scholarly journals Creating space for negotiating the nature and outcomes of collaborative research projects with Aboriginal communities

2012 ◽  
Vol 35 (1-2) ◽  
pp. 83-105 ◽  
Author(s):  
Natasha Lyons
Keyword(s):  
Collaborative Research ◽  
Ethical Issues ◽  
Smithsonian Institution ◽  
Research Projects ◽  
Community Based ◽  
Aboriginal Communities ◽  
Community Based Research ◽  
Comprehensive Collection ◽  
Western Arctic ◽  
Communicative Space

This article investigates intellectual property and ethical issues involved in negotiating research processes and outcomes in collaborative projects with Aboriginal communities. A series of ideas are outlined to lay a foundation for thinking about ways to create a conceptual space for open and constructive discussions between research partners. Habermas’s notion of “communicative space” is applied to a partnership between southern-based anthropologists and members of the Inuvialuit community of the Canadian Western Arctic. This partnership is focused on documenting knowledge about a large and comprehensive collection of ancestral ethnographic objects housed at the Smithsonian Institution in Washington, D.C., and on disseminating this knowledge in meaningful ways to the Inuvialuit, anthropological, and museum communities. This article presents a suite of methods generated by the research group that lay some useful parameters for designing research and fostering trust and investment among partners. It also discusses the dynamics of community-based research practices and, specifically, methods for conceiving, constructing, and sustaining research projects.

Collecting Folk Histories

2015 ◽  
Vol 37 (3) ◽  
pp. 45-75
Author(s):  
William S. Walker
Keyword(s):  
New York ◽  
Collaborative Research ◽  
Public History ◽  
New York State ◽  
Field Research ◽  
Community Based ◽  
Community Based Research ◽  
Student Community ◽  
History Of

This article explores the shared intellectual tradition in folklore, public history, and oral history of involving students in community-based field research. This case study of the collaborative research New York State folklorist Harold W. Thompson and his students undertook in the 1930s contributes to ongoing efforts to enrich our understanding of public history’s genealogy. It also demonstrates that a counter-tradition to the “lone genius” model of humanities research emerged through faculty-student community-based research projects in history and folklore.

scholarly journals Assessing excellence in community-based research: Lessons from research with Syrian refugee newcomers

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Rich Janzen ◽  
Joanna Ochocka
Keyword(s):  
Societal Impact ◽  
Research Projects ◽  
Community Mobilisation ◽  
Community Based ◽  
Knowledge Mobilisation ◽  
Community Based Research ◽  
Case Examples ◽  
Individual Level ◽  
Syrian Refugee ◽  
Community System

In this article, we critically reflect on three Syrian refugee research projects that were conducted simultaneously in Ontario, Canada, in order to: (1) strengthen the community system of support for refugee newcomers; (2) address social isolation of Syrian parents and seniors; and (3) promote wellbeing of Syrian youth. Our purpose in this article is to demonstrate a tangible way of assessing research projects which claim to be community-based, and in so doing gain a deeper understanding of how research can be a means of contributing to refugee newcomer resilience. Our assessment of the three studies was done through the reflective lens of the Community Based Research Excellence Tool (CBRET). CBRET is a reflective tool designed to assess the quality and impact of community-based research projects, considering the six domains of community-driven, participation, rigour, knowledge mobilisation, community mobilisation and societal impact. Our assessment produced four main lessons. The first two lessons point to the benefit of holistic emphasis on the six categories covered in the CBRET tool, and to adaptability in determining corresponding indicators when using CBRET. The last two lessons suggest that research can be pursued in such a way that reinforces the rescue story and promotes the safety of people who arrive as refugees. Our lessons suggest that both the findings and the process of research can be interventions towards social change. The diversity of the three case examples also demonstrates that these lessons can be applied to projects which focus on both individual-level and community-level outcomes.

Using Community-Based Research Projects to Teach Research Methods

1999 ◽  
Vol 26 (2) ◽  
pp. 101-105 ◽  
Author(s):  
Andrea Chapdelaine ◽  
Barbara L. Chapman
Keyword(s):  
Research Methods ◽  
Research Projects ◽  
Community Based ◽  
Community Based Research

Broadening Diversity in the Geosciences Through Teacher–Student Workshops That Emphasize Community-Based Research Projects

2012 ◽  
Vol 60 (2) ◽  
pp. 179-188 ◽  
Author(s):  
Kent S. Murray ◽  
Jacob Napieralski ◽  
Gail Luera ◽  
Karen Thomas-Brown ◽  
Laura Reynolds-Keefer
Keyword(s):  
Research Projects ◽  
Community Based ◽  
Community Based Research ◽  
Teacher Student

scholarly journals Conversing with Caribbean and Northern Scottish Landscapes and Lifescapes

2018 ◽  
Vol 9 (1) ◽  
pp. 67-72 ◽  
Author(s):  
Karen Salt ◽  
Susan P. Mains
Keyword(s):  
Collaborative Research ◽  
Research Projects ◽  
Community Based ◽  
Anglophone Caribbean ◽  
Broad Scope ◽  
Starting Point ◽  
The Caribbean ◽  
Scottish History ◽  
Key Questions

This conversation–and the 2015 Landscapes and Lifescapes Symposium (in Inverness) out of which it grew—offers a starting point for us to collaboratively explore transatlantic histories and geographies and to open up other interdisciplinary conversations addressing how we understand our relationships to identity, history and place. The discussion addresses five key questions that provide a broad scope for thinking about how the relationships between the Anglo-Caribbean and Northern Scotland have been depicted historically, and how the idea of landscapes and lifescapes may help us to diversify this dialogue further. These questions are: 1) what can we learn from investigating the entangled histories and geographies of Scotland and the Anglophone Caribbean; 2) how are these two places—and the islands that surround them—linked; 3) how do we shift depictions of Scottish history to include Caribbean people, movements, systems and perspectives; 4) what is lost in representations of the Caribbean and Scotland as ‘peripheral’ British territories; and, 5) what role can community-based collaborative research projects play in our societal understanding of landscapes and lifescapes (in all forms) in both regions

scholarly journals Governing through community-based research: Lessons from the Canadian HIV research sector

2021 ◽  
Author(s):  
Adrian Guta ◽  
Carol Strike ◽  
Sarah Flicker ◽  
Stuart J Murray ◽  
Ross Upshur ◽  
...  
Keyword(s):  
Decision Making ◽  
Collaborative Research ◽  
State Funding ◽  
Community Based ◽  
Community Based Research ◽  
Marginalized Communities ◽  
Research Sector ◽  
Hiv Research ◽  
Funding Mechanisms ◽  
Scientific Decision

The “general public” and specific “communities” are increasingly being integrated into scientific decision-making. This shift emphasizes “scientific citizenship” and collaboration between interdisciplinary scientists, lay people, and multi-sector stakeholders (universities, healthcare, and government). The objective of this paper is to problematize these developments through a theoretically informed reading of empirical data that describes the consequences of bringing together actors in the Canadian HIV community-based research (CBR) movement. Drawing on Foucauldian “governmentality” the complex inner workings of the impetus to conduct collaborative research are explored. The analysis offered surfaces the ways in which a formalized approach to CBR, as promoted through state funding mechanisms, determines the structure and limits of engagement while simultaneously reinforcing the need for finer grained knowledge about marginalized communities. Here, discourses about risk merge with notions of “scientific citizenship” to implicate both researchers and communities in a process of governance.

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