Toward a Model of Global Meaning Making

2018 ◽  
Vol 50 (4) ◽  
pp. 397-422 ◽  
Author(s):  
Robert J. Tierney
Keyword(s):  
Critical Theory ◽  
Cultural Capital ◽  
Meaning Making ◽  
Global Citizenship ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Cross Cultural ◽  
Cultural Meaning ◽  
Global Meaning ◽  
Indigenous Ways Of Knowing

Drawing upon tenets of critical theory, cultural capital, global epistemologies, decolonization, Indigenous ways of knowing, mobility and translanguaging, ethics, and global citizenship, this article proposes a model of cross-cultural meaning making and worldly reading as a foundation for global epistemological eclecticism in our research and pedagogical pursuits. The imaginary represents an aspirational model in the interest of decolonizing and supporting “other”—notably confronting western exclusivity and racism and mobilizing epistemologies of southern scholars and Indigenous communities.

scholarly journals If We Show Them Will They Come? Attitudes of Native American Youth Towards Higher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 99-105
Author(s):  
Emmerentine Oliphant ◽  
Sharon B. Templeman
Keyword(s):  
Native American ◽  
Health Research ◽  
Indigenous Health ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Native Community ◽  
Research Methodologies ◽  
General Validity ◽  
Native Canadian ◽  
Indigenous Ways Of Knowing

Indigenous health research should reflect the needs and benefits of the participants and their community as well as academic and practitioner interests. The research relationship can be viewed as co-constructed by researchers, participants, and communities, but this nature often goes unrecognized because it is confined by the limits of Western epistemology. Dominant Western knowledge systems assume an objective reality or truth that does not support multiple or subjective realities, especially knowledge in which culture or context is important, such as in Indigenous ways of knowing. Alternatives and critiques of the current academic system of research could come from Native conceptualizations and philosophies, such as Indigenous ways of knowing and Indigenous protocols, which are increasingly becoming more prominent both Native and non-Native societies. This paper contains a narrative account by an Indigenous researcher of her personal experience of the significant events of her doctoral research, which examined the narratives of Native Canadian counselors’ understanding of traditional and contemporary mental health and healing. As a result of this narrative, it is understood that research with Indigenous communities requires a different paradigm than has been historically offered by academic researchers. Research methodologies employed in Native contexts must come from Indigenous values and philosophies for a number of important reasons and with consequences that impact both the practice of research itself and the general validity of research results. In conclusion, Indigenous ways of knowing can form a new basis for understanding contemporary health research with Indigenous peoples and contribute to the evolution of Indigenous academics and research methodologies in both Western academic and Native community contexts.

scholarly journals Highlighting the potential of peer-led workshops in training early career researchers for conducting research with Indigenous communities

2018 ◽  
Author(s):  
Gwyneth A. MacMillan ◽  
Marianne Falardeau ◽  
Catherine Girard ◽  
Sophie Dufour-Beauséjour ◽  
Justine Lacombe-Bergeron ◽  
...  
Keyword(s):  
Collaborative Research ◽  
Cultural Awareness ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Early Career ◽  
Early Career Researchers ◽  
Indigenous Representation ◽  
Indigenous Ways Of Knowing ◽  
Conducting Research ◽  
Community Collaborative

For decades, Indigenous voices have called for research practices that are more collaborative and inclusive. At the same time, researchers are becoming aware of the importance of community-collaborative research. However, in Canada, many researchers receive little formal training on how to collaboratively conduct research with Indigenous communities. This is particularly problematic for early-career researchers (ECRs) whose fieldwork often involves interacting with communities. To address this lack of training, two peer-led workshops for Canadian ECRs were organized in 2016 and 2017 with the following objectives: (a) to cultivate awareness about Indigenous cultures, histories and languages; (b) to promote sharing of Indigenous and non-Indigenous ways of knowing; and (c) to foster approaches and explore tools for conducting community collaborative research. Here we present these peer-led Intercultural Indigenous Workshops and discuss workshop outcomes according to five themes: scope and interdisciplinarity, Indigenous representation, workshop environment, skillful moderation and workshop outcomes. We show that peer-led workshops are an effective way for ECRs to cultivate cultural awareness, learn about diverse ways of knowing, and share collaborative research tools and approaches. Developing this skill set is important for ECRs aiming to conduct community-collaborative research, however broader efforts are needed to shift toward more inclusive research paradigms in Canada.

