Native Hawaiians and psychology: The cultural and historical context of indigenous ways of knowing.

This edition testifies to the broad international reach of the journal, with contributions variously concerned with Arctic Indigenous communities, the Métis of Canada, Native Hawaiians and Māori of Aotearoa (New Zealand). Two articles stress the need to work collaboratively and respectfully with Indigenous populations whilst conducting research. The first, by Gwen Healey, notes the increased interest in health research in the Arctic, particularly with Inuit populations. Healy seeks to add to the growing body of literature concerned with Indigenous ways of knowing by highlighting Inuit concepts that inform an effective Arctic research model. The second, by primary author Peter Hutchinson and a range of co-contributors, highlights the ways in which Métis collaborators working in health developed a participatory Indigenous research method that was unique in that it foregrounded Métis relationships and relationality. In so doing, the researchers were able to give substance to otherwise staid policy statements about the need for good ethical research conduct.

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Juvenile Fiction

10.1093/oso/9780199609932.003.0017 ◽

2018 ◽

Author(s):

Mavis Reimer ◽

Clare Bradford ◽

Heather Snell

Keyword(s):

Indigenous Knowledge ◽

Indigenous Peoples ◽

British Literature ◽

Ways Of Knowing ◽

Indigenous Ways Of Knowing ◽

Juvenile Fiction

This chapter focuses on the juvenile fiction of the British settler colonies to 1950, and considers how writers both take up forms familiar to them from British literature and revise these forms in the attempt to account for the specific geography, politics, and cultures of their places. It is during this time that the heroics associated with building the empire had taken hold of British cultural and literary imaginations. Repeatedly, the juvenile fiction of settler colonies returns to the question of the relations between settlers and Indigenous inhabitants—sometimes respecting the power of Indigenous knowledge and traditions; often expressing the conviction of natural British superiority to Indigenous ways of knowing and living; always revealing, whether overtly or covertly, the haunting of the stories of settler cultures by the displacement of Indigenous peoples on whose land those cultures are founded.

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If We Show Them Will They Come? Attitudes of Native American Youth Towards Higher Education

First Peoples Child & Family Review: An Interdisciplinary Journal Honouring the Voices, Perspectives, and Knowledges of First Peoples ◽

10.7202/1069333ar ◽

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.

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Through the Looking Glass Space to New Ways of Knowing: A Personal Research Narrative

The Qualitative Report ◽

10.46743/2160-3715/2015.2127 ◽

2015 ◽

Author(s):

Gabrielle Brand

Keyword(s):

Qualitative Research ◽

Health Professional ◽

Health Care Professionals ◽

Historical Context ◽

Ways Of Knowing ◽

Research Process ◽

Value Systems ◽

Research Experience ◽

Looking Glass ◽

Personal Research

This article describes how writing personal research narratives during my doctoral research journey challenged my role as a health professional and my personal beliefs and values in fundamental ways. In qualitative narrative inquiry, the reflexive account of the research experience is a key element in conducting ethical, rigorous, and meaningful forms of qualitative research. However, as a novice researcher, I was unprepared for the unlearning journey I experienced during the research process. This uncomfortable experience cut to the core of my identity by dismantling unexamined belief and value systems that lay dormant and hidden from my everyday consciousness as a health professional. In the spirit of transparency, reflexivity and “good” qualitative research, this article presents an explicit account of my exquisite and sometimes excruciating reflexive research journey that profoundly changed how I relate and work with people. I believe health care professionals should adopt a narrative view of experience that creates the “looking glass space” to locate their own stories within the broader socio-cultural and historical context of their lives, especially in relation to their health professional identity. Exchanging diminishing dialogue with deeper dialogue honours both the complexities of young peoples’ lives and social worlds and encompasses socially-conscious methodologies of promise and hope.

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Perspectives on Openness: Honouring Indigenous Ways of Knowing

10.25071/10315/38038 ◽

2020 ◽

Author(s):

Stacy Allison-Cassin ◽

Sean Hillier ◽

Alan Odjig Corbiere ◽

Deborah McGregor ◽

Joy Kirchner

Keyword(s):

Open Access ◽

Panel Discussion ◽

Scholarly Communication ◽

Ways Of Knowing ◽

Research Community ◽

University Libraries ◽

Cultural Expression ◽

Indigenous Ways Of Knowing ◽

Taking Action ◽

Equity And Inclusion

York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.

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Highlighting the potential of peer-led workshops in training early career researchers for conducting research with Indigenous communities

10.31235/osf.io/vxust ◽

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.

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

Art Design & Communication in Higher Education ◽

10.1386/adch_00035_1 ◽

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.

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