scholarly journals The Creation and Recreation of Borderlands Among Indigenous Peoples

2021 ◽  
pp. 318-334
Author(s):  
Pilar Hernández-Wolfe ◽  
Santos Jamioy Muchavisoy
Keyword(s):  
Indigenous Peoples ◽  
Historical Context ◽  
Indigenous Communities ◽  
Local Context ◽  
Research Practice ◽  
Ways Of Coping ◽  
Cultural Systems ◽  
Historical Processes ◽  
Power Differentials ◽  
Ways Of Being

In this chapter the authors discuss processes of survival and resilience for indigenous communities impacted by the enduring effects of colonization and coloniality. They focus on what resilience means for the Kamentza people, thus relocating the concept to a borderlands space where Western notions of resilience can dialogue with and be transformed by the local context of this community. They situate their analysis within an epistemology of the South; discuss resilience as a process occurring in borderland spaces; offer a narrative about the Kamentza people of Colombia highlighting key struggles, historical processes, and ways of coping with adversity; and finally, offer their view on the type of research/practice that is needed in the future from this perspective. Examining resilience processes within historical context, power differentials, and cultural systems helps us identify the complexities of communities still surviving at the margins of capitalism and Western ways of being.

Decolonizing Research Practice

2014 ◽  
pp. 178-192 ◽  
Author(s):  
Michael Evans ◽  
Adrian Miller ◽  
Peter J. Hutchinson ◽  
Carlene Dingwall
Keyword(s):  
Traditional Knowledge ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
Knowledge Systems ◽  
Indigenous Research ◽  
Research Practice ◽  
Research Results ◽  
Dissemination Of Research ◽  
General Improvement ◽  
Indigenous Methods

Indigenous approaches to research are fundamentally rooted in the traditions and knowledge systems of Indigenous peoples themselves, although Indigenous methodologies and methods have become both systems for generating knowledge and ways of responding to the processes of colonization. Very specific Indigenous methods emerge from language, culture, and worldview. This chapter describes two such Indigenous research approaches drawn from the work of two Indigenous scholars with their communities in Australia and Canada. Although creative and new, these approaches draw deeply from their communities and thus express and enact traditional knowledge systems in contemporary terms. This approach may result in more pertinent research, better take-up and dissemination of research results, and a general improvement in the situations of Indigenous communities and peoples.

Grounding Indigenous Teacher Education Through Red Praxis

2021 ◽  
Author(s):  
Jeremy Garcia ◽  
Valerie Shirley ◽  
Sandy Grande
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Settler Colonialism ◽  
Indigenous Communities ◽  
Self Determination ◽  
Key Factors ◽  
The Impact ◽  
Ways Of Being ◽  
Theory And Model ◽  
Indigenous Teachers

Red Praxis centers Indigenous sovereignty rooted in epistemological and ontological orientations to place—to land. Applying Red Praxis requires teachers to understand, in greater detail, the ways in which settler and Indigenous ontologies represent not only different but also competing ways of being in the world. Red Praxis asks teachers to reconceptualize an intellectual space that reaffirms, reclaims, and (re)stories our relations to land as a decolonial practice and pedagogy of refusal. Red Praxis calls for Indigenous teachers and community educators to ground teaching in decolonial practices and aims to regenerate a sense of hope in rebuilding Indigenous communities. The exigencies of Red Praxis can be found within Indigenous teachers’ application of critical Indigenous theories and ongoing acknowledgement and protection of our relationship to land—the origin for our claim to exist as Indigenous peoples. In doing so, Red Praxis is about creating curriculum and enacting pedagogy that makes evident and mitigates the impact of settler colonialism on Indigenous communities’ knowledge systems and ways of being. Red Praxis is an extension of Sandy Grande’s theory and model of Red pedagogy. Grande proposed the pedagogical framework of Red pedagogy to rethink the ways in which teaching can confront the challenges Indigenous communities face in the 21st century. Red pedagogy is about critically analyzing the material realities resulting from the settler colonial project and creating decolonial spaces of resistance, hope, self-determination, and transformative possibility in Indigenous education. In addition to addressing structural issues, it is important for Indigenous teachers to address what is taught in schools—the curriculum—as well as how it is taught—pedagogy—as key factors in revitalizing and transforming Indigenous education.

