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Book part
Publication date: 6 November 2023

Levon Ellen Blue

In this book chapter, I focus on the epistemological, ontological and axiological practice traditions that help to reveal the taken-for-granted assumptions about the management of

Abstract

In this book chapter, I focus on the epistemological, ontological and axiological practice traditions that help to reveal the taken-for-granted assumptions about the management of trust funds in First Nation communities. Informing this chapter is a qualitative research study involving 11 First Nation community members in Canada who were interviewed. Indigenous ways of knowing, being and doing and the theory of practice architectures are used to identify the cultural discursive, material-economic and social-political arrangements that enable and/or constrain practice. The findings reveal that Indigenous ways of knowing, being and doing collide adversely with trust account decision making due to the duties and obligations guiding trust settlement agreements. The ways in which trust account practices can be transformed to ensure greater alignment with Indigenous ways of knowing, being and doing are outlined.

Details

Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations
Type: Book
ISBN: 978-1-80071-871-5

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Article
Publication date: 26 December 2023

Samantha Cooms and Vicki Saunders

Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across…

Abstract

Purpose

Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across academia, there is increasing attention to decolonising research. This reflects a shift towards research methods that recognise, acknowledge and appreciate diverse ways of knowing, being and doing. The purpose of this paper is to explore the different ways in which poetic inquiry communicates parallax to further decolonise knowledge production and dissemination and centre First Nations’ ways of knowing, being and doing.

Design/methodology/approach

This manuscript presents two First Nations’ perspectives on a methodological approach that is decolonial and aligns with Indigenous ways of knowing, being and doing. In trying to frame this diversity through Indigenous standpoint theory (Foley, 2003), the authors present two First Nation’s women's autoethnographic perspectives through standpoint and poetics on the role of poetic inquiry and parallax in public pedagogy and decolonising research (Fredericks et al., 2019; Moreton-Robinson, 2000).

Findings

The key to understanding poetic inquiry is parallax, the shift in an object, perspective or thinking that comes with a change in the observer's position or perspective. Challenging dominant research paradigms is essential for the continued evolution of research methodologies and to challenge the legacy that researchers have left in colonised countries. The poetic is often invisible/unrecognised in the broader Indigenist research agenda; however, it is a powerful tool in decolonial research in the way it disrupts core assumptions about and within research and can effectively engage with those paradoxes that decolonising research tends to uncover.

Practical implications

Poetic inquiry is not readily accepted in academia; however, it is a medium that is well suited to communicating diverse ways of knowing and has a history of being embraced by First Nations peoples in Australia. Embracing poetic inquiry in qualitative research offers a unique approach to decolonising knowledge and making space for Indigenous ways of knowing, being and doing.

Social implications

Poetic inquiry offers a unique approach to centring First Nations voices, perspectives and experiences to reduce hegemonic assumptions in qualitative research.

Originality/value

Writing about poetic inquiry and decolonisation from a First Nations’ perspective using poetry is a novel and nuanced approach to discussions around First Nations ways of knowing, being and doing.

Details

Qualitative Research Journal, vol. 24 no. 1
Type: Research Article
ISSN: 1443-9883

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Book part
Publication date: 10 June 2020

Jodi Streelasky

This qualitative case study provides a detailed description of the ways a Kindergarten/Grade 1 teacher in a Gulf Islands school, located on Canada’s west coast, integrated…

Abstract

This qualitative case study provides a detailed description of the ways a Kindergarten/Grade 1 teacher in a Gulf Islands school, located on Canada’s west coast, integrated place-based education in her practice with young learners. The teacher’s integration of place-based knowledge over a school year, and her incorporation of traditional knowledge linked to local Coast Salish ways of knowing, was in response to the British Columbia Ministry of Education’s mandate to include local Indigenous ways of knowing in all classrooms. This study also reveals the ways an Indigenous educator affiliated with the school district and local community members provided the teacher and students with deeper understandings of Salt Spring Island from a historical, place-based, and Indigenous knowledge perspective. Specifically, the Indigenous educator and community members shared their knowledge on the vegetation on the island and shared information about the animals that lived on or near the island. Throughout the study, the teacher drew on a “critical pedagogy of place,” which focuses on the ecological aspects of place and the tenets of critical pedagogy. This study documented the ways the teacher included local Indigenous knowledge in her practice in culturally relevant and appropriate ways – primarily through outdoor learning experiences. The children also shared their perspectives on these learning experiences. In this study, the place-based learning opportunities provided to the children enabled them to acquire rich insight on the history and ecology of their community and island.

