example, through digital storytelling (Cunsolo-Willox et al., 2012; Wachowich and Scobie, 2010; Marsh, 2009). These shifting orientations and approaches respond to calls by Indigenous advocates and communities for the decolonization of institutions of higher education and research methodologies employed by academics in their work with Indigenous
Field Research in Indigenous Contexts
2018
In this final chapter, the theoretical considerations of the previous chapters are applied to real-life situations. Thus, the perspectives gained on what cultures are; if, when and why they change; how they can become dominant; and what globalisation means now help to find the best practices for planning and carrying out field research in indigenous contexts. This is done on the basis of relevant articles for the United Nations Declaration on the Rights of Indigenous Peoples, which are examined under the aspect of our topic. Since comprehensive preparation for field research in indigenous contexts is indispensable, it is set out in detail how to conduct education and training, aiming at optimum transcultural competency of the researchers-to-be, as well as of others, who want to be fit for sustainable intercultural work. While preparing the field research, it is necessary to understand the semiotic functions of the indigenous people’s descriptions in already available texts and pictu...
Guiding principles for indigenous research practices
Action Research, 2016
Based upon expansions of indigenous research methodologies in the literature, researchers are encouraged to understand indigenous research conceptualization and implementation within various communities. The purpose of this review is to outline six tenets or principles that are intended to engage researchers in practices that privilege the voices and goals of indigenous populations: indigenous identity development; indigenous paradigmatic lens; reflexivity and power sharing; critical immersion; participation and accountability; and methodological flexibility. Future research directions for expanding and operationalizing principles of indigenous research practices are also provided.
Conducting research with Indigenous people and communities Brief 15 , January 2013
2015
Past critiques of the social sciences focused primarily on the identity of the researcher and his or her relationship with the ‘subject’ Indigenous person, but over time more sophisticated and practical approaches have emerged related to participantfocused methodologies and design. More specifically, past research involving Indigenous people has been criticised as inherently biased and disempowering (Henry et al 2004; Davey and Day 2008; Kidman 2007; Sherwood 2010). Recent responses that seek to improve all forms of research practice involving Indigenous people in Australia and internationally, include funding for Indigenous-specific research institutes, dedicated funding for Indigenous academics and research networks, and ethical guidelines. Some of the most interesting and substantial Indigenous-led or informed research that has emerged in the past 20 years has often related to health, although such innovative approaches remain under-developed in the criminological domain. Today, ...
It matters who you are: Indigenous knowledge research and researchers
Education as Change, 2016
It is common for researchers in Indigenous Knowledge (IK) in science education research to draw on aspects of the scientific paradigm from their science training. The consequent research seeks to be objective. This paradigm is not necessarily appropriate for IK research. While there have been calls for IK-aligned methodologies (Chilisa 2012; Keane 2008; Smith 1999) there are few examples of how this may be approached in Southern Africa. Drawing on the centrality of story and relationship in IK, we illustrate how the researcher's life experience shapes the research purpose, design and credibility. In refocusing research into IK, the relationship between research and the researcher needs greater acknowledgement. We present here story examples from three IK-science education studies. university of south africa Published by the University of Johannesburg and Unisa Press. This is an Open Access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/) Education as Change
Conducting research with Indigenous people and communities
2013
Past critiques of the social sciences focused primarily on the identity of the researcher and his or her relationship with the ‘subject’ Indigenous person, but over time more sophisticated and practical approaches have emerged related to participantfocused methodologies and design. More specifically, past research involving Indigenous people has been criticised as inherently biased and disempowering (Henry et al 2004; Davey and Day 2008; Kidman 2007; Sherwood 2010). Recent responses that seek to improve all forms of research practice involving Indigenous people in Australia and internationally, include funding for Indigenous-specific research institutes, dedicated funding for Indigenous academics and research networks, and ethical guidelines. Some of the most interesting and substantial Indigenous-led or informed research that has emerged in the past 20 years has often related to health, although such innovative approaches remain under-developed in the criminological domain. Today, ...
This chapter argues that research, as any other academic endeavour, is a highly charged and contested space. It posits that research as it currently stands, is a dictated process that is given direction and life through acceptance and acknowledgement by western scholarship that has bothered not just the indigenous and formerly colonized, but has also dictated what research is and how it is supposed to be carried out. The chapter points out that research is not new to indigenous communities as they have through observations and experiments, carried out research prior to the onslaught of colonialism and its research approaches. It posits that research that is devoid of putting place as part of the research methods risks coming up with inadequate data. It further observes that while there are similarities that may exist between indigenous and western research methods, especially when looked at from a qualitative paradigm, there are also substantial differences. The chapter notes that the starting point of any indigenous research methods is the place of the self, the researcher in the whole research matrix because indigenous inquiry is relational. It argues that relationship is important especially with the person telling the research story or providing the data. This, the chapter argues, does not exclude others who may be listening in to the discussion. The chapter, informed by the author's experiences in the field, additionally advances the idea that the researcher who is supposed to be indigenous is part of the story and his/her being part of the story contributes to how data are interpreted, which is quite contrary to the western research system where the researcher is an outsider who does not belong to the group.