The Wretched of the Research: Disenchanting Man2-as-Educational Researcher and Entering the 36th Chamber of Education Research

2021 ◽  
Vol 45 (1) ◽  
pp. 27-66
Author(s):  
Casey Philip Wong
Keyword(s):  
Education Research ◽  
Theoretical Approach ◽  
Pacific Islander ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Educational Researcher ◽  
African Black ◽  
Compulsory State ◽  
Great Equalizer ◽  
Educational Studies

Compulsory state-sanctioned schooling continues to be constructed as the “great equalizer,” and accordingly education research as a benevolent contributor to this material and ideological project of education. Following a Fanonian-Wynterian theoretical approach and cosmogonical-constellatory citation politics, I narrowed over 2,500 educational studies and reviewed approximately 150 articles and chapters that questioned the ways of knowing, being, and valuing which have naturalized these assumptions. Consequently, I theorize the cosmogony and development of the overrepresented genre-specific figure of educational researcher emerging from Man2-as-human, who has come to control the ways of knowing “education” and being an “educational researcher”: Man2-as-educational researcher. I examine how overlapping and interconnected African/Black, Asian, Latinx, Pacific Islander and Indigenous communities have engaged in modes of resistance, survivance, fugitivity/marronage, refusal and abolition to challenge this regime, and enact and imagine genres of being an educational researcher outside of the dominant order of Man2-as-educational researcher. In turn, I consider how these communities have affirmed, honored, fostered, sustained and revitalized ways of gathering, interpreting, and sharing educational knowledge for collective liberation, which have centered the wretched of the research and gaze from below. In so doing, I conceptualize and call forth the need to move toward what I am referring to as the 36th chamber of education research.

Sustaining University-Community Partnerships in Indigenous Communities: Five Lessons from Papakōlea

2019 ◽  
Vol 16 (1-2) ◽  
pp. 35-63
Author(s):  
Robert Agres ◽  
Adrienne Dillard ◽  
Kamuela Joseph Nui Enos ◽  
Brent Kakesako ◽  
B. Puni Kekauoha ◽  
...  
Keyword(s):  
Learning Community ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Community Based ◽  
Urban And Regional Planning ◽  
Culture Of Learning ◽  
Community Values ◽  
University Of Hawai'i ◽  
The University

This resource paper draws lessons from a twenty-year partnership between the Native Hawaiian community of Papakōlea, the Hawai‘i Alliance for Community-Based Economic Development, and the Department of Urban and Regional Planning at the University of Hawai‘i. Key players and co-authors describe five principles for sustained partnerships: (1) building partnerships based upon community values with potential for long-term commitments; (2) privileging indigenous ways of knowing; (3) creating a culture of learning together as a co-learning community; (4) fostering reciprocity and compassion in nurturing relationships; and (5) utilizing empowering methodologies and capacity-building strategies.

Baraza as method: Adapting a traditional conversational space for data collection and pathways for change

2021 ◽  
pp. 147332502110293
Author(s):  
Laura A. Chubb ◽  
Christa B. Fouché ◽  
Karen Sadeh Kengah
Keyword(s):  
Data Collection ◽  
Research Study ◽  
Community Based Participatory Research ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Local Communities ◽  
Working Relationships ◽  
Community Based ◽  
Cultural Contexts ◽  
Context Specific

The call to decolonise research processes and knowledge produced through them has spawned a powerful shift in working relationships between community researchers and members of local communities. Adaptation of a traditional conversational space in a community-based participatory research study offers a context-specific example of a decolonising method for data collection and as pathways for change. This article reports on learnings encountered while adapting the space and highlights the relevance for other cultural contexts. We present principles to adapt traditional conversational spaces both for collecting data and as a means of working in partnership with indigenous communities to enable different ways of knowing and action.

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.

Indigenous Studies in the United States and Canada

2021 ◽  
Author(s):  
Aubrey Jean Hanson ◽  
Sam McKegney
Keyword(s):  
United States ◽  
Native American ◽  
First Nations ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
The United States ◽  
Literary Studies ◽  
Indigenous Voices

Indigenous literary studies, as a field, is as diverse as Indigenous Peoples. Comprising study of texts by Indigenous authors, as well as literary study using Indigenous interpretive methods, Indigenous literary studies is centered on the significance of stories within Indigenous communities. Embodying continuity with traditional oral stories, expanding rapidly with growth in publishing, and traversing a wild range of generic innovation, Indigenous voices ring out powerfully across the literary landscape. Having always had a central place within Indigenous communities, where they are interwoven with the significance of people’s lives, Indigenous stories also gained more attention among non-Indigenous readers in the United States and Canada as the 20th century rolled into the 21st. As relationships between Indigenous Peoples (Native American, First Nations, Métis, and Inuit) and non-Indigenous people continue to be a social, political, and cultural focus in these two nation-states, and as Indigenous Peoples continue to work for self-determination amid colonial systems and structures, literary art plays an important role in representing Indigenous realities and inspiring continuity and change. An educational dimension also exists for Indigenous literatures, in that they offer opportunities for non-Indigenous readerships—and, indeed, for readers from within Indigenous nations—to learn about Indigenous people and perspectives. Texts are crucially tied to contexts; therefore, engaging with Indigenous literatures requires readers to pursue and step into that beauty and complexity. Indigenous literatures are also impressive in their artistry; in conveying the brilliance of Indigenous Peoples; in expressing Indigenous voices and stories; in connecting pasts, presents, and futures; and in imagining better ways to enact relationality with other people and with other-than-human relatives. Indigenous literatures span diverse nations across vast territories and materialize in every genre. While critics new to the field may find it an adjustment to step into the responsibility—for instance, to land, community, and Peoplehood—that these literatures call for, the returns are great, as engaging with Indigenous literatures opens up space for relationship, self-reflexivity, and appreciation for exceptional literary artistry. Indigenous literatures invite readers and critics to center in Indigeneity, to build good relations, to engage beyond the text, and to attend to Indigenous storyways—ways of knowing, being, and doing through story.

