scholarly journals More Than Personal Communication

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Lorisia MacLeod
Keyword(s):  
Culturally Responsive ◽  
Ways Of Knowing ◽  
Personal Communication ◽  
Indigenous Communities ◽  
The United States ◽  
Educational Institutions ◽  
Project Report ◽  
Personal Experiences ◽  
Indigenous Ways Of Knowing

In this project report, I introduce the citation templates for Indigenous Elders and Knowledge Keepers that I created in partnership with the staff of the NorQuest Indigenous Student Centre. These citation templates have been adopted/linked to by twenty-five institutions across Canada and the United States. They represent an attempt to formalize something that Indigenous scholars have been doing for decades: fighting to find a better way to acknowledge our voices and knowledges within academia. I outline how the project was developed, highlighting the importance of stable, respectful relationships, before delving into some of the literature and personal experiences that provided the reasoning for why more culturally responsive citation is needed. Part of the background is acknowledging my own experiences as an Indigenous scholar, but I also draw on literature from both Indigenous and non-Indigenous scholars to illustrate the interdisciplinary need for these templates. I provide in-depth explanations of each element in the new citation templates to explain the reasoning behind and/or importance of each element. For example, I outline why including the individual’s nation/community is important for breaking down the pan-Indigenous stereotype and helping scholars to recognize the variation of knowledge across the hundreds of unique Indigenous communities. While the main focus of this paper will be these specific citation templates, I hope that it will also empower, inspire, and provide a case study of how academia can make small changes to improve the respectful recognition of Indigenous knowledges and voices. Given the recent focus in educational institutions on being more inclusive of Indigenous ways of knowing, I think it is only right that we also look at reconsidering how we treat things like Indigenous oral knowledge in academia and whether there are systems in place that implicitly prioritize written knowledge over oral knowledge in a form of ongoing colonialism.

Roll of Thunder, Hear My Cry

2020 ◽  
pp. 78-111
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 781-806
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 75-99
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

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

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.

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

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.

Indigenous Studies in the United States and Canada

2021 ◽  
Author(s):  
Aubrey Jean Hanson ◽  
Sam McKegney
Keyword(s):  
United States ◽  
Native American ◽  
First Nations ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
The United States ◽  
Literary Studies ◽  
Indigenous Voices

Indigenous literary studies, as a field, is as diverse as Indigenous Peoples. Comprising study of texts by Indigenous authors, as well as literary study using Indigenous interpretive methods, Indigenous literary studies is centered on the significance of stories within Indigenous communities. Embodying continuity with traditional oral stories, expanding rapidly with growth in publishing, and traversing a wild range of generic innovation, Indigenous voices ring out powerfully across the literary landscape. Having always had a central place within Indigenous communities, where they are interwoven with the significance of people’s lives, Indigenous stories also gained more attention among non-Indigenous readers in the United States and Canada as the 20th century rolled into the 21st. As relationships between Indigenous Peoples (Native American, First Nations, Métis, and Inuit) and non-Indigenous people continue to be a social, political, and cultural focus in these two nation-states, and as Indigenous Peoples continue to work for self-determination amid colonial systems and structures, literary art plays an important role in representing Indigenous realities and inspiring continuity and change. An educational dimension also exists for Indigenous literatures, in that they offer opportunities for non-Indigenous readerships—and, indeed, for readers from within Indigenous nations—to learn about Indigenous people and perspectives. Texts are crucially tied to contexts; therefore, engaging with Indigenous literatures requires readers to pursue and step into that beauty and complexity. Indigenous literatures are also impressive in their artistry; in conveying the brilliance of Indigenous Peoples; in expressing Indigenous voices and stories; in connecting pasts, presents, and futures; and in imagining better ways to enact relationality with other people and with other-than-human relatives. Indigenous literatures span diverse nations across vast territories and materialize in every genre. While critics new to the field may find it an adjustment to step into the responsibility—for instance, to land, community, and Peoplehood—that these literatures call for, the returns are great, as engaging with Indigenous literatures opens up space for relationship, self-reflexivity, and appreciation for exceptional literary artistry. Indigenous literatures invite readers and critics to center in Indigeneity, to build good relations, to engage beyond the text, and to attend to Indigenous storyways—ways of knowing, being, and doing through story.

Culturally Inclusive Teaching of Adult English Language Learners

2019 ◽  
pp. 115-132
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

The Women of the Cheyenne River Sioux Tribe Reservation

2019 ◽  
pp. 87-104
Author(s):  
Claradina Soto ◽  
Toni Handboy ◽  
Ruth Supranovich ◽  
Eugenia L. Weiss
Keyword(s):  
United States ◽  
Native Americans ◽  
Indigenous Communities ◽  
The United States ◽  
Indigenous Women ◽  
Future Generations ◽  
The World ◽  
The Impact ◽  
Cheyenne River

This chapter describes the impact of colonialism on indigenous women with a focus on the experience of the Lakota women on the Cheyenne River Sioux Tribe Reservation in South Dakota. It explores the experiences of indigenous women as related to history, culture, intrapersonal violence, and internalized oppression. A case study of a Lakota woman is provided as an example of strength and triumph in overcoming adversity and being empowered despite the challenges of marginalization faced by many Native Americans in the United States and indigenous women throughout the world. The chapter discusses how readers can be advocates and actively engage in decolonizing and dismantling systems of oppression to protect future generations and to allow indigenous communities to heal and revitalize.

scholarly journals Enduring Legacies of Empire: A Case Study of a Preservice Teacher's Feminist Resistance

2016 ◽  
Vol 8 (2) ◽  
Author(s):  
Yvonne Brown
Keyword(s):  
Lived Experiences ◽  
West Indies ◽  
Recent Literature ◽  
Educational Institutions ◽  
The West ◽  
Civilizing Mission ◽  
Personal Experiences ◽  
Memory Experience ◽  
The Caribbean

  Drawing on lived experiences and recent literature, especially, research by Nurse, a University of the West Indies academic, this article shows how memory, experience, place and history can reveal continuities in the civilizing mission of colonial and imperial projects. In order to validate my major claims, I excerpt a vignette from my published memoir regarding personal experiences at a predominantly, male teacher’s college in Jamaica (1962-1965). At the college, I deliberately engaged in a complex set of oppositional and strategic performances which led to my becoming the student of the year when I graduated. In a larger context, such performances are strategies which assertive women may wish to adopt, in order to disrupt the hegemony of male dominated educational institutions in Canada and the Caribbean.

Culturally Inclusive Teaching of Adult English Language Learners

2021 ◽  
pp. 717-734
Author(s):  
Christy Michele Rhodes ◽  
Kathy Diane Lohr
Keyword(s):  
English Language Learners ◽  
Learning Environments ◽  
Language Learners ◽  
Culturally Responsive ◽  
English Language ◽  
Ways Of Knowing ◽  
The United States ◽  
Responsive Teaching ◽  
Education Community ◽  
Language Classes

The growing diversity of the United States population continues to impact public education in many ways. One key area has been the increased awareness of the need to adapt learning environments to enhance the motivation of students from traditionally underrepresented backgrounds. Culturally responsive teaching is one approach designed to increase motivation by replacing mainstream teaching practices with those grounded in students' experiences and ways of knowing. This multicultural approach is enacted in many adult English language classes throughout the country. It is the purpose of this chapter to highlight those practices for the larger adult education community.

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