scholarly journals Towards best-practice inclusion of cultural indicators in decision making by Indigenous peoples

2021 ◽  
pp. 117718012110156
Author(s):  
Te Kīpa Kēpa Brian Morgan ◽  
John Reid ◽  
Oliver Waiapu Timothy McMillan ◽  
Tanira Kingi ◽  
Te Taru White ◽  
...  
Keyword(s):  
Decision Making ◽  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
Best Practice ◽  
Ways Of Knowing ◽  
Culturally Specific ◽  
Specific Knowledge ◽  
Indigenous Epistemologies ◽  
Scientific Paradigms ◽  
Made In

Acknowledgement that Indigenous Knowledge cannot be assimilated and readily generalised within reductionist scientific paradigms is emerging. The reluctance of Indigenous Peoples to adopt reductionist science-based interpretations is justified. Science that stops at the point where reality is universal excludes consideration of how outcomes are understood and experienced by more holistic epistemologies including those of Indigenous Peoples. Culturally derived ways of knowing are beyond the realm of reductionist science and require approaches to decision-making frameworks that are capable of including culturally specific knowledge. Cultural indicators are a geographically specific means of enabling measurement of a particular culture’s attributes; however, to be appropriately recognised, the method of inclusion is at least as important. Therefore, cultural indicators, their definition and their measurement are the sole prerogative of Indigenous Peoples, and how Indigenous epistemologies are effectively empowered in frameworks is critical, as decisions are no longer being made in purely Indigenous contexts.

Juvenile Fiction

2018 ◽  
Author(s):  
Mavis Reimer ◽  
Clare Bradford ◽  
Heather Snell
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
British Literature ◽  
Ways Of Knowing ◽  
Indigenous Ways Of Knowing ◽  
Juvenile Fiction

This chapter focuses on the juvenile fiction of the British settler colonies to 1950, and considers how writers both take up forms familiar to them from British literature and revise these forms in the attempt to account for the specific geography, politics, and cultures of their places. It is during this time that the heroics associated with building the empire had taken hold of British cultural and literary imaginations. Repeatedly, the juvenile fiction of settler colonies returns to the question of the relations between settlers and Indigenous inhabitants—sometimes respecting the power of Indigenous knowledge and traditions; often expressing the conviction of natural British superiority to Indigenous ways of knowing and living; always revealing, whether overtly or covertly, the haunting of the stories of settler cultures by the displacement of Indigenous peoples on whose land those cultures are founded.

Revisiting the Labrador Boundary Decision to Include Indigenous Interpretations of the Region

2019 ◽  
Vol 53 (1) ◽  
pp. 123-151
Author(s):  
John Andrew Klain ◽  
Mario Levesque
Keyword(s):  
Decision Making ◽  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
Final Decision ◽  
Colonial History ◽  
Privy Council ◽  
Trade Patterns ◽  
Grand River ◽  
Definition Of

This article examines the lack of Indigenous considerations in settling the Labrador boundary dispute between Quebec and Newfoundland. The Dominion of Newfoundland granted timber permits to the Grand River Pulp and Lumber Company in Labrador in 1902, an act Quebec contested, given its claim to the territory. The final decision by the Judicial Committee of the Privy Council (JCPC) in 1927 largely relied on Newfoundland’s definition of the word coast, granting Newfoundland significant territory at Quebec’s expense. Ignored throughout the process were the Indigenous peoples of Northern Quebec and the Labrador region. This is significant and, as our analysis of the Inuit, Innut, and Algonquian peoples reveals, their concept of the Labrador territory differed greatly from that of both governments. Influenced by their semi-nomadic lifestyle and trade patterns, their understanding of the Labrador territory was larger than that conceived of by Newfoundland or Quebec. This is substantial and provides us with a fuller understanding of the Labrador boundary dispute, and how the inclusion of Indigenous understandings in the dispute may have impacted decision making. On a broader scale, the paper contributes to regional scholarship on the historical relationships between the governments of Quebec and Newfoundland and the Indigenous peoples of the Labrador region. The fact the JCPC ignored known Indigenous knowledge and worldviews is a reflection of Canada’s colonial history.

