The Importance of Underpinning Indigenous Research Using African Indigenous Philosophies

2022 ◽  
pp. 223-248
Author(s):  
Monicca Bhuda ◽  
Motheo Koitsiwe
Keyword(s):  
Indigenous Knowledge ◽  
Research Methods ◽  
Secondary Data ◽  
Indigenous Research ◽  
Philosophical Beliefs ◽  
Beliefs And Values ◽  
Indigenous Research Methods

This study uses secondary data to discuss views of indigenous scholars on the importance of using African indigenous philosophies as underpinnings for indigenous research in order to reclaim the dignity of African indigenous knowledge. For many years, African indigenous knowledge has been marginalized and constructed using Western worldviews and methods. African indigenous philosophies were deemed non-existent and non-fitting to be in the academic space by many non-indigenous scholars who believed that indigenous research methods cannot be developed because there are no specific generalized frameworks. In correcting and reclaiming the knowledge and dignity of African indigenous knowledge, this study argues for the decolonization and indigenization of research by utilizing African indigenous philosophies which focuses on African philosophical beliefs and values, that constitute their own way of living, doing, and being. Such research will prevent indigenous people's knowledge from being misrepresented, divided, mystified, commodified, condensed, and misinterpreted.

Talanoa: Tongan epistemology and Indigenous research method

2018 ◽  
Vol 14 (2) ◽  
pp. 156-163 ◽  
Author(s):  
Arcia Tecun (Daniel Hernandez) ◽  
‘Inoke Hafoka ◽  
Lavinia ‘Ulu‘ave ◽  
Moana ‘Ulu‘ave-Hafoka
Keyword(s):  
Indigenous Knowledge ◽  
Research Methods ◽  
Knowledge Production ◽  
Research Method ◽  
Academic Research ◽  
Indigenous Research ◽  
The Past ◽  
Indigenous Research Methods ◽  
Informal Discussion

Story dialogue known as talanoa is increasingly finding its place as a Pacific research method. The authors situate talanoa as an Indigenous concept of relationally mindful critical oratory. Approaching talanoa from mostly a Tongan lens, it is argued that it can contribute to broader discussions of Indigenous research methods and epistemology. The authors address the talanoa literature that has defined it as an open or informal discussion, and respond to questions that have emerged from challenges in implementing it practically in academic research. Indigenous Oceanic thought is used to interpret talanoa as a mediation between relations of Mana (potency), Tapu ( sacred/restrictions), and Noa (equilibrium), which is a gap in the talanoa literature. Talanoa is grounded as a continuum of Indigenous knowledge production and wisdom present from the past that is adaptable to research settings. Centring Moana (Oceanic) epistemology in talanoa challenges dominant research methods to adapt to Indigenous paradigms, rather than attempting to Indigenize a Western one.

The Importance of Indigenous Scholarship, Indigenous Knowledge, and Education in Micronesia

2022 ◽  
pp. 61-75
Author(s):  
Angeline Ames ◽  
Todd T. Ames ◽  
Mylast E. Bilimon ◽  
Debra T. Cabrera
Keyword(s):  
Indigenous Knowledge ◽  
Research Methods ◽  
Undergraduate Students ◽  
Cultural Preservation ◽  
Indigenous Research ◽  
Two Year Colleges ◽  
Indigenous Research Methods ◽  
Yap State ◽  
The University ◽  
University Of Guam

This chapter examines the importance of indigenous scholarship in the Micronesian region. The authors assess education, in particular graduate students' Master's theses in the Micronesian Studies Program at the University of Guam. The University of Guam is the only four-year university in the region, offering undergraduate and graduate programs. One of the main objectives of the university is research contribution to other two-year colleges in the region, such as the College of the Marshall Islands and the College of Micronesia, Yap State Campus. The importance of indigenous knowledge, the art of researching, cultural preservation, indigenous research methods, educational responsibilities, and imposter syndrome among UOG undergraduate students are discussed throughout the chapter, noting that education should be seen as an agent of social change by promoting indigenous scholarship, indigenous research methods, indigenous languages, sense of identity, and putting forth significant contributions to the academic literature of Micronesia.

