Community‐based participatory research (CBPR) is generally understood as a process by which decision‐making power and ownership are shared between the researcher and the community involved, bi‐directional research capacity and co‐learning are promoted, and new knowledge is co‐created and disseminated in a manner that is mutually beneficial for those involved. Within the field of Canadian geography we are seeing emerging interest in using CBPR as a way of conducting meaningful and relevant research with Indigenous communities. However, individual interpretations of CBPR's tenets and the ways in which CBPR is operationalized are, in fact, highly variable. In this article we report the findings of an exploratory qualitative case study involving semi‐structured, open‐ended interviews with Canadian university‐based geographers and social scientists in related disciplines who engage in CBPR to explore the relationship between their conceptual understanding of CBPR and their applied research. Our findings reveal some of the tensions for university‐based researchers concerning CBPR in theory and practice.

Ethical tensions exist regarding the value and practice of acknowledging Indigenous contributions in community-based participatory research (CBPR). Semistructured phone interviews with researchers documented their perspectives on authorship in the scholarly dissemination of their community-based participatory Indigenous research. Thematic analysis resulted in four key ideas: (1) current practices regarding methods of acknowledging community contributions; (2) requirements for shared authorship with individual versus collective/community partners; (3) benefits to sharing authorship with collective/community partners; and (4) risks to sharing authorship with collective/community partners. Findings suggest an emerging but inconsistent practice.

Geography is a product of colonial processes, and in Canada, the exclusion from educational curricula of Indigenous worldviews and their lived realities has produced "geographies of ignorance". Transformative learning is an approach geographers can use to initiate changes in non-Indigenous student attitudes about Indigenous epistemologies and ontologies. This study explores non-Indigenous student perspectives concerning a field school and digital storytelling as transformative experiences within the context of an "Indigenous Perspectives on Environmental Management" course; they were asked to reflect on their course experience. Findings indicate that students found both to be effective and important steps in the transformation of their own worldviews.

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In this article, we examine the opportunities and constraints of professionally mediated social networking in health promotion practice. Our analysis is based on the findings of a 12-week participatory study of a peer-led support intervention for youth with asthma and life-threatening allergies. The article begins with an overview of the preferences of youth, their parents, and young adults recruited as peer mentors for online features in the design of a customized support program. We then briefly explain the rationale behind our decision to design and host our intervention using a publicly available website called Ability Online in an effort to balance participants' preferences with important research obligations and safety requirements. Finally, we report on participants' level of satisfaction with the intervention as well as recommendations for health practitioners who wish to use social networking to enhance supports for youth with chronic health conditions.

Although stories and storytelling have long and varied histories across multiple geographies, they are increasingly being valorized in new and public ways.Drawing from feminist, Marxist, anti-racist, and decolonizing theoretical frameworks, we critically unpack humanities-based happenings and (re)read the "creative re-turn" in geography and medical-health sciences.We conclude with reflections about anti-hegemonic ways humanities-informed methods and methodologies, including stories and storytelling, might be taken up in an "unscripted" way by geographers and medical-health researchers.Geography and the medical-health sciences have long histories of engaging the humanities. The last decade has seen for both disciplines a significant growth in theoretical frameworks, pedagogic strategies, and research methods that draw upon visual and literary arts, critical self-reflection, creative tools and expressions, and even direct engagement or partnership with artists, curators, authors, theatre-practitioners, The Canadian Geographer Le Géographe canadienThe Canadian Geographer Le Géographe canadien and other professionals in the arts. Both geographers and medical-health professionals, then, are increasingly (re)making and understanding various worlds through the humanities. In this paper we explore the histories of humanities in both geography and the medical-health sciences, especially medicine: we argue the two disciplines have much to learn from each other's engagement and work with the humanities. Focusing on the increasing use of narrative and storytelling in both disciplines, we argue that deployment of humanities-based frameworks and impulses must not be taken up without careful and critical analytical reflection. Finally, we ground our theoretical explorations with empirical examples from recent community-based work about the risks and benefits of storytelling and visual arts when looking at the health geographies of Indigenous and settler peoples in Northern British Columbia.Keywords: humanities, storytelling, geography, health and medicine, criticality L'int erêt pour les sciences humaines par la g eographie et les sciences m edicales et de la sant e s'inscrit dans une longue tradition. Au cours de la derni ere d ecennie, les deux disciplines ont connu une importante croissance de cadres th eoriques, de strat egies p edagogiques et de m ethodes de recherche qui font appel aux arts visuels et a la litt erature, a l'autor eflexion critique, a des outils et modes d'expression novateurs, voire même a une participation directe ou a des partenariats avec des artistes, conservateurs, auteurs, praticiens de l'art dramatique et d'autres professionnels du domaine des arts. Autant les g eographes que les professionnels de la m edecine et de la sant e contribuent de plus en plus a (re)constituer et comprendre divers mondes a travers les sciences humaines. Cet article brosse un tableau historique des sciences humaines tant en g eographie qu'en sciences m edicales et de la sant e, en particulier la m edecine : nous soutenon...

Rural, remote, northern, and Indigenous communities on Turtle Island are routinely—as Cree Elder Willie Ermine says—pathologized. Social science and health scholarship, including scholarship by geographers, often constructs Indigenous human and physical geographies as unhealthy, diseased, vulnerable, and undergoing extraction. These constructions are not inaccurate: peoples and places beyond urban metropoles on Turtle Island live with higher burdens of poor health; Indigenous peoples face systemic violence and racism in colonial landscapes; rural, remote, northern, and Indigenous geographies are sites of industrial incursions; and many rural and remote geographies remain challenging for diverse Indigenous peoples. What, however, are the consequences of imagining and constructing people and places as “sick”? Constructions of “sick” geographies fulfill and extend settler (often European white) colonial narratives about othered geographies. Rural, remote, northern, and Indigenous geographies are discursively “mined” for narratives of sickness. This mining upholds a sense of health and wellness in southern, urban, Euro‐white‐settler imaginations. Drawing from multi‐year, relationship‐based, cross‐disciplinary qualitative community‐informed experiences, and anchored in feminist, anti‐colonial, and anti‐racist methodologies that guided creative and humanities‐informed stories, this paper concludes with different stories. It unsettles settler‐colonial powers reliant on constructing narratives about sickness in others and consequently reframes conversations about Indigenous well‐being and the environment.

Media plays an integral role in (re)producing our social construction of reality. When viewed in light of Canada's colonial legacy, media's power has undoubtedly been implicated in circumscribing Indigenous peoples and Indigenous-settler relations. Employing a discourse analysis of mainstream media covering the recent (2011) implementation of a comprehensive land claims agreement in British Columbia, this study investigates how media has framed contemporary Indigenous-settler relations within the Canadian state. Findings indicate that mainstream media predominantly relies on stereotypes of Indigenous peoples and tends to neglect historical and current political complexities, thereby perpetuating stagnant Indigenous-settler relations. Concluding with empirically derived recommendations, this article points to education reform to create more robust mainstream media able to address stagnated (re)constructions of Indigenous-settler relations.