Moving between theory and practice within an Indigenous research paradigm

2018 ◽  
Vol 19 (4) ◽  
pp. 418-436 ◽  
Author(s):  
Michelle Pidgeon
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Paradigm Shift ◽  
Research Process ◽  
Theory And Practice ◽  
Indigenous Research ◽  
Research Paradigm ◽  
Research Projects ◽  
Practical Application ◽  
Indigenous Research Methodologies

There has been a paradigm shift amongst Indigenous peoples and researchers about how research with Indigenous peoples is conceived, implemented, and articulated. The result has been referred to as the Indigenous research paradigm (Wilson, 2003) and has taken the shape of Indigenous research methodologies and processes. The purpose of this article is to discuss the tenets of the Indigenous research paradigm in relation to its practical application within two research projects conducted in higher education settings in British Columbia, Canada. In sharing how these principles are lived during the research process, it discusses how each project embodied Indigenous research processes by being respectful, relevant, responsible, and reciprocal.

scholarly journals Understanding the Application and Use of Indigenous Research Methodologies in the Social Sciences by Indigenous and Non-Indigenous Scholars

2021 ◽  
Vol 17 (8) ◽  
Author(s):  
Michelle Pidgeon ◽  
Tasha Riley
Keyword(s):  
Social Sciences ◽  
Indigenous Peoples ◽  
Qualitative Content Analysis ◽  
Indigenous Communities ◽  
Research Process ◽  
Indigenous Research ◽  
Research Methodologies ◽  
Ethical Frameworks ◽  
Indigenous Research Methodologies ◽  
Research Relationships

Indigenous research methodologies articulate how researchers and Aboriginal communities engage in research together. These methodologies are informed by Indigenous cultural and ethical frameworks specific to the Nations with whom the research is being conducted. This study explores how such research relationships were articulated in the dissemination phase of research. We carried out an Indigenous qualitative content analysis of 79 peer-reviewed articles published January 1996 to June 2018, predominantly in the fields of social sciences. Our findings show that most articles were written by Indigenous researchers or a research team composed of Indigenous and non-Indigenous researchers. Such collaborations articulated the principles of Indigenous methodology (IM) much clearer than those authored by non-Indigenous scholars or when partnerships with Indigenous communities were less evident with respect to the principles guiding the research process. The principles of IM that were manifest in these research partnerships were relevance, respect for Indigenous knowledges, responsible relationships, wholism, and Indigenous ethics. The findings of this study will help to guide future researchers who work with Indigenous peoples, especially with respect to the need for a deeper understanding of how such research relationships are sustained over time to bring about  meaningful change for Indigenous peoples and their communities.

scholarly journals Beadworking as an Indigenous Research Paradigm

2019 ◽  
Vol 4 (1) ◽  
pp. 28-57
Author(s):  
Tiffany Dionne Prete
Keyword(s):  
Indigenous People ◽  
Indigenous Peoples ◽  
Research Methodology ◽  
Research Process ◽  
Indigenous Research ◽  
Conceptual Basis ◽  
Research Paradigm ◽  
Research Paradigms ◽  
Indigenous Research Methodology ◽  
Indigenous Worldview

In this article, I outline three principles that form the conceptual basis of an emerging Indigenous research paradigm that I call beadworking. I then relate how beadworking informs my understanding of and engagement with an Indigenous research methodology. Beadworking addresses how Indigenous Peoples’ creation of beadwork can be used to help Indigenous researchers navigate the research process, while being grounded from within an Indigenous worldview. It is my hope that in sharing my research paradigm, it will inspire other Indigenous researchers to define and articulate their own research paradigms through the unique positionality of their own Indigenous People.

Reflexivity and the insider/outsider discourse in indigenous research: my personal experiences

2017 ◽  
Vol 13 (4) ◽  
pp. 218-225 ◽  
Author(s):  
Abukari Kwame
Keyword(s):  
Case Studies ◽  
Indigenous Peoples ◽  
Research Methodology ◽  
Indigenous Research ◽  
Research Paradigm ◽  
Research Framework ◽  
Global Flows ◽  
Reflexive Practice ◽  
Personal Experiences ◽  
Indigenous Research Methodology

This article is a contribution to the ongoing discussions on who should conduct indigenous research and problematizes the notion of insider/outsider discourse in indigenous research. Drawing on my personal experiences in the form of case studies, I argue that self-locating in indigenous research is complex given that researcher self-positioning is not normally done by the researcher but through a process of negotiation with the participants. I argue that insofar as indigenous peoples, communities and problems are not islands onto themselves, immune to the current global flows, processes and barriers, indigenous research cannot be reserved only for indigenous scholars and peoples. Instead, I propose a reflexive researching model as a research framework which should be incorporated into an indigenous research methodology which both indigenous and allied non-indigenous researchers could draw upon. This demands a reflexive practice that is guided by the philosophical underpinnings of the indigenous research paradigm.