Cross-Cultural Comparisons between the Mughal Tomb Garden of Taj Mahal in Agra (India) and the Dry Landscape Garden of the Ryoan-Ji Zen Monastery in Kyoto (Japan)

2019 ◽  
Vol 23 (3) ◽  
pp. 197-229
Author(s):  
Lourens Minnema
Keyword(s):  
Meaning Making ◽  
Zen Buddhism ◽  
Cross Cultural ◽  
Cultural Meaning ◽  
Diachronic Analysis ◽  
Cultural Comparisons ◽  
Religious Meaning ◽  
Taj Mahal

AbstractGardens have always meant a lot to people. Gardens are as much about nature as they are about culture. The extent to which gardens carry and embody both similar and different layers of meaning will be demonstrated by comparing two classical gardens, the Taj Mahal tomb garden of the Mughal rulers in Agra, India, and the Ryoan-ji dry landscape garden of the Zen monks in Kyoto, Japan. Parallels will be drawn by offering a (diachronic) analysis of the historical accumulation of layers of meaning associated with each one of these two gardens, and (synchronic) structural comparisons will be drawn by raising two thematic issues in particular, the inside-outside relationship and the nature-culture relationship. The roles that Islam and Zen Buddhism play in the religious meaning making of these two classical gardens turn out to be strikingly similar, in that they confirm rather than transform other layers of cultural meaning.

scholarly journals Re-contextualizing the architectural learning experiences: the alternative perspective (Part V)

2021 ◽  
Author(s):  
Kenneth J. (Jake) Chakasim
Keyword(s):  
Cultural Context ◽  
Ways Of Knowing ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Architectural Education ◽  
Middle Ground ◽  
Aboriginal Students ◽  
Alternative Perspective ◽  
Indigenous Knowledge Systems ◽  
Indigenous Ways Of Knowing

Canadian Aboriginal students struggle to situate their cultural knowledge within a Eurocentric academy, in part because indigenous ways of knowing are informed by a philosophy that is characterized by ‘interconnected’ relationships rather than an isolated system of thought. In accordance with this worldview, this report is shaped by a series of 'interdisciplinary' discussions with the intent to establish an ethical middle ground (or space) for architectural learning that does not exclude an Aboriginal worldview. Supported with a different set of hermeneutic principles the report addresses the need to preserve indigenous knowledge systems thereby encouraging architectural Education in Canada to facilitate and help re-contextualize aboriginal traditions. As a result, this thesis attempts to create an enduring intellectual space for future aboriginal students where they are encouraged to “live the story of their created object” while forging renewed identity pieces in a shared cross-cultural context.

scholarly journals Re-contextualizing the architectural learning experiences: the alternative perspective (Part V)

2021 ◽  
Author(s):  
Kenneth J. (Jake) Chakasim
Keyword(s):  
Cultural Context ◽  
Ways Of Knowing ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Architectural Education ◽  
Middle Ground ◽  
Aboriginal Students ◽  
Alternative Perspective ◽  
Indigenous Knowledge Systems ◽  
Indigenous Ways Of Knowing

Canadian Aboriginal students struggle to situate their cultural knowledge within a Eurocentric academy, in part because indigenous ways of knowing are informed by a philosophy that is characterized by ‘interconnected’ relationships rather than an isolated system of thought. In accordance with this worldview, this report is shaped by a series of 'interdisciplinary' discussions with the intent to establish an ethical middle ground (or space) for architectural learning that does not exclude an Aboriginal worldview. Supported with a different set of hermeneutic principles the report addresses the need to preserve indigenous knowledge systems thereby encouraging architectural Education in Canada to facilitate and help re-contextualize aboriginal traditions. As a result, this thesis attempts to create an enduring intellectual space for future aboriginal students where they are encouraged to “live the story of their created object” while forging renewed identity pieces in a shared cross-cultural context.

Resisting the “Tyranny of an Expert”

2020 ◽  
pp. 43-60
Author(s):  
Jennifer Adele Morrison ◽  
Jeong-Hee Kim
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Research Process ◽  
Engaged Scholarship ◽  
Faculty Mentor ◽  
Indigenous Ways Of Knowing ◽  
Community Engaged Scholarship

As more and more universities push for engaged scholarship following Boyer's mandate, it is paramount that faculty and graduate students consider what community-engaged scholarship means in general as well as what it means to develop as reflexive researchers who are fully-engaged partners in the research process, especially when working with Indigenous communities. The purpose of this chapter is to document how a graduate student works on her Bildung of becoming an engaged scholar, fostered by her faculty mentor. In so doing, the researchers aim to affirm Indigenous ways of knowing and researching and further question what it means to be a community-engaged scholar.

