scholarly journals SETTLER FRAGILITY: Four Paradoxes of Decolonizing Research

2021 ◽  
pp. 78-109
Author(s):  
Kaitlyn Watson ◽  
Sandra Jeppesen
Keyword(s):  
Decolonizing Research

scholarly journals Braiding Designs for Decolonizing Research Methodologies: Theory, Practice, Ethics

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Heather E McGregor ◽  
Brooke Madden ◽  
Marc Higgins ◽  
Julia Ostertag
Keyword(s):  
Research Design ◽  
Design Process ◽  
Teacher Identity ◽  
Research Projects ◽  
Research Methodologies ◽  
Decolonizing Methodologies ◽  
Decolonizing Research

Describing methodological design in decolonizing research as the intersection of theory, practice, and ethics, we share four focused micro-stories from our respective research projects. The metaphor of braiding represents the methodological design process within each of our research stories, significantly influenced by Dwayne Donald’s (2012) Indigenous métissage. Heather grapples with notions of reciprocity, Brooke considers the role of place in the construction of teacher identity, Marc engages with reworking photovoice, and Julia brings relationships with plants into her methodological design. Intentionally interrupting each other and ourselves, we feature the moments and movements of research design that are iterative, recursive, messy, and sometimes stuck, in contrast to the linear, untainted and dogmatic methodologies that assert themselves around us. Meanings and relationships may be produced in braiding our micro-stories together, exceeding what might be possible if they were presented separately. Readers may be invited into imagining the design of decolonizing methodologies beyond those we enacted.

Framework for Aboriginal-guided decolonizing research involving Métis and First Nations persons with diabetes

2007 ◽  
Vol 65 (11) ◽  
pp. 2371-2382 ◽  
Author(s):  
Judith G. Bartlett ◽  
Yoshitaka Iwasaki ◽  
Benjamin Gottlieb ◽  
Darlene Hall ◽  
Roger Mannell
Keyword(s):  
First Nations ◽  
Decolonizing Research

scholarly journals Research Ethics in Decolonizing Research With Inuit Communities in Nunavut: The Challenge of Translating Knowledge Into Action

2020 ◽  
Vol 19 ◽  
pp. 160940692094980
Author(s):  
Mirjam B. E. Held
Keyword(s):  
Indigenous Communities ◽  
Science Inquiry ◽  
Community Response ◽  
Lessons Learned ◽  
Fisheries Governance ◽  
Doctoral Research ◽  
Relational Work ◽  
Research Relationship ◽  
Decolonizing Research

Research failures are not readily disclosed in research representations. This exclusion is a missed opportunity to practice reflexivity, a practice otherwise crucially important to social science inquiry, and share the learning that was inspired by the failure. In this paper I present and reflect on a research failure that occurred during my doctoral research into alternative, Inuit-centered models of fisheries governance in Nunavut. While working on defining the research, I experienced a far-reaching impasse due to the lack of community response and academic guidance. Eventually, despite the best intentions to engage in decolonizing research, I chose to forgo meaningful community consultation before embarking on my fieldwork. Decolonizing research centers collaboration and local research needs from the outset. At the same time, what it means to negotiate a research relationship is in itself negotiable. Further, the negotiating is often challenged by time constraints, institutional restrictions, and limited financial resources. Lessons learned from my case study include a) that a nonideal start does not mean that the entire research project will fail and b) that participating Indigenous communities have the sovereignty, irrespective of existing protocols, to set the terms under which research can take place. Above all, negotiating a research relationship is about relational work which requires commitment and continuous engagement.

scholarly journals My Stage: Participatory Theatre with Immigrant Women as a Decolonizing Method in Art-based Research

2020 ◽  
Vol 5 (1) ◽  
pp. 104-128
Author(s):  
Enni Mikkonen ◽  
Mirja Hiltunen ◽  
Merja Laitinen
Keyword(s):  
Social Work ◽  
Art Education ◽  
Immigrant Women ◽  
Local Population ◽  
Interdisciplinary Team ◽  
Context Sensitive ◽  
The Social ◽  
Art Based Research ◽  
Societal Changes ◽  
Decolonizing Research

This article discusses how art-based research can function as a decolonizing research method. Its analysis is based on the collaboration of social work and art education disciplines for advancing social justice and deconstructing power dominances. Empirically, the research builds on a participatory theatre project, “My Stage,” with immigrant women. The project was established as part of a larger interdisciplinary project, “Art Gear,” in Northern Finland, which promoted the bidirectional integration of the local population and people with immigrant backgrounds. The research data were collected through participatory observation and reflective discussions by the social work researcher in the theatre workshops. By the analysis of an interdisciplinary team of social work and art education researchers, we develop a context-sensitive framework of art-based research to advance decolonizing research methods, which contribute to supporting the agency and inclusion of marginalized populations in research and in their integration processes at times of complex and rapid demographic and societal changes.