scholarly journals Practical Application of an Indigenous Research Framework and Two Qualitative Indigenous Research Methods: Sharing Circles and Anishnaabe Symbol-Based Reflection

2021 ◽  
Author(s):  
Lynn F Lavallée
Keyword(s):  
Research Methods ◽  
Indigenous Research ◽  
Practical Application ◽  
Research Framework ◽  
Indigenous Research Methods ◽  
Sharing Circles

Practical Application of an Indigenous Research Framework and Two Qualitative Indigenous Research Methods: Sharing Circles and Anishnaabe Symbol-Based Reflection

scholarly journals Working Together with South Saami Birth Stories – A Collaboration Between a Saami Midwife and a Saami Researcher

2017 ◽  
Vol 2 (1) ◽  
pp. 145-156
Author(s):  
Åsa Virdi Kroik ◽  
Jonhild Joma
Keyword(s):  
Research Methods ◽  
Historical Analysis ◽  
Community Research ◽  
Indigenous Research ◽  
Community Based ◽  
Birth Stories ◽  
Indigenous Research Methods ◽  
New Knowledge ◽  
Working Together ◽  
Contemporary Context

  This paper presents some results from a community-based project among local South Saami in the Norwegian and Swedish part of Saepmie. I was co-coordinating a two-year community-sponsored project in the community (Røyrvik) in which a local South Saami midwife documented stories from elder Saami about childbirth in earlier times, both from their own memories and from stories they knew. Her work became an article in a book, and the project helped us to understand much more about childbirth and general living conditions for Saami one to three generations ago in this area. As a PhD candidate, I have complemented her work with a theoretical framework (Indigenous Research Methods, colonial perspective), a historical analysis, and a contemporary context. Apart from presenting an example of stories she was given and how they can give us new knowledge. But I will focus on the meanings, processes, theories and practices of engaged Indigenous community research. I will describe our different methods and the benefit of working together and will point out how it will further research.

scholarly journals A’oa’o le tama e tusa ma ona ala, a o’o ina matua e le toe te’a ese ai: If we fail to construct our own realities, others will do it for us

2021 ◽  
Author(s):  
◽  
Saint Andrew Palauni Matautia
Keyword(s):  
Indigenous Knowledge ◽  
Design Education ◽  
Status Quo ◽  
Indigenous Research ◽  
Cultural Ideologies ◽  
Indigenous Research Methods ◽  
The Status ◽  
Knowledge Practice ◽  
Pasifika Students ◽  
Selection Of

<p>Guided by both my own journey as a Pasifika student and the ideology of Tongan academic Dr. Hūfanga Okustino Māhina, this research seeks to identify ways in which indigenous knowledge can become an integral component within education, specifically design education in New Zealand. This research focuses on the struggles Pasifika students face within an aesthetic education that has within its history, a proud claim for the removal of cultural, religious and historic references from its aesthetic vocabulary. I will argue that the absence of indigenous culture, initiated by the early modernists to embrace the universal, is no longer an appropriate model within design education as it struggles to address cultural diversity in both its content and delivery. The solution, I suggest is not an “either or” scenario but a recognition that knowledge comes from many cultures and contexts. This thesis explores the indigenous beliefs of tā, time and vā, space. It identifies the relevance these and ideologies derived from them, offer design pedagogy. Using visual ethnography, indigenous research methods and photography, I investigate and document traditional indigenous ceremonies and undertake talanoa, oral histories, in order to discover the opportunities and relevance they offer design education.  Having compared and contrasted Eurocentric models and indigenous practices I identify and illustrate current initiatives that attempt to change the status quo. This thesis endeavours to tell the story of Pasifika students through a personal lens and identifies Moana ideologies that can be introduced to design curriculum that establish beneficial pathways forward for not only Maori and Pasifika students in design education but design education and thinking as a larger context. As a nexus to this research, I have designed and curated a selection of five photographs to illustrate the journey of indigenous knowledge, practice and language through design education. These photographs pay homage to my cultural ideologies, represent the narrative behind my motivations and illuminate the reciprocal need to nurture the space between Moana students and design education.</p>