Using the Medicine Wheel for Curriculum Design in Intercultural Communication

2020 ◽  
pp. 686-711
Author(s):  
Marcella LaFever
Keyword(s):  
Intercultural Communication ◽  
Curriculum Design ◽  
Ways Of Knowing ◽  
Bloom's Taxonomy ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Medicine Wheel ◽  
Truth And Reconciliation ◽  
Bloom’S Taxonomy ◽  
Teaching Learning

In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions include increased teaching of intercultural competencies and incorporation of indigenous ways of knowing and learning. Intercultural Communication as a discipline has primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom's taxonomy. Scholars and practitioners have increasingly identified problems in the way that intercultural competency is taught. The decolonization of education is implicated in finding solutions to those problems. Indigenization of education is one such effort. This chapter posits the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in instructing intercultural communication. Bloom's taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual. Examples of the spiritual quadrant are offered.

Enhancing Ways of Knowing: The Case for Utilizing Participant-Generated Visual Methods in Higher Education Research

2019 ◽  
Vol 42 (2) ◽  
pp. 485-510
Author(s):  
Carrie Kortegast ◽  
Kristin McCann ◽  
Katie Branch ◽  
Amanda O. Latz ◽  
Bridget Turner Kelly ◽  
...  
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Ways Of Knowing ◽  
Higher Education Research ◽  
Visual Methods

The Environment and Health: An Alternative Perspective

1998 ◽  
Vol 4 (2) ◽  
pp. 20
Author(s):  
Jennifer Lewis
Keyword(s):  
Health Policy ◽  
Theoretical Approach ◽  
Complex Dynamics ◽  
Ways Of Knowing ◽  
Environment And Health ◽  
Alternative Perspective ◽  
The World ◽  
The Relationship ◽  
Insight Into ◽  
Policy Solutions

A theoretical approach which may be used to increase understanding of the dynamics of environmental and health policy is outlined. The approach deals with conceptualisations or 'ways of knowing', and, as such, tends to raise questions for debate, rather than advance policy solutions. First, it considers ways in which people have thought about and 'known' the world around them and traces how this has been important in shaping our attitudes and values in relation to it, especially in influencing environmental and health policy. Three aspects are considered: the legacy of Enlightenment and Romantic philosophical frameworks, the significance of underlying contradictory assumptions within these frameworks, and some of the implications of this for public policy. Second, it advances a specific theoretical approach ? the dialectic ? as a means of exploring the relationship between ways of thought and providing insight into the complex dynamics of policy making. It looks briefly at the example of sewage disposal policy before arguing that a dialectic approach may be applied to a range of environmental and health policy situations.

Refusals, Re-Turns, and Retheorizations of Affective Literacies: A Thrice-Told Data Tale

2020 ◽  
Vol 52 (4) ◽  
pp. 482-506
Author(s):  
Jaye Johnson Thiel ◽  
Bessie P. Dernikos
Keyword(s):  
Education Research ◽  
Working Class ◽  
Ways Of Knowing ◽  
Literacy Education ◽  
The Social ◽  
Literacy Educators ◽  
Class Community

In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits re-turns to data. These re-turns draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of re-turn is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through feeling with blackness. We offer Crawley’s theory of sonic epistemologies as a way to think and feel blackness, that is, to create otherwise worlds/knowledges/subjects. We argue that tuning into the sonic—or feeling with blackness—can help literacy educators thinking with affect to sense and develop nonhumanist ways of knowing/being/doing literacy, while simultaneously acknowledging the potential dangers of reinscribing whiteness. We propose that retheorizing affect in relation to blackness is necessary for literacy education, research, and ultimately, collective healing and justice.

scholarly journals Missing in Action: Indigenous Knowledge Systems in Evaluation of Comprehensive Community Initiatives

2020 ◽  
Vol 35 (2) ◽  
Author(s):  
Judy Gillespie ◽  
Jason Albert ◽  
Shelanie Grant ◽  
Tanya MacKeigan
Keyword(s):  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Well Being ◽  
Review Of Literature ◽  
Children And Families ◽  
Community Initiatives ◽  
Comprehensive Community Initiatives ◽  
Indigenous Knowledge Systems ◽  
Indigenous Children ◽  
Missing In Action

Comprehensive community initiatives (CCIs) coordinate social and structural change across multiple community sectors and represent promising approaches to complex social problems. Nowhere is this more relevant than for Indigenous children and families. However, strategies to evaluate initiatives to enhance Indigenous well-being must be meaningful to Indigenous communities. A review of literature regarding evaluation of CCIs identified various principles, case studies, methodologies, and methods grounded in Western ways of knowing and approaches to research. Research that engages with Indigenous led comprehensive community initiatives is needed to enhance evaluation practices for CCIs that enables resurgence of Indigenous traditions and worldviews. 

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