Beadworking as an Indigenous Research Paradigm

Prete, Tiffany

doi:10.18432/ari29419

Cited by 14 publications

(6 citation statements)

References 6 publications

(5 reference statements)

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“…For this quantitative research study, Beadworking (Prete, 2019) was used as a research paradigm and theoretical framework, while being grounded from a Blackfoot worldview. The three principles of Beadworking were applied to the study.…”

Section: Methodsmentioning

confidence: 99%

How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada.

Prete

2021

IJCIS

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For decades, Indigenous education in Canada has implemented policies that provide a more culturally relevant curriculum for Indigenous students. It is thought that such a curriculum will improve morale and academic success in Indigenous students. Despite these efforts, a gap still exists between Indigenous students and their counterparts. Little attention has been given to the role that race and racism plays in the lives of Indigenous students. This study examines whether a need exists for race and racism to be addressed in the public school system. Using an Indigenous research methodology, a survey was administered to elicit non-Indigenous attitudes towards the Indigenous peoples of Canada. It was found that in the absence of an antiracist education, nonIndigenous students held negative perceptions of Indigenous peoples, as well as lacked an understanding of racism and its significance.

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Section: Methodsmentioning

confidence: 99%

How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada.

Prete

2021

IJCIS

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“…I adapted the surveys to include the principle of Beadworking as an act of resistance, which is built upon Martin's (2002) privileging the voices of Indigenous Peoples. Thus, I used the surveys in such a way as to return the colonial gaze, that forwards an Indigenous agenda (Prete, 2019).…”

Section: Methodsmentioning

confidence: 99%

How Integrating Aboriginal Perspectives into the Classroom Affects Students Attitudes Towards Aboriginal People

Prete¹

2020

JCIE

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This paper explores the methods employed by Alberta Education to teach Alberta students about the Indigenous Peoples of Canada. Currently, Alberta Education has two approaches, which are: 1) the integration of the First Nations, Metis, and Inuit Policy Framework (FNMI), which is a framework that is a means to educate all Albertans on the history of Aboriginal Peoples, and 2) an optional Aboriginal Studies coursework. An urban high school participated in this research study, which was under the call for the integration of the FNMI policy framework and also offered Aboriginal Studies 10. I used a Blackfoot theoretical framework, grounded in an Indigenous research methodology, alongside principles of the Beadworking paradigm to conduct the research. I employed a survey that was quantitative in nature to determine students’ attitudes towards the Indigenous Peoples of Canada. I was interested in identifying whether taking Aboriginal Studies 10 made a difference in the participants’ views of Indigenous Peoples. I used principal-component factor analysis and multivariate analysis of variance (MANOVA) to analyze the data. The results from the MANOVA analysis indicate that the Aboriginal Studies 10 class plays a role in students’ perceptions of Indigenous Peoples specifically. These results indicate that students who participated in the Aboriginal Studies 10 course had a more positive view of Indigenous Peoples than students who did not participate in Aboriginal Studies 10.

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“…Although it may be less visible than other forms of resistance, beading draws attention to and affirms the relations to land and kin upon which life depends. Moreover, although often classified as a “mere” example of material culture, as a means of artistic and political expression and mode of knowledge transmission, beading offers a methodology for intellectual inquiry activates relations to community and place (Prete, 2019; Ray, 2016).…”

Section: Nadia Myre’s Indian Act: Belonging Without Propertymentioning

confidence: 99%

“…Amendments to the Indian Act made in 1884 outlawed activities such as the potlach, and in 1885 these prohibitions were extended to all forms of ceremony, including dancing. Consequently, both beading and appearing in beaded regalia were banned, and those found to participate in these activities or who encouraged such activities were subject to punishment by imprisonment, which had a direct impact on the practice and status of beading (Prete, 2019). The criminalization of these practices and signaled “a kind of cultural death,” as the products of beading were rendered illegal and beaded objects were seized, and often placed in museums (Racette, 2017).…”

Section: Nadia Myre’s Indian Act: Belonging Without Propertymentioning

confidence: 99%

What is planning without property? Relational practices of being and belonging

Dorries

2022

Environ Plan D

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What is planning without property? This question was recently posed to me following a conference presentation. In this paper, I argue that taking this question seriously reveals unchallenged assumptions about the relationship between planning and property. Focusing on Canada as a settler colonial liberal democracy, I respond to this question by looking at the Indian Act which has supported colonial dispossession and assimilation in Canada for almost 200 years and rely on Brenna Bhandar’s conceptualization of “racial regimes of property” as a means of examining how racial subjects and private property are co-produced. I then look to the practices reflected in the creation of Nadia Myre's artwork Indian Act to show how Indigenous epistemologies can aid in the conceptualization of planning without property. I argue that planning without property would be an approach to planning that would be focused on identifying, making, and strengthening the human and more-than-human relationships the flourishing of life requires. Thus, planning without property would support practices of being and belonging rather than practices of exclusion and domination.

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Beadworking as an Indigenous Research Paradigm

Cited by 14 publications

References 6 publications

How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada.

How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada.

How Integrating Aboriginal Perspectives into the Classroom Affects Students Attitudes Towards Aboriginal People

What is planning without property? Relational practices of being and belonging

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