scholarly journals Indigenous Epistemologies, Worldviews, and Theories of Power

2017 ◽  
Vol 1 ◽  
pp. 140
Author(s):  
Danielle Hickey ◽  
Kevin Fitzmaurice
Keyword(s):  
Grounded Theory ◽  
Research Methods ◽  
Indigenous Research ◽  
Community Partner ◽  
Equal Distribution ◽  
Indigenous Research Methods ◽  
Indigenous Theory ◽  
Distribution Of Power ◽  
Indigenous Worldview ◽  
Research Initiatives

The current project aims to identify and explore concepts of power from an Indigenous understanding. The topic of power is informed by vast literature that reaches back into the beginnings of western philosophy. The conceptions that result are based on a western worldview that does not incorporate cultural differences. An Indigenous theory of power can be used to inform strategies toward achieving a more equal distribution of power, and encourage successful Indigenous-settler reconciliation. Within the academic setting, Indigenous scholars are developing Indigenous research initiatives aimed at decolonizing methodologies and achieving intellectual self-determination (Smith, 2012, p.120). Utilizing a decolonization framework saturated with reflexivity, Indigenous research methods in conversation with grounded theory will be applied to identify an Indigenous worldview of power. Researcher reflexivity, relationships with community and research-based support systems are requisite to a decolonization research framework (Smith, 1999, p.138). Data collection will occur at M’Chigeeng First Nation and the Chief of that community has been recruited as community partner to this project. Together we aim to answer Indigenous questions to improve Indigenous lives with research based on standards for how we should structure our relationships with each other and with all of creation (Wilson, 2001, p.177). Indigenous research methods combined grounded theory allows the project to bridge worldviews, while allowing for relationships to guide the process. A literature analysis, interviews, sharing circles and review of historical records will be used.

scholarly journals A’oa’o le tama e tusa ma ona ala, a o’o ina matua e le toe te’a ese ai: If we fail to construct our own realities, others will do it for us

2021 ◽  
Author(s):  
◽  
Saint Andrew Palauni Matautia
Keyword(s):  
Indigenous Knowledge ◽  
Design Education ◽  
Status Quo ◽  
Indigenous Research ◽  
Cultural Ideologies ◽  
Indigenous Research Methods ◽  
The Status ◽  
Knowledge Practice ◽  
Pasifika Students ◽  
Selection Of

<p>Guided by both my own journey as a Pasifika student and the ideology of Tongan academic Dr. Hūfanga Okustino Māhina, this research seeks to identify ways in which indigenous knowledge can become an integral component within education, specifically design education in New Zealand. This research focuses on the struggles Pasifika students face within an aesthetic education that has within its history, a proud claim for the removal of cultural, religious and historic references from its aesthetic vocabulary. I will argue that the absence of indigenous culture, initiated by the early modernists to embrace the universal, is no longer an appropriate model within design education as it struggles to address cultural diversity in both its content and delivery. The solution, I suggest is not an “either or” scenario but a recognition that knowledge comes from many cultures and contexts. This thesis explores the indigenous beliefs of tā, time and vā, space. It identifies the relevance these and ideologies derived from them, offer design pedagogy. Using visual ethnography, indigenous research methods and photography, I investigate and document traditional indigenous ceremonies and undertake talanoa, oral histories, in order to discover the opportunities and relevance they offer design education.  Having compared and contrasted Eurocentric models and indigenous practices I identify and illustrate current initiatives that attempt to change the status quo. This thesis endeavours to tell the story of Pasifika students through a personal lens and identifies Moana ideologies that can be introduced to design curriculum that establish beneficial pathways forward for not only Maori and Pasifika students in design education but design education and thinking as a larger context. As a nexus to this research, I have designed and curated a selection of five photographs to illustrate the journey of indigenous knowledge, practice and language through design education. These photographs pay homage to my cultural ideologies, represent the narrative behind my motivations and illuminate the reciprocal need to nurture the space between Moana students and design education.</p>

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