Situation report on indigeneity and education in India: retelling the Sabar story

2020 ◽  
pp. 117718012096873
Author(s):  
Pallawi Sinha
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Indigenous Communities ◽  
Tribal Group ◽  
Formal Systems ◽  
Education In India ◽  
The Hill ◽  
Ways Of Being

This situation report centres on the inequalities confronted by Indigenous communities of India before centring on one “particularly-vulnerable tribal group” to show how this influences their participation in, and negotiation of, formal systems of education. Adivasis (literally, First Inhabitants, or Indigenous peoples) constitute over 8.6 million people of India’s population but remain invisibilised from conversations that concern them. The report thus seeks to emphasise the marginalised voice of the Hill Sabar peoples of Jharkhand, India, with a particular focus on their ways of “being,” “knowing” and “doing.” The situation report outlines insights into Sabar communities’ concepts, practices, perspectives and priorities of education underscored by their educational realities, ways of teaching and learning, and everyday accomplishments of Sabar education. Discussions then briefly centre on the significance of acknowledging “difference” in education and research; the ecology of education, engendering “new” ecologies of learning; and how Sabar knowledges may shape postcolonial, posthuman pedagogies.

scholarly journals Subalternização e resistência indígena: Cenários a partir do contexto do estado de Rondônia

2020 ◽  
Vol 28 ◽  
pp. 168
Author(s):  
Rozane Alonso Alves ◽  
Maria Isabel Alonso Alves ◽  
Jonatha Daniel Dos Santos
Keyword(s):  
School Performance ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
The State ◽  
Pedagogical Practices ◽  
Central Idea ◽  
Indigenous Resistance ◽  
Organic Structure ◽  
Indigenous Pedagogy ◽  
Ways Of Being

The central idea of this article is to problematize and present some scenarios of subalternization and indigenous resistance, specifically, in the State of Rondônia. We started from research developed in the context of Rondônia (Alves, 2017, 2018; Alves Santos, 2017; Scaramuzza, 2015, Santos, 2020, among others) to expose the strategies used by the indigenous peoples of Rondônia as a struggle and resistance of the indigenous communities, becoming protagonists in spaces of formation and school performance. Linked to protagonism, the indigenous school as an intercultural space, promotes pedagogical practices based on the curriculum that is not only effective due to the disciplinary contents, but also as a cosmological process that occurs through Indigenous Pedagogy produced not only by its teachers, but throughout organic structure of the community. Thus, we understand that the indigenous school as a space of resistance and indigenous struggle is constituted and presented as intercultural and produces ways of being specific to indigenous peoples.

scholarly journals The Spence Bay Project: Inuit representation, social engagement, and feminist pedagogy in the photographic work of Pamela Harris

2021 ◽  
Author(s):  
Liisa Graham
Keyword(s):  
Social Engagement ◽  
Historical Context ◽  
Indigenous Communities ◽  
Social Contexts ◽  
Community Members ◽  
Art Gallery ◽  
Visual Discourse ◽  
Art Gallery Of Ontario ◽  
Ways Of Being ◽  
Inuit Community

This thesis project analyzes the Pamela Harris Spence Bay Collection, held at the Art Gallery of Ontario (AGO). It is comprised of photographic work produced by Harris while in the Inuit community of Spence Bay, in 1972 and 1973, as well as photographs and documents pertaining to the community darkroom Harris initiated. Harris's photographs capture an Inuit community in transition, encompassing both Northern and Southern ways of being, and analyzed within the historical context of photographic representation of Indigenous communities. The community darkroom is examined through a feminist pedagogical framework, and illustrates how community members utilized photography as a tool of empowerment. This project is analyzed within the political and social contexts of the late 1960s and early 1970s, and explores the themes of community engagement, the politics of representation, and empowerment, and argues that Harris's social consciousness contributed to a shift in Indigenous visual discourse.

scholarly journals The Spence Bay Project: Inuit representation, social engagement, and feminist pedagogy in the photographic work of Pamela Harris

