Decolonising research approaches towards non-extractive research

Abstract

Purpose This study aims to reflect on the extent to which research approaches need to be deconstructed and re-imagined towards developing inclusive knowledge and non-extractive research approaches from a Global South perspective. Design/methodology/approach Conceptually, integrating the methodological logic and strategy of community-based participatory research (CBPR) and a postcolonial paradigm of decolonising research, this study proposes a research process that engages cultural diversity and an inclusive environment. CBPR approach enables involving, informing and consulting Indigenous communities in espousing theoretical approaches and giving voice to marginalised groups. Findings This study answers pertinent questions on what “decolonising” means and how to decolonise research by developing a model of culturally inclusive research approaches. This study ultimately posits that colonialism dominates research and limits knowledge transmission among Indigenous research ideologies. Research limitations/implications In recent years, the world has witnessed major socio-political protests that challenges systemic racism and the role of education and institutions in perpetuating racial inequality. This study advocates that researchers consider integrating communities in the designing, conducting, gathering of data, analysing, interpreting and reporting research. Practical implications This study advocates knowledge creation through research that considers integrating the voices of Indigenous communities in the design, analysis, interpretation and reporting of research protocols. Originality/value In the light of anticolonial thought, decolonising research approaches provides a means for a radical change in research ethics protocol. A model of culturally inclusive research approach was developed, using the framework of CBPR, decolonising the research approaches comprising 6 Rs (respect, relevance, reciprocity, responsibility, relationships and relationality).

Participatory knowledge co-production to activate culture in the development of small cities and rural areas in Portugal

“…A feminist ethics of care theoretically frames the PAR methods used in these projects to “democratize research partnerships” (Brannelly and Boulton, 2017), create conditions that help to reduce power imbalances between academic researchers and other