scholarly journals Decolonizing Action Research through Two-Eyed Seeing: The Indigenous Quality Assurance Project

2021 ◽  
Vol 21 (3) ◽  
pp. 95-114
Author(s):  
Lana Ray
Keyword(s):  
Quality Assurance ◽  
Action Research ◽  
Social Transformation ◽  
Ways Of Knowing ◽  
Indigenous Research ◽  
Indigenous Knowledge Systems ◽  
Attractive Option ◽  
Quality Assurance Project ◽  
Indigenous Ways Of Knowing ◽  
Knowledge Validation

Action Research (AR) has been widely utilized in Indigenous contexts because of its emphasis on social transformation and synergies with Indigenous research approaches. Yet, while AR is seen as an attractive option for working in Indigenous research contexts, additional efforts are needed to ensure that AR adequately interrogates collaborations between Western and Indigenous knowledge systems. The application of the principle of two-eyed seeing (TES), which refers to the process of seeing from the strengths of Indigenous ways of knowing with one eye while using the other eye to see with the strengths of Western ways of knowing (Bartlett, Marshall, & Marshall, 2012), can center decolonial goals, addressing the shortcomings of AR. This article describes the operationalization of TES through the Indigenous Quality Assurance Project, focusing on the four key essentials of TES: co-learning, knowledge scrutinization, knowledge validation, and knowledge gardening (Bartlett, 2017).

A personal perspective on pedagogical structures and strategies that uphold Indigenous ways of knowing

2021 ◽  
Vol 20 (2) ◽  
pp. 129-140
Author(s):  
Justine Nabaggala
Keyword(s):  
Visual Art ◽  
Formal Education ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Personal Perspective ◽  
Effect Change ◽  
Art Educator ◽  
Indigenous Knowledge Systems ◽  
Indigenous Ways Of Knowing ◽  
Learning Development

This article gives a brief background of where I come from and how my experiences in Africa and North America have framed the ‘philosophy of teaching’ that defines me as a visual art educator. I reflect on the postcolonial concept of ‘decolonization’ as a means to identifying possible pedagogical alternatives of practice. Acknowledging that my knowledge embraces both ‘western’ and ‘Indigenous’ ways of knowing, poses a question for me as an art educator about ways to design and implement pedagogies that embrace contextualized experiences in order to achieve meaningful learning within formal education. I conclude by stating that nothing will effect change within Uganda’s education sector, particularly in reference to visual art education and practice, without educators having a firmer grasp of their scholarly standpoint on knowledge and learning. Development of concrete ways of bringing together diverse ontological, epistemological and axiological positions of western and Indigenous knowledge systems as well as art pedagogies to facilitate learning, will require educators to develop structures and strategies that progress from the bottom up in order to benefit from the values, beliefs and ways of knowing within diverse local communities.

scholarly journals The Significance of a Relations-based Approach to Indigenous Research Ethics and Indigenous Data Sovereignty

2020 ◽  
Author(s):  
◽  
Keely Ten Fingers
Keyword(s):  
Research Ethics ◽  
Critical Discourse Analysis ◽  
Indigenous People ◽  
Current Knowledge ◽  
Ways Of Knowing ◽  
Self Determination ◽  
Indigenous Research ◽  
Knowledge Gap ◽  
Indigenous Ways Of Knowing ◽  
Ways Of Being

