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

Abstract

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.

Connecting Cultural Knowledge with Western-Based School Science: Experiences of Marginalized Students

“…It focuses on how teaching can match better the home and community cultures of students who have previously not had academic success in schools (Goldman et al, 2020, Koirala, 2021.Both participants found being serious to link their day-to-day knowledge with school science, but such type of capacity was not experienced by science teachers. Science teacher could not have seen the braiding of cultural knowledge with school science teaching (McGregor et al, 2018;Seehawer, 2018). Dhurba's view was found positive toward participatory learning but his teacher did not provide an opportunity to be involved in such activities.…”

“…These norms and values help to protect the cultural environment and cultural heritage of different religious groups linked with school science. Hence, this cultural theory is seen as appropriate in the multicultural and multi-religious context of Nepal to braid (McGregor et al, 2018) the cultural/community knowledge with school science teaching.…”

“…It helps to protect the local plants and animals and provides ecological balance through proper use of resources. So this theory is seen as more relevant in the context of multicultural Nepalese society to link with modern school knowledge (McGregor et al, 2018). But, it is lacking in our school environment.…”

Decolonial methodology and reflexive wrestles of whiteness

“…The reflections narrated through this article lay out some of my experiences and positional wrestles as a (mostly) white, emerging researcher gesturing towards a decolonial stance during my PhD research. The significance of decolonial methodology lies in the intersections of theoretical framework, application of methodology, and ethical principles (McGregor et al, 2018), moving beyond Eurocentric western modernity (Keskitalo et al, 2021). Santos (2018) describes the decolonial researcher as craftsperson, resorting to methodologies creatively rather than mechanically.…”

"The Thirst of Tamils is the Homeland of Tamil Eelam": Methodology as a Form of Repatriation

“…I view this methodological research design as the intersection of theory, practice, and ethics. Borrowing from McGregor et al (2018), this stems from an interest and commitment in keeping theory close throughout the research design; what matters are the intersections and relationships among the theoretical framework, application of methodology, adherence to ethical principles, and research findings & mobilization (McGregor et al, 2018). I adopt Participatory Action Research (PAR) as my methodology because it embodies central tenets of equitable participation and social transformation (Fine & Barreras, 2001).…”