scholarly journals Using Indigenous Research Frameworks in the Multiple Contexts of Research, Teaching, Mentoring, and Leading

2020 ◽  
Author(s):  
Darryl Reano
Keyword(s):  
Higher Education ◽  
Academic Research ◽  
Modern Science ◽  
Indigenous Communities ◽  
Research Process ◽  
Indigenous Research ◽  
Spiritual Values ◽  
Multiple Contexts ◽  
Indigenous Perspectives ◽  
Research Frameworks

Indigenous research frameworks can be used to effectively engage Indigenous communities and students in Western modern science through transparent and respectful communication. Currently, much of the academic research taking place within Indigenous communities marginalizes Indigenous Knowledge, does not promote long-term accountability to Indigenous communities and their relations, and withholds respect for the spiritual values that many Indigenous communities embrace. Indigenous research frameworks address these concerns within the academic research process by promoting values such as: relationality, multilogicality, and the centralization of Indigenous perspectives. Indigenous research frameworks provide a framework that can be used in multiple contexts within higher education to bring equitable practices to research, teaching, mentoring, and organizational leadership. In this article, as a researcher who uses Indigenous research frameworks, I utilize autoethnography to engage in critical, reflexive thinking about how my perspective as an Indigenous researcher has developed over time. The purpose of this autoethnography is to reveal how Indigenous research frameworks may enhance higher education, especially for Indigenous students.

Family+Stories=Research

2017 ◽  
Vol 17 (4) ◽  
pp. 345-355
Author(s):  
Francis Bobongie
Keyword(s):  
Data Collection ◽  
Research Process ◽  
Indigenous Research ◽  
Research Paradigm ◽  
Research Project ◽  
Content Type ◽  
Family Stories ◽  
Kinship System ◽  
Torres Strait ◽  
Collection Phase

Purpose The purpose of this paper is to draw on the author’s research involving girls who leave their Torres Strait Island communities for boarding colleges in regional Queensland, Australia, and the academic, social and cultural implications that impede the transition process between community and school. While this paper discusses some of the research outcomes, its main focus is the unique indigenous research paradigm “Family+Stories=Research”, devised for and utilised within this project. This paradigm centres on the Australian indigenous kinship system and was implemented in two specific phases of the research process. These were: the preliminary research process leading up to the implementation of the research project; and the data collection phase. In turn, both phases enable the cultural significance of the kinship system to be better understood through the results. Because observations and storytelling or “yarning” were primarily used through both phases, these results also endorse the experience of the participants, and the author – both professionally and personally – without requiring further analysis. Design/methodology/approach The indigenous research paradigm and methodology unique to this research project implements the kinship system, allowing the researcher to access the appropriate resources and people for the project. Prior to the data collection phase, contact with significant community members in both boarding colleges and the Torres Strait Region was made. The methodology implemented for the research project was ethnographic and used observations, individual interviews and focus groups. The views and experiences of 26 past and present students, and 15 staff, both indigenous and non-indigenous, across three different boarding colleges were recorded. Findings Through both phases of the research project, the kinship system played a significant role in the ethnographic research process and data collection phase, which focussed on two key areas encompassed within the kinship system: “business” and the “care of children”. Stories from the researcher and the participants confirm the significant role that the kinship system can play within the indigenous research paradigm: Family+Stories=Research. Originality/value The paper introduces an indigenous research paradigm and methodology designed around two factors: family and stories. This paper brings to light the impact of the kinship system used within communities of the Torres Strait Islands and explains how this system advantaged the research process and the data collection phase by enabling the researcher to freely access stories specific to the research project.

Supervision of Indigenous research students: considerations for cross-cultural supervisors

2017 ◽  
Vol 13 (4) ◽  
pp. 256-265 ◽  
Author(s):  
Denise Wilson
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Communities ◽  
Cross Cultural ◽  
Indigenous Research ◽  
Indigenous Students ◽  
Supervisor Relationships ◽  
Indigenous Research Methodologies ◽  
Supervision Practices ◽  
Research Students

Essential to Indigenous research students’ development is their preparation to undertake Indigenous research with an appropriate Indigenous approach. Preparing Indigenous students to conduct research with Indigenous communities requires their adequate and proper preparation, although this does not always happen. Getting the research story right is key to better understanding the persistent, complex and multidimensional inequities in the access, use and quality of health services Indigenous peoples face. Successful preparation of Indigenous students is contingent on quality student–supervisor relationships. The literature indicates that Indigenous student supervision undertaken by non-Indigenous supervisors can be hindered. Two vignettes demonstrate problems with cross-cultural supervision of Indigenous research students’ experiences. An examination of cross-cultural supervision practices highlights the need to prepare Indigenous students in Indigenous research methodologies to optimise outcomes to reflect Indigenous peoples’ realities. Following an overview of approaches to undertake research with Indigenous people, strategies to support cross-cultural supervision are suggested.

scholarly journals Teaching Research Skills to Vocational Learners: Teaching Chefs to Research