BACKGROUND: Indigenous people have been increasingly asserting self-determination in research to “research ourselves back to life”. There is a current knowledge gap regarding how gender is considered in Indigenous research ethics and its implications for Indigenous self-determination in research. METHODS: Utilizing critical discourse analysis and a decolonizing theoretical framework a systematic review was conducted to contribute to filling this knowledge gap. RESULTS: The dominant concept and language of gender as binary are being used in Indigenous research conducted in observance of Indigenous research and it is given significance through its continued use, particularly in relation to participant sampling and bias. The mainstream concept is also given significance because research involving Indigenous people is in response to inequities resulting from colonization. However, there is resistance to this concept and its significance by revitalizing and renewing Indigenous Ways of Knowing (research paradigms including epistemology, methodology, methods, and theories) such as language and most significantly, elevating relations (human-to-human and human-to-nature) as part of Indigenous Ways of Being (ontology). The implications of this recovery and renewal is alignment and strengthening of Indigenous Data Sovereignty. This is ethical Indigenous research. CONCLUSION: “Researching ourselves back to life” involves going back to the very beginning, to our very being as Indigenous peoples and relating this to how we understand, conduct, and utilize ethical research to express and reflect our reality for wellness, governance, and nation-(re)building.

Researching Indigenous Ways of Knowing-and-Being

2017 ◽  
pp. 22-49 ◽  
Author(s):  
Norma Ruth Arlene Romm
Keyword(s):  
Economic Development ◽  
Indigenous Knowledge ◽  
Ecological Niche ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Relational Thinking ◽  
Indigenous Knowledge Systems ◽  
Socio Economic Development ◽  
Indigenous Ways Of Knowing

This chapter focuses on exploring the contributions of indigenous-oriented relational thinking-and-being in terms of implications for the quality of social living and for sustaining relationships with everything in our ecological niche. It offers an account of how we can treat Indigenous Knowledge Systems (IKS) as envisaging socio-economic development differently from economic models of growth which thus far can be said to govern processes of globalization. The chapter attempts to demonstrate that resuscitating IKS is not so much a matter of researchers' documenting and respecting the content of indigenous knowledge that has been created to date. More important is to direct research with the aim of drawing out and revitalizing the styles of knowing and living that can be interpreted as characterizing indigeneity. Examples are provided of how research can be directed with this in mind.

scholarly journals An Application of Two-Eyed Seeing: Indigenous Research Methods With Participatory Action Research

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691881234 ◽  
Author(s):  
Cindy Peltier
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Indigenous Research ◽  
Transfer Of Knowledge ◽  
Participatory Action ◽  
Research Paradigms ◽  
Conducting Research ◽  
Indigenous Paradigm

In this time of reconciliation, Indigenous researchers-in-relation are sharing research paradigms and approaches that align with Indigenous worldviews. This article shares an interpretation of the Mi’kmaw concept of Two-Eyed Seeing as the synthesis of Indigenous methodology and participatory action research situated within an Indigenous paradigm of relevant, reciprocal, respectful, and responsible research. Two-Eyed Seeing is discussed as a guiding approach for researchers offering Indigenous voices and ways of knowing as a means to shift existing qualitative research paradigms. The author offers practical considerations for conducting research with Indigenous peoples in a “good and authentic way.” Through the co-creation of knowledge with Indigenous communities, a collective story was produced as a wellness teaching tool to foster the transfer of knowledge in a meaningful way.

Untaming aid through action research: Seeking transformative reflective action

2017 ◽  
Vol 15 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Alfredo Ortiz Aragón ◽  
Kent Glenzer
Keyword(s):  
Action Research ◽  
International Development ◽  
Social Transformation ◽  
Development Assistance ◽  
Ways Of Knowing ◽  
Development Aid ◽  
Official Development Assistance ◽  
Long Time ◽  
Five Practices ◽  
Time Frames

Planned international development—Official Development Assistance—pretends to address complex, intergenerational problems. The pretense is endemic to, and necessary for, the continuation of the development enterprise, frequently leading to docile projects. Official Development Assistance’s methodologies and methods are ill-matched for confronting such problems, while those of action research are well-suited to the task. Yet Official Development Assistance and action research are only infrequent and ephemeral bedmates. Research from five sites on three continents reveals five lessons for untaming aid through action research: (1) plan and develop programming iteratively and over long time frames to offer meaningful support to people’s lives, (2) develop new connective tissue and relational capital, (3) commit to inquiry and learning in specific contexts, (4) incrementally confront culturally embedded practice in a safe and feasible manner, and (5) use methodology to develop safe and participatory spaces that engage tacit and explicit perspectives and ways of knowing. This article, the introductory essay to the Action Research Journal’s special issue, “Development, Aid, and Social Transformation,” argues that adoption of these five practices could help untame Official Development Assistance and make it more powerful, ethical, and transformative.

