This article will examine and respond to significant critiques of Indigenous research methodologies as part of an Indigenous Methodologies in Educational Research course at a midsized public university in the intermountain west. The authors will present their perspectives in response to critiques of Indigenous research methodologies as presented at the American Indigenous Research Association’s annual meeting in October of 2014. This collection of responses is offered in an effort to facilitate an interactive dialogue with scholars who use Indigenous research methodologies applicable to multiple fields of study, support scholarship that is responsive to the needs of Indigenous communities, and ultimately center relevant research design and findings within Indigenous paradigms.
As part of a continuing conversation related to Indigenous methodologies in Western academic contexts, this manuscript includes a summary of the scholarly dialogue by providing background information and situatedness to an exchange that is positioned in the academy and Indigenous community simultaneously. The dialogue thus far includes a keynote presentation and a series of manuscripts that collectively help explain Indigenous research methodologies (IRMs) and delineates important considerations for practitioners and communities who relate to Indigenous research. The authors share where they agree, and where they diverge as well as their rationale for continuing the discourse in an academic forum. The paper concludes with an alternative method for dissemination (a winter count), that reimagines epistemological pluralism and knowledge protection through bicultural accountability. We consider the repatriation of Indigenous knowledge to be paramount in this process.
As Indigenous peoples, educators, parents, and scholars, we know firsthand the importance of recognizing, honoring, and incorporating Indigenous languages and cultures in the education of Indigenous children and youth. We believe strongly that such practices exist, yet are too often absent from published scholarship and other reports documenting educational practices specific to Indigenous children and youth. This special issue provides a much needed opportunity to identify promising practices in the education of Indigenous students from Australia, New Zealand, and the United States. Such practices reflect what Paris (2012), Paris & Alim (2014) and others describe as culturally relevant and sustaining pedagogies-practices that situate cultures and languages as assets rather than deficits and that work to build up, rather than tear down, unique cultural, social, and community capitals that are so critical to the lifeways of Indigenous peoples. For us, this work goes beyond simply the sharing of knowledge with the academy, it is an example of what Tuhiwai Smith (1999, p. 35) describes as a "…powerful form of resistance"-the act of telling our stories-in this case, leadership stories, in authentic and affirming ways. In curating this special issue, we sought an array of submissions, to include original qualitative and quantitative research, creative works, and narrative essays, from practitioners, community members, policymakers, researchers, and others who are intimately engaged in the education of Indigenous students. We were particularly interested in submissions that highlighted attempts to honor Indigenous students' aspirations and that drew on the strong sense of resiliency that is evident in Indigenous communities across the world. As such, we encouraged submissions that explored the following: Ways in which culturally responsive/sustaining leadership practices support culturally appropriate academic and social-emotional learning in educational settings serving Indigenous students; Ways in which diverse educational settings and contexts incorporate culturally appropriate leadership strategies aimed at breaking down barriers to the successful education of Indigenous students; Ways in which social, cultural, and political influences impact and help to shape Indigenous students' educational experiences and academic success-both in historical and present day contexts; Ways in which Indigenous languages are incorporated in both formal and informal educational settings;
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.