Ceremonies of Relationship

Abstract

Indigenous communities from around the world, and particularly marginalized youth from within these communities, have not always been adequately included and valued as potential collaborators in various research processes. Instead, research has relegated Indigenous youth to subjects where adults, operating primarily from Western knowledge positions and assumptions, remain the experts. Given the role of research in informing programs and policies, the ways research meaningfully engages and includes Indigenous youth are of key concern. This article presents experiences gained throughout the duration of a study that sought to identify the knowledge, resources, and capabilities required to support the health, resilience, and well-being of Indigenous youth within an urban Canadian context. In particular, this article focuses on methods and approaches of integrating Indigenous knowledge systems throughout the research process and how this can in turn foster meaningful and transformative engagements with Indigenous youth. We argue for the importance and value of traditional cultural practices and knowledge systems and what we call ceremonies of relationships, existent within Indigenous communities around the world, and how their integration in research processes can support constructive and meaningful engagements with Indigenous youth research collaborators.

Community coalitions as spaces for collective voice, action, and the sharing of resources

“…Traditional forms of prevention work also leave little room for collective action, which is guided by both a commitment to the community and the goal of outward social and community change (Espinos & Velázquez, 2015). It is, therefore, critical to highlight community prevention coalition work that allows community members to develop the capacity to pursue and contribute to a common goal and broader change for both themselves and their community (Bird-Naytowhow et al, 2017;Cacari-Stone et al, 2014;Galbraith, 1983;Lardier et al, 2018). Currently, this is a rare narrative in iterations of community programming.…”

“…Where access to youth-based and community organizations once provided safety, collective support, comfort, and messaging, as well as prevention information to reduce participation in negative behaviors such as substance use, this reality is simply a memory for resource-deprived urban communities and neighborhoods (Griffith & Larson, 2013;Halpern et al, 2000). And while such community-based organizations cannot, as Halpern et al (2000) state, "be expected to compensate for American society's profound neglect of urban, minority youth [adults, and communities]," access to supportive organizational spaces and resources may, however, allow for the cultivation of hope in shared spaces, outward growth, and the support of community development, where community members might collectively envision futures for themselves (Bird-Naytowhow, Hatala, Pearl, Judge, & Sjoblom, 2017;Wolff et al, 2017).…”

Intersectionality of Resilience: A Strengths-Based Case Study Approach With Indigenous Youth in an Urban Canadian Context

“…In this way, we engaged youth participants as co-researchers in the overall process. This approach ultimately fostered collaborative relationships with the youth, created an empowering and safe space where they were able to give voice, choose how and what data were collected, what parts of their stories were shared, and the ways their stories were utilized to support the overall research objectives (Bird-Naytowhow et al, 2017). Based on consultations with our Community Advisory Research Committee (CARC), participating youth, and our research team, the four data sources included in this research were: (a) seasonal sharing circles; (b) photovoice methods; (c) individual conversational interviews; and (d) participant observations.…”

Our practice of outreach during the Ice Monitoring project in Nunavik: an early-career researcher perspective

“…A second aspect of our integrity lies in the degree to which our ideas and practices are embedded in colonialism. The ongoingness of colonialism in contemporary research is embodied by the ideas and practices of institutions and individuals alike (Snelgrove et al 2014;Bird-Naytowhow et al 2017), including researchers. Transformative learning is being put forward as key to deconstructing Dufour-Beauséjour and Plante Lévesque FACETS | 2020 | 5: 123-137 | DOI: 10.1139/facets-2019-0021 130 facetsjournal.com colonial ideas and overcoming ignorance (Castleden et al 2013).…”