Details

Rethinking Young People’s Lives Through Space and Place
Type: Book
ISBN: 978-1-78973-340-2

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Book part
Publication date: 3 September 2021

Estelle Barrett

In this chapter, I suggest that institutional guidelines and principles for conducting ethical research within Indigenous and cross-cultural contexts (see for example, the…

Abstract

In this chapter, I suggest that institutional guidelines and principles for conducting ethical research within Indigenous and cross-cultural contexts (see for example, the Australian Institute of Aboriginal and Torres Strait Islander Studies Guidelines for Ethical Research in Indigenous Studies, 2012) may not, in themselves be enough to promote the ethical practices nor lead to innovative outcomes if the fundamental premises of Western research in Indigenous contexts remain the same. Alternatively, valuing and applying Indigenous conceptions of Being, relationality and knowing when engaging with Indigenous participants and also, within actual procedures of research may lead to greater ethical know-how and a deeper understanding of how Indigenous modes of knowledge production can extend the frontiers of knowledge to solve real world problems. Such possibilities are predicated on recognising the limitations of our own epistemologies and ontologies and addressing the question of how we might refigure the role and positioning of ‘outsider’ researchers in ways that imbed, more self-reflexive and culturally appropriate modes of engagement and the application of Indigenous notions of Being, knowing and doing into research procedures to enhance the impact and benefits of research both within and beyond Indigenous communities.

Details

Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems
Type: Book
ISBN: 978-1-80043-007-5

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Article
Publication date: 7 January 2020

Rick Colbourne, Peter Moroz, Craig Hall, Kelly Lendsay and Robert B. Anderson

The purpose of this paper is to explore Indigenous Works’ efforts to facilitate Indigenous-led research that is responsive to the socio-economic needs, values and traditions of

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Abstract

Purpose

The purpose of this paper is to explore Indigenous Works’ efforts to facilitate Indigenous-led research that is responsive to the socio-economic needs, values and traditions of Indigenous communities.

Design/methodology/approach

This paper is grounded in an Indigenous research paradigm that is facilitated by Indigenous-led community-based participatory action research (PAR) methodology informed by the Two Row Wampum and Two-Eyed Seeing framework to bridge Indigenous science and knowledge systems with western ones.

Findings

The findings point to the need for greater focus on how Indigenous and western knowledge may be aligned within the methodological content domain while tackling a wide array of Indigenous research goals that involve non-Indigenous allies.

Originality/value

This paper addresses the need to develop insights and understandings into how to develop a safe, ethical space for Indigenous-led trans-disciplinary and multi-community collaborative research partnerships that contribute to community self-governance and well-being.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1746-5648

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Book part
Publication date: 9 May 2017

Margaret M. Kress

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an…

Abstract

The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.

Details

Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

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Book part
Publication date: 20 November 2013

Steven Larkin

Australian Universities have struggled to achieve higher education outcomes for Indigenous students. Rates of retention, attrition and withdrawal characterize the Indigenous

Abstract

Purpose

Australian Universities have struggled to achieve higher education outcomes for Indigenous students. Rates of retention, attrition and withdrawal characterize the Indigenous higher education participation profile. An emerging Indigenous leadership within the academy provides universities with access to Indigenous standpoints. This chapter promotes the necessity of Indigenous standpoints if universities are to achieve transformation in Indigenous higher education outcomes.

Social and practical implications

The opportunities available to Indigenous Australians to enjoy a quality of life commensurate to non-Indigenous Australians are hampered by disproportionate rates of poor health, education and employment. A higher education qualification positions Indigenous people to access sustainable employment. Improving rates of Indigenous retention, decreasing attrition and increasing the number of graduates can transform current Indigenous experiences of disadvantage. Accessing Indigenous standpoints is integral to universities achieving these results.

Originality/value of chapter

While the concept of Indigenous standpoints has been proposed by other Indigenous scholars, these discussions have not contextualized the operations of this standpoint specifically within the milieu of university administration, management and governance. The intrinsic value of Indigenous standpoints has not gained traction within university executive management and is not readily understood in strategic planning or academic corporate cultures.