Indigenous Education in Canada

2020 ◽  
Author(s):  
Jo-ann Archibald – Q’um Q’um Xiiem
Keyword(s):  
Decision Making ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Self Determination ◽  
Educational Policies ◽  
Aboriginal Peoples ◽  
Royal Commission ◽  
Educational Systems

Canadian Indigenous education includes education for Indigenous learners at all levels and ages and learning about Indigenous peoples’ history, cultures/knowledges, and languages for all learners in educational systems. In Canada, the journey of Indigenous people toward self-determination for Indigenous education continues to be a key challenge for government, policy makers, and Indigenous organizations. Self-determination approaches are not new. They originated in traditional forms of education that were created by and for Indigenous peoples. These authentic Indigenous approaches were disrupted by colonial educational policies enacted by state (federal government) and church that separated Indigenous children from their families and communities through boarding and Indian residential schools for over 100 years. Generations of Indigenous people were negatively impacted by these colonial educational policies and legislation, which contributed to lower educational levels among Indigenous peoples compared to non-Indigenous peoples in Canada. In response, Indigenous peoples have resisted assimilationist attempts by organizing politically, engaging in national research and commissions, and developing educational organizations to regain and revitalize self-determining approaches to Indigenous education. Indigenous peoples have played significant decision-making roles through the following national policies, research, and commissions that created opportunities for educational change: the 1972 Indian Control of Indian Education Policy; the 1991–1996 Royal Commission on Aboriginal Peoples; and the 2008–2015 Truth and Reconciliation Commission of Canada. A prevalent discourse in Canadian education specifically and Canadian society generally is about reconciliation. For Indigenous peoples, reconciliation cannot happen until educational systems ensure that Indigenous peoples have a central role in making policy and programmatic decisions, and that Indigenous knowledge systems are placed respectfully and responsibly in education at all levels. Another common discourse is about Indigenizing the Academy or Indigenizing education, which also cannot occur without Indigenous people’s direct involvement in key decision-making approaches. The Indigenous educational landscape in Canada is showing signs of slow but steady growth through Indigenous self-determination and Indigenous knowledge approaches to teaching, learning, and research.

scholarly journals Indigenous knowledge and research: The míkiwáhp as a symbol for reclaiming our knowledge and ways of knowing

2020 ◽  
Vol 3 (1) ◽  
pp. 83-90 ◽  
Author(s):  
Michael Hart
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
Ways Of Knowing ◽  
Review Of The Literature ◽  
Colonial Oppression

This paper is based on the unique learning that the author obtained from various Cree and Anishinaabe Elders regarding Indigenous knowledge. The author’s experience with learning about Indigenous Knowledge is expressed through a review of the literature conducted on Indigenous knowledge and through symbolic imagery using the míkiwáhp (or “lodge”). Included is a discussion on appropriate considerations to utilizing Indigenous knowledge and its development in the context of colonial oppression over Indigenous peoples.

scholarly journals Reflections On Resistance, Decolonization, and the Historical Trauma of Libraries and Academia

2018 ◽  
Author(s):  
Nicola Andrews
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
Personal Narrative ◽  
Historical Trauma ◽  
Ways Of Knowing ◽  
Trauma Theory ◽  
Colonial Power ◽  
Power Structures ◽  
Diversity Initiatives ◽  
Indigenous Participation

This personal narrative explores the tensions between libraries and academia as sites that reinforce colonialism, and what is required of vulnerable and minoritized populations in order to secure livelihood in the profession of librarianship. This paper explores the culture of diversity initiatives through the framework of conditional hospitality, and attempts to reconcile indigenous participation in libraries and academia as colonial power structures through historical trauma theory. Barriers to inclusion for indigenous peoples are also explored, including examination of how indigenous knowledge and ways of knowing are included within the LIS curriculum. This chapter is included in The Politics of Theory and the Practice of Critical Librarianship, edited by Karen P. Nicholson and Maura Seale, and published by Library Juice Press in March 2018.