scholarly journals Hear Our Languages, Hear Our Voices: Storywork as Theory and Praxis in Indigenous-Language Reclamation

Daedalus ◽  
2018 ◽  
Vol 147 (2) ◽  
pp. 160-172 ◽  
Author(s):  
Teresa L. McCarty ◽  
Sheilah E. Nicholas ◽  
Kari A. B. Chew ◽  
Natalie G. Diaz ◽  
Wesley Y. Leonard ◽  
...  
Keyword(s):  
Social Justice ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Well Being ◽  
Future Generations ◽  
Indigenous Language ◽  
Abstract Entity ◽  
Hawaiian Language ◽  
Indigenous Ways Of Knowing

Storywork provides an epistemic, pedagogical, and methodological lens through which to examine Indigenous language reclamation in practice. We theorize the meaning of language reclamation in diverse Indigenous communities based on firsthand narratives of Chickasaw, Mojave, Miami, Hopi, Mohawk, Navajo, and Native Hawaiian language reclamation. Language reclamation is not about preserving the abstract entity “language,” but is rather about voice, which encapsulates personal and communal agency and the expression of Indigenous identities, belonging, and responsibility to self and community. Storywork – firsthand narratives through which language reclamation is simultaneously described and practiced – shows that language reclamation simultaneously refuses the dispossession of Indigenous ways of knowing and refuses past, present, and future generations in projects of cultural continuance. Centering Indigenous experiences sheds light on Indigenous community concerns and offers larger lessons on the role of language in well-being, sustainable diversity, and social justice.

scholarly journals Decolonizing Healing Through Indigenous Ways of Knowing

2021 ◽  
pp. 121-134
Author(s):  
Miranda Field
Keyword(s):  
Healing Process ◽  
Ways Of Knowing ◽  
Spiritual Healing ◽  
Indigenous Communities ◽  
The Past ◽  
Healing Journey ◽  
Strength Based ◽  
The Future ◽  
Indigenous Ways Of Knowing ◽  
Physical Recovery

AbstractThe field of psychology is embarking on a process to interrupt the historical, colonial cycle of harm and beginning to work with and alongside Indigenous communities to understand the healing journey. From an Indigenous lens, healing incorporates more than the physical recovery; physical, emotional, mental, and spiritual healing exists through learning, which occurs along the healing journey. This healing journey has no definite beginning or end, and as we begin to move away from pathologizing healing to a strength-based healing process, the focus shifts to relationships—relationships with self, community, more-than-human, and the land. This chapter proposes that to decolonize Western healing processes, as a field, we must acknowledge the coexistence of learning during the healing journey. Building healing capacity through learning elucidates the understanding of the past, the needs of the present, and lays foundations for the future to work towards restoring integrity and prompting balanced care.

scholarly journals Highlighting the potential of peer-led workshops in training early-career researchers for conducting research with Indigenous communities

FACETS ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 275-292 ◽  
Author(s):  
Gwyneth A. MacMillan ◽  
Marianne Falardeau ◽  
Catherine Girard ◽  
Sophie Dufour-Beauséjour ◽  
Justine Lacombe-Bergeron ◽  
...  
Keyword(s):  
Collaborative Research ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Early Career ◽  
Early Career Researchers ◽  
Indigenous Representation ◽  
Key Skills ◽  
Indigenous Ways Of Knowing ◽  
Conducting Research ◽  
Community Collaborative

For decades, Indigenous voices have called for more collaborative and inclusive research practices. Interest in community-collaborative research is consequently growing among university-based researchers in Canada. However, many researchers receive little formal training on how to collaboratively conduct research with Indigenous communities. This is particularly problematic for early-career researchers (ECRs) whose fieldwork often involves interacting with communities. To address this lack of training, two peer-led workshops for Canadian ECRs were organized in 2016 and 2017 with the following objectives: ( i) to cultivate awareness about Indigenous cultures, histories, and languages; ( ii) to promote sharing of Indigenous and non-Indigenous ways of knowing; and ( iii) to foster approaches and explore tools for conducting community-collaborative research. Here we present these peer-led Intercultural Indigenous Workshops and discuss workshop outcomes according to five themes: scope and interdisciplinarity, Indigenous representation, workshop environment, skillful moderation, and workshop outcomes. Although workshops cannot replace the invaluable experience gained through working directly with Indigenous communities, we show that peer-led workshops can be an effective way for ECRs to develop key skills for conducting meaningful collaborative research. Peer-led workshops are therefore an important but insufficient step toward more inclusive research paradigms in Canada.

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