2021 ◽  
Author(s):  
Liisa Graham
Keyword(s):  
Social Engagement ◽  
Historical Context ◽  
Indigenous Communities ◽  
Social Contexts ◽  
Community Members ◽  
Art Gallery ◽  
Visual Discourse ◽  
Art Gallery Of Ontario ◽  
Ways Of Being ◽  
Inuit Community

This thesis project analyzes the Pamela Harris Spence Bay Collection, held at the Art Gallery of Ontario (AGO). It is comprised of photographic work produced by Harris while in the Inuit community of Spence Bay, in 1972 and 1973, as well as photographs and documents pertaining to the community darkroom Harris initiated. Harris's photographs capture an Inuit community in transition, encompassing both Northern and Southern ways of being, and analyzed within the historical context of photographic representation of Indigenous communities. The community darkroom is examined through a feminist pedagogical framework, and illustrates how community members utilized photography as a tool of empowerment. This project is analyzed within the political and social contexts of the late 1960s and early 1970s, and explores the themes of community engagement, the politics of representation, and empowerment, and argues that Harris's social consciousness contributed to a shift in Indigenous visual discourse.

Decolonizing Research Practice: Indigenous Methodologies, Aboriginal Methods, and Knowledge/Knowing

2020 ◽  
pp. 262-281
Author(s):  
Michael Evans ◽  
Adrian Miller ◽  
Peter J. Hutchinson ◽  
Carlene Dingwall
Keyword(s):  
Traditional Knowledge ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
Knowledge Systems ◽  
Indigenous Research ◽  
Research Practice ◽  
Indigenous Methodologies ◽  
Dissemination Of Research ◽  
General Improvement ◽  
Indigenous Methods

Indigenous approaches to research are fundamentally rooted in the traditions and knowledge systems of indigenous peoples themselves, although indigenous methodologies and methods have become both systems for generating knowledge and ways of responding to the processes of colonization. Very specific indigenous methods emerge from language, culture, and worldview. This chapter describes two such indigenous research approaches drawn from the work of two indigenous scholars with their communities in Australia and Canada. Although creative and new, these approaches draw deeply from their communities and thus express and enact traditional knowledge systems in contemporary terms. This approach may result in more pertinent research, better take-up and dissemination of research results, and a general improvement in the situations of indigenous communities and peoples.

INTEGRATED METHODOLOGY FOR TAKING INTO ACCOUNT THE VIEWS AND OPINONSOF INDIGENOUS PEOPLES IN THEIR INTERACTION WITH PUBLIC AUTHORITIES (ON THE EXAMPLE OF THE YAMAL-NENETS AUTONOMOUS DISTRICT)

2020 ◽  
Vol 6 (2) ◽  
pp. 124-147
Author(s):  
Elena F. GLADUN ◽  
Gennady F. DETTER ◽  
Olga V. ZAKHAROVA ◽  
Sergei M. ZUEV ◽  
Lyubov G. VOZELOVA
Keyword(s):  
Indigenous Peoples ◽  
Citizen Participation ◽  
Indigenous Communities ◽  
The Arctic ◽  
Legal Issue ◽  
Public Authorities ◽  
Autonomous District ◽  
Integrated Methodology ◽  
The World ◽  
Nenets Autonomous

Developing democracy institutions and citizen participation in state affairs, the world community focuses on postcolonial studies, which allow us to identify new perspectives, set new priorities in various areas, in law and public administration among others. In Arctic countries, postcolonial discourse has an impact on the methodology of research related to indigenous issues, and this makes possible to understand specific picture of the world and ideas about what is happening in the world. Moreover, the traditions of Russian state and governance are specific and interaction between indigenous peoples and public authorities should be studied with a special research methodology which would reflect the peculiarities of domestic public law and aimed at solving legal issue and enrich public policy. The objective of the paper is to present a new integrated methodology that includes a system of philosophical, anthropological, socio-psychological methods, as well as methods of comparative analysis and scenario development methods to involve peripheral communities into decision-making process of planning the socio-economic development in one of Russia’s Arctic regions — the Yamal-Nenets Autonomous District and to justify and further legislatively consolidate the optimal forms of interaction between public authorities and indigenous communities of the North. In 2020, the Arctic Research Center conducted a sociological survey in the Shuryshkararea of the Yamal-Nenets Autonomous District, which seems to limit existing approaches to identifying public opinion about prospects for developing villages and organizing life of their residents. Our proposed methodology for taking into account the views of indigenous peoples can help to overcome the identified limitations.