scholarly journals Triage system performance: consistency and accuracy in the emergency centre

2020 ◽  
Vol 12 (3) ◽  
pp. 94-99
Author(s):  
Enrico Dippenaar
Keyword(s):  
Decision Making ◽  
Performance Measures ◽  
Resource Availability ◽  
System Performance ◽  
Best Practice ◽  
Decision Makers ◽  
Triage System ◽  
Perfect System ◽  
Conscious Decision ◽  
Made In

Triage systems have evolved over recent times with the use of tiered acuity to achieve a balance between patient need and resource availability. Triage is a way to sort patients based on acuity, irrespective of the setting, and whether by telephone, in the prehospital environment or in hospital. The growth of the paramedic profession means that paramedics are now working in emergency centres and having to contend with the concept of triage in this setting. The nature of emergency centres and the variety of patient presentations makes it nearly impossible to have a perfect system that is both consistent and accurate. Paramedics, as decision makers, should understand the underlying concepts of what makes a triage system perform well so best practice can be adopted with specific goals in mind. There is a patient-centred focus to do the most for the most at any given time and to ensure that resources are aligned with the needs of patients. It is vital to monitor a triage system's performance so that improvements or adjustments can be made in response to patient population needs over time. This commentary focuses on the main principles of triage system performance measures and what factors should be taken into consideration during clinical practice. Highlighting the concepts of triage reliability, validity and decision-making should help paramedics to understand the importance of conscious decision-making practice.

Marianne Nicolson’s Land-Based Knowledgescape Cliff Painting

2020 ◽  
Vol 68 (2) ◽  
pp. 129-143
Author(s):  
Amina Grunewald
Keyword(s):  
Indigenous Knowledge ◽  
First Nations ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Public Access ◽  
Indigenous Epistemologies ◽  
Nation States ◽  
Settler Societies ◽  
Tribal Lands

AbstractIndigenous epistemologies and ontologies are connected to tribal lands, resilience, and claims for sovereignty. These ways of knowing offer an indispensable resource for Indigenous communities in surviving and resisting assimilationist policies. Modes of Indigenous knowledge are not only discussed in academia and practiced in local spaces but are also integrated into artworks that promote public access to First Nations political agendas within settler nation states. Knowledgescapes can be created as conversive artscapes. They can be placed translocally but also re-integrated into First Nations lands. A reworking of the land as a tribally marked space can be traced in artworks that attack bio- and geopolitical manners of settler societies. The land-marker, place-maker, and artscape Cliff Painting (1998) by Marianne Nicolson shall serve as an exemplification of a specific knowledgescape – created for Indigenous audiences to support their claims, and for non-Indigenous audiences to open up a dialogue on colonial issues within a step-by-step decolonizing discourse.

Developing a Collaborative Approach to Standpoint in Indigenous Australian Research

2010 ◽  
Vol 39 (S1) ◽  
pp. 58-67 ◽  
Author(s):  
Simone Ulalka Tur ◽  
Faye Rosas Blanch ◽  
Christopher Wilson
Keyword(s):  
First Nations ◽  
Indigenous Peoples ◽  
South Australia ◽  
Ways Of Knowing ◽  
Academic Disciplines ◽  
Indigenous Australian ◽  
Indigenous Epistemologies ◽  
Contested Knowledge ◽  
Common Framework ◽  
Collective Process

AbstractThe notion of Indigenous epistemologies and “ways of knowing” continues to be undervalued within various academic disciplines, particularly those who continue to draw upon “scientific” approaches that colonise Indigenous peoples today. This paper will examine the politics of contested knowledge from the perspective of three Indigenous researchers who work within Yunggorendi First Nations Centre for Higher Education and Research at Flinders University in South Australia. In particular, the authors outline a collective process that has emerged from conversations regarding their research projects and responding to what Ladson-Billings and Donnor (2008, p. 371) refer to as the “call”. In developing an Indigenous standpoint specific to their own disciplines and their research context, the authors demonstrate how these collective conversations between each other and their communities in which they work have informed their research practices and provided a common framework which underpins their research methodologies.