2021 ◽  
Vol 4 (2) ◽  
pp. 21-26
Author(s):  
Willa Zhen ◽  
Keyword(s):  
Higher Education ◽  
Undergraduate Research ◽  
Data Gathering ◽  
Research Process ◽  
Research Projects ◽  
Independent Research ◽  
Research Skills ◽  
Cooking Skills ◽  
Hands On ◽  
Culinary Institute Of America

This article focuses on teaching and mentoring course-based undergraduate research in a vocationally focused higher education setting. At the Culinary Institute of America (CIA), students are immersed in hands-on experiential classes. Their education begins with basic culinary techniques, and they gradually progress toward more specialized cooking skills such as the techniques of specific world regions or the production of specialty products such as chocolates and wedding cakes. The author discusses pedagogical techniques used to teach these learners, who are not the usual participants in independent research projects during a senior capstone. This article examines how to blend and utilize hands-on, experiential activities as part of teaching data gathering and the research process.

scholarly journals Researching Children's Lives and Social Situations with Respect and Integrity

2014 ◽  
Author(s):  
Dudu Jankie
Keyword(s):  
Quantitative Research ◽  
Research Process ◽  
Culturally Sensitive ◽  
Theory And Practice ◽  
Research Projects ◽  
Social Situations ◽  
Qualitative And Quantitative ◽  
Research With Children ◽  
Diverse Children

In Research with children: Theory & practice, Michelle O’Reilly, Pablo Ronzoni and Nisha Dogra engage the readers in navigating the successes and hurdles of researching with diverse children. The book, which is meant for “researchers who are new to research with children” presents engaging descriptions on how to link in culturally sensitive ways the overall research process involving the lives and social situations of children who are participants in qualitative and quantitative research projects. Furthermore, the book balances the theory and practice of research with children through the activities used and the practical examples provided, some of which are drawn from the authors’ own work.

Indigenous Research Methodologies in Water Management: Learning From Australia and New Zealand for Application on Kamilaroi Country

2021 ◽  
Author(s):  
Bradley J Moggridge ◽  
Ross M. Thompson ◽  
Peter Radoll
Keyword(s):  
Water Management ◽  
New Zealand ◽  
Cultural Values ◽  
Indigenous Peoples ◽  
Indigenous Research ◽  
Research Methodologies ◽  
Management Learning ◽  
Local Case ◽  
Indigenous Knowledge Systems ◽  
Indigenous Research Methodologies

Abstract Indigenous Research Methodologies (IRMs) for considering cultural values of water are a missing component of water management in Australia. On this dry, flat and ancient continent Traditional Knowledge has been passed on from generation to generation for millennia. The profound knowledge of surface and groundwater has been critical to ensuring the survival of Indigenous peoples in a dry landscape, through finding, re-finding and protecting water. Indigenous Research Methodologies can provide a basis for the exploration of this knowledge in a way that that is culturally appropriate, and which generates a culturally safe space for Indigenous researchers and communities. The development of IRMs has occurred slowly in Australia over the past decades with the intention of shifting the research paradigm away from studying Indigenous peoples through non-Indigenous research methodologies, to partnering in developing methods appropriate to Indigenous knowledge systems. Indigenous Research Methodologies are rooted in Indigenous epistemologies and ontologies and represent a radical departure from more positivist forms of research (Wilson 2001). This allows the Indigenous researcher to derive the terms, questions and priorities of what is being researched, how the community is engaged, and how the research is delivered. Here, a brief overview is provided of Indigenous engagement in water management in Australia and Aotearoa or New Zealand, with reference to local case studies. These more general models are used as the basis for developing an IRM appropriate to the Kamilaroi people in the Gwydir Wetlands of northern NSW, Australia.

Indigenous Research Capability in Aotearoa

2013 ◽  
Vol 42 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Adreanne Ormond ◽  
Les R. Tumoana Williams
Keyword(s):  
Research Process ◽  
Operational Definition ◽  
Theory And Practice ◽  
Knowledge Generation ◽  
General Nature ◽  
Indigenous Research ◽  
Theoretical Perspectives ◽  
Inherent Feature ◽  
Fundamental Goal ◽  
Building Program

This article begins by considering the general nature of capability, from some dictionary meanings, then extends to theoretical perspectives related to the capability approach. As a consequence, we arrive at an operational definition that emphasises the ability to solve problems in a systematic way that brings transformation. In these terms, capability is seen as an inherent feature of the life process. The second part of this article presents a model of knowledge generation and illustrates how the development of capability is also an inherent feature of the research process in the fundamental goal of transforming both theory and practice. In the final section, we review and update the activities, initiatives and outcomes of the Capability Building program of Ngā Pae o te Māramatanga, from its beginning in late 2002 to the present, and show that this multi-level and networked program continues to be successful in building research capability. We end by listing some key objectives that are necessary for continuing to strengthen our research culture and capabilities for the future.

Sign in / Sign up

Export Citation Format

Share Document