THE THE INDIGENOUS IDENTITY INTERPRETED AS A CATEGORY OF ANALYSIS IN POPULATION STUDIES

2017 ◽  
Vol 6 (Especial) ◽  
pp. 105
Author(s):  
Dante Choque-Caseres
Keyword(s):  
Indigenous Peoples ◽  
Methodological Approach ◽  
Indigenous Communities ◽  
Social Contexts ◽  
Indigenous Identity ◽  
Critical Thought ◽  
Northern Border ◽  
The Social ◽  
The Government ◽  
New Research

In Latin America, based on the recognition of Indigenous Peoples, the identification of gaps or disparities between the Indigenous and non-Indigenous population has emerged as a new research interest. To this end, capturing Indigenous identity is key to conducting certain analyses. However, the social contexts where the identity of Indigenous persons are (re)produced has been significantly altered. These changes are generated by the assimilation or integration of Indigenous communities into dominant national cultures. Within this context, limitations emerge in the use of this category, since Indigenous identity has a political and legal component related to the needs of the government. Therefore, critical thought on the use of Indigenous identity is necessary in an epistemological and methodological approach to research. This article argues that research about Indigenous Peoples should evaluate how Indigenous identity is included, for it is socially co-produced through the interaction of the State and its institutions. Thus, it would not necessarily constitute an explicative variable. By analyzing the discourse about Aymara Indigenous communities that has emerged in the northern border of Chile, this paper seeks to expose the logic used to define identity. Therefore, I conclude that the process of self-identification arises in supposed Indigenous people, built and/or reinforced by institutions, which should be reviewed from a decolonizing perspective and included in comparative research.

scholarly journals Eye care delivery models to improve access to eye care for Indigenous peoples in high-income countries: a scoping review

2021 ◽  
Vol 6 (3) ◽  
pp. e004484
Author(s):  
Helen Burn ◽  
Lisa Hamm ◽  
Joanna Black ◽  
Anthea Burnett ◽  
Matire Harwood ◽  
...  
Keyword(s):  
Diabetic Retinopathy ◽  
Service Delivery ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
High Income ◽  
Eye Care ◽  
Service Delivery Models ◽  
Care Services ◽  
Delivery Models ◽  
Improve Access

PurposeGlobally, there are ~370 million Indigenous peoples. Indigenous peoples typically experience worse health compared with non-Indigenous people, including higher rates of avoidable vision impairment. Much of this gap in eye health can be attributed to barriers that impede access to eye care services. We conducted a scoping review to identify and summarise service delivery models designed to improve access to eye care for Indigenous peoples in high-income countries.MethodsSearches were conducted on MEDLINE, Embase and Global Health in January 2019 and updated in July 2020. All study designs were eligible if they described a model of eye care service delivery aimed at populations with over 50% Indigenous peoples. Two reviewers independently screened titles, abstracts and full-text articles and completed data charting. We extracted data on publication details, study context, service delivery interventions, outcomes and evaluations, engagement with Indigenous peoples and access dimensions targeted. We summarised findings descriptively following thematic analysis.ResultsWe screened 2604 abstracts and 67 studies fulfilled our eligibility criteria. Studies were focused on Indigenous peoples in Australia (n=45), USA (n=11), Canada (n=7), New Zealand (n=2), Taiwan (n=1) and Greenland (n=1). The main disease focus was diabetic retinopathy (n=30, 45%), followed by ‘all eye care’ (n=16, 24%). Most studies focused on targeted interventions to increase availability of services. Fewer than one-third of studies reported involving Indigenous communities when designing the service. 41 studies reflected on whether the model improved access, but none undertook rigorous evaluation or quantitative assessment.ConclusionsThe geographical and clinical scope of service delivery models to improve access to eye care for Indigenous peoples in high-income countries is narrow, with most studies focused on Australia and services for diabetic retinopathy. More and better engagement with Indigenous communities is required to design and implement accessible eye care services.

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