A Little Give and Take: What Garneau’s Paintings Give When They Take, and Other Stories From Future Past

2021 ◽  
Vol 59 ◽  
pp. 1-14
Author(s):  
Daria Sleiman
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
Power Distribution ◽  
Ways Of Knowing ◽  
Visual Artist

This article examines the possibilities related to conciliation that are closed, and those that might be opened, through Métis contemporary visual artist David Garneau’s paintings, Aboriginal Curatorial Collective Meeting and Aboriginal Advisory Circle Meeting. I argue that Garneau’s explicit and manifest exclusion of settlers and the colonial gaze on his paintings is also, at the same time and in actuality, a form of invitation into something else. To do this, I first briefly explore how thinkers have problematized settlers’ recognition of Indigenous knowledge, ways of knowing, and art. I then pose the question of what ought to be the normative limits around settlers’ access to Indigenous knowledge and spaces, using Garneau’s own written work about his paintings. I then bring several scholars into conversation around why certain spaces should remain exclusive, some or all of the time, to Indigenous peoples. Finally, I conclude by explaining how the existence of these spaces—and the communication of their existence—is a necessary and otherwise impossible step in the conciliation process. Indeed, I propose in this paper that to experience and confront our own limits to comprehension, as settlers, is a gift; that by creating and sharing his paintings with settlers, Garneau simultaneously reveals settlers’ exclusion from Indigenous spaces to ourselves and invites us into new imaginary spaces of conciliation—ones that are actually possible, because not predicated on an ongoing colonial system of power distribution, but instead on uncertainty, a condition of continued and active relatedness.

scholarly journals Decolonising Climate Change: A Call for Beyond-Human Imaginaries and Knowledge Generation

2021 ◽  
Vol 20 (2) ◽  
pp. 32-54 ◽  
Author(s):  
Sophie Chao ◽  
Dion Enari
Keyword(s):  
Climate Change ◽  
Knowledge Production ◽  
Constitutive Relations ◽  
Ways Of Knowing ◽  
Knowledge Generation ◽  
Academic Knowledge ◽  
Indigenous Epistemologies ◽  
Scientific Paradigms ◽  
The Pacific ◽  
The Tropics

This article calls for transdisciplinary, experimental, and decolonial imaginations of climate change and Pacific futures in an age of great planetary undoing. Drawing from our personal and academic knowledge of the Pacific from West Papua to Samoa, we highlight the need for radical forms of imagination that are grounded in an ethos of inclusivity, participation, and humility. Such imaginations must account for the perspectives, interests, and storied existences of both human and beyond-human communities of life across their multiple and situated contexts, along with their co-constitutive relations. We invite respectful cross-pollination across Indigenous epistemologies, secular scientific paradigms, and transdisciplinary methodologies in putting such an imagination into practice. In doing so, we seek to destabilise the prevailing hegemony of secular science over other ways of knowing and being in the world. We draw attention to the consequential agency of beyond-human lifeforms in shaping local and global worlds and to the power of experimental, emplaced storytelling in conveying the lively and lethal becoming-withs that animate an unevenly shared and increasingly vulnerable planet. The wisdom of our kindred plants, animals, elements, mountains, forests, oceans, rivers, skies, and ancestors are part of this story. Finally, we reflect on the structural challenges in decolonising climate change and associated forms of knowledge production in light of past and ongoing thefts of sovereignty over lands, bodies, and ecosystems across the tropics.

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