Details

Seeding Success in Indigenous Australian Higher Education
Type: Book
ISBN: 978-1-78190-686-6

Keywords

Book part
Publication date: 5 June 2017

Panigkaq Agatha John-Shields

The primary purpose of this chapter is to portray the transformative, educational journey of an Indigenous educator. Using an Indigenous way of learning in connection with the…

Abstract

The primary purpose of this chapter is to portray the transformative, educational journey of an Indigenous educator. Using an Indigenous way of learning in connection with the Yup’ik teachings of kenka/love and ellangeq/awareness the author describes the clashes and challenges that Western education brings about as it conflicts with Indigenous epistemologies. She shares how she transformed her way of learning and teaching in higher education through continuous reflection and transformation by using her own Indigenous ways of knowing. She goes on to show how these ways of knowing can transform higher education classrooms into culturally sustaining and revitalizing spaces.

Details

Culturally Sustaining and Revitalizing Pedagogies
Type: Book
ISBN: 978-1-78441-261-6

Keywords

Book part
Publication date: 5 June 2017

Karen Roth

Western schooling has contributed significantly to the colonization of Indigenous peoples in Alaska. Non-Native approaches continue to dominate in many schools that serve…

Abstract

Western schooling has contributed significantly to the colonization of Indigenous peoples in Alaska. Non-Native approaches continue to dominate in many schools that serve Indigenous P-12 students. This disconnect can lead to students and families who are disengaged from school (Castagno & Brayboy, 2008). In rural schools serving Indigenous students in Alaska, most school staff are hired from out of state, leaving youth vulnerable to practices that may not include their knowledge systems, languages and values. Unexamined practices by Western teachers can unknowingly perpetuate, “… ongoing legacies of colonization, ethnocide and linguicide” (McCarty & Lee, 2014). As one way to address this ongoing issue, faculty at the University of Alaska Anchorage College of Education developed a course called the Induction Seminar. The Seminar is a yearlong, online course for non-Native educators serving in rural Indigenous communities which combines an Alaska Department of Education teacher requirement for a multicultural course and an Alaska Studies course. The class content and processes familiarize Western educators with Indigenous ways of knowing and encourage them to examine their role in bringing about positive school reform. The course is increasingly requested by new-to-Alaska educators teaching in Indigenous communities and is making a small and hopeful impact in preparing educators to become more confident and competent in implementing culturally sustaining and revitalizing practices (Paris, 2014). This chapter describes how Western university instructors and P-12 educators used an “inward gaze” (Paris & Alim, 2014) to examine current practices and seek out pedagogies that support Indigenous education in rural Alaska.

Book part
Publication date: 20 November 2013

Juanita Sherwood, Nicole Watson and Stacey Lighton

The aim of the research was to gather information about Indigenous and non-Indigenous students’ classroom experiences. This chapter examines what made the classroom environment in…

Abstract

Purpose

The aim of the research was to gather information about Indigenous and non-Indigenous students’ classroom experiences. This chapter examines what made the classroom environment in this course, Balancing Worldviews, different to other classroom experiences. It was also undertaken for students to provide their standpoints on how safe classroom environments are created for students and lecturers to share their views and perspectives.

Methodology

The study employed a Collaborative Community Participatory Action Research (CCPAR) model. The praxis and sequencing of action requires practical, reflective engagement focused upon solution development, as identified by the collaborative community (Indigenous and non-Indigenous students). Qualitative data was collated via focus groups and individual in-depth interviews with students.

Findings

We learnt through the research Classroom experiences of Indigenous and non-Indigenous students: Building safe engagement by sharing stories that demonstrated a particular theme and situations of the week; the stories were about family, political issues, working experiences. These stories supported student learning and transformed the learning space into a place that was safe for students to share their experiences. This way of learning was acknowledged as personal, non-hierarchical and relational, establishing connections between the learner and sharer of the story.

Value

This research focused on how students’ experience of safety shaped the nature and level of their engagement and their ability to provide peer support. The stories shared by students are indicative of the necessity of growing safer classrooms. The emphasis was on story-telling and knowledge sharing, which is circular and takes time to develop within a group. The focus group discussions established a number of themes that were taken up and explored further in the in-depth interviews.

Practical implications

We believe this research interaction is vital in cultivating an effective progressive evaluation process incorporating students' input (knowledge, experiences and voices), rather than through the systemic university model of student survey that demands a limited response. With the findings of the research we hope to share these experiences with our peers.

Details

Seeding Success in Indigenous Australian Higher Education
Type: Book
ISBN: 978-1-78190-686-6

Keywords

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