Unraveling the Neocolonial Epistemologies: Decolonizing Research Toward Transformative Literacy

2018 ◽  
Vol 50 (3) ◽  
pp. 383-390 ◽  
Author(s):  
Bekisizwe S Ndimande
Keyword(s):  
Knowledge Production ◽  
Academic Research ◽  
Indigenous Communities ◽  
Colonial Discourse ◽  
Marginalized Communities ◽  
Historical Awareness ◽  
Decolonizing Research

For many years, research epistemologies and methodologies have been influenced by colonial perspectives in knowledge production. The focus of this article is to discuss ways in which research can be transformed for the purpose of including marginalized communities, such as Indigenous communities, whose knowledge has been systematically excluded in academic research. In fact, I argue that whether or not research is conducted in the contexts of Indigenous or other marginalized communities, it must embody the elements of decolonization to interrupt and interrogate the long-standing colonial discourse in research. I specifically focus on the importance of language as well as the sociocultural and historical awareness of communities who allow us to work with them. I conclude by urging all scholars to ask serious questions about the knowledge they produce and who benefits from it.

Ancestral Knowledge Systems: A conceptual framework for decolonizing research in social science

2016 ◽  
Vol 12 (1) ◽  
pp. 18-31 ◽  
Author(s):  
Cueponcaxochitl D. Moreno Sandoval ◽  
Rosalva Mojica Lagunas ◽  
Lydia T. Montelongo ◽  
Marisol Juárez Díaz
Keyword(s):  
Social Science ◽  
Conceptual Framework ◽  
Knowledge Systems ◽  
Ancestral Knowledge ◽  
Decolonizing Research

scholarly journals What the Grandfathers Taught Me: Lessons for an Indian Country Researcher

2018 ◽  
Author(s):  
Stephanie Masta
Keyword(s):  
Holistic Approach ◽  
Research Community ◽  
Research Practice ◽  
Indian Country ◽  
The Social ◽  
Native Populations ◽  
Indigenous Methodologies ◽  
Decolonizing Research

Native scholars face several challenges when they enter research spaces. These challenges include difficulty in engaging with the broader research community because of the social and educational urgency of tribal-focused research, discouragement from using Indigenous methodologies because they are not “widely recognized,” and resisting positivist and postpositivist methodologies that marginalize Native populations. Using an autoethnographic approach, I make meaning of how the Seven Grandfathers lessons from my childhood inform my research practice. I also discuss how these lessons give me the tools to address the challenges I experience as a Native scholar and provide a holistic approach to the process of decolonizing research.

scholarly journals Decolonizing Research Paradigms in the Context of Settler Colonialism: An Unsettling, Mutual, and Collaborative Effort

2019 ◽  
Vol 18 ◽  
pp. 160940691882157 ◽  
Author(s):  
Mirjam B. E. Held
Keyword(s):  
Settler Colonialism ◽  
Collaborative Effort ◽  
Land Resources ◽  
Research Paradigms ◽  
Canadian Context ◽  
Indigenous Methodologies ◽  
Indigenous Paradigm ◽  
Definition Of ◽  
Decolonizing Research

All research is guided by a set of philosophical underpinnings. Indigenous methodologies are in line with an Indigenous paradigm, while critical and liberatory methodologies fit with the transformative paradigm. Yet Indigenous and transformative methodologies share an emancipatory and critical stance and thus are increasingly used in tandem by both Western and Indigenous scholars in an attempt to decolonize methodologies, research, and the academy as a whole. However, these multiparadigmatic spaces only superficially support decolonization which, in the Canadian context of settler colonialism, is a radical and unsettling prospect that is about land, resources, and sovereignty. Applying this definition of decolonization to the decolonization of research paradigms, this article suggests that such paradigms must be developed, from scratch, conjointly between Indigenous and Western researchers.

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