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.

Researching Indigenous Ways of Knowing-and-Being

2020 ◽  
pp. 407-434
Author(s):  
Norma Ruth Arlene Romm
Keyword(s):  
Economic Development ◽  
Indigenous Knowledge ◽  
Ecological Niche ◽  
Ways Of Knowing ◽  
Knowledge Systems ◽  
Relational Thinking ◽  
Indigenous Knowledge Systems ◽  
Socio Economic Development ◽  
Indigenous Ways Of Knowing

This chapter focuses on exploring the contributions of indigenous-oriented relational thinking-and-being in terms of implications for the quality of social living and for sustaining relationships with everything in our ecological niche. It offers an account of how we can treat Indigenous Knowledge Systems (IKS) as envisaging socio-economic development differently from economic models of growth which thus far can be said to govern processes of globalization. The chapter attempts to demonstrate that resuscitating IKS is not so much a matter of researchers' documenting and respecting the content of indigenous knowledge that has been created to date. More important is to direct research with the aim of drawing out and revitalizing the styles of knowing and living that can be interpreted as characterizing indigeneity. Examples are provided of how research can be directed with this in mind.

scholarly journals Baawaajige

2020 ◽  
Vol 1 (1) ◽  
pp. 37-47
Author(s):  
Amy Shawanda
Keyword(s):  
Research Methods ◽  
Academic Writing ◽  
Research Method ◽  
Ways Of Knowing ◽  
Indigenous Research ◽  
Indigenous Research Methods ◽  
Spirit World ◽  
Indigenous Ways Of Knowing ◽  
Dreams And Visions

  Baawaajige: my ideas for research are often revealed while sleeping. We as Anishinaabe People are able to connect to the spiritual realm through dreams. I will explore how Anishinaabe People utilize dreams and validate Indigenous ways of knowing without feeling shy and to be proud of where we obtain our knowledge. We need to normalize our dreams and visions within our writing. My conference presentation explores the use of dreams in academic writing as validated research. I want to privilege Indigenous research method and methodology that appears within our dreams, visions, and through fasting. How do we reference these in our academic writing? How do we provide context to such intimate moments between us and the Spirit World? How do we honour that knowledge in colonial academic papers? I will explore these questions while contributing to Indigenous research methods, and methodologies.

scholarly journals INDIGENOUS INITIATIVES IN ENGINEERING EDUCATION IN CANADA: COLLECTIVE CONTRIBUTIONS

2020 ◽  
Author(s):  
J. Seniuk Cicek ◽  
A.L. Steele ◽  
D. Burgart ◽  
P. Rogalski ◽  
S. Gauthier ◽  
...  
Keyword(s):  
Action Research ◽  
Engineering Education ◽  
Participatory Action Research ◽  
Ways Of Knowing ◽  
Participatory Action ◽  
Engineering Programs ◽  
Indigenous Ways Of Knowing ◽  
Ethical Space

The purpose of this Participatory Action Research (PAR) project is to share with the CEEA-ACEG membership the Indigenous initiatives being taken in CEAB accredited engineering programs across Canada. We received contributions from 24 institutions and 4 organizations, from which 11 categories of initiatives emerged. The intention is to create an ethical space where Indigenous and non-Indigenous engineering educators can learn from one another, and work together guided by Etuaptmumk (Two-Eyed Seeing), to advance Indigenous ways of knowing and being in engineering in Canada. This project is ongoing. Contact us if you wish to contribute and/or engage in the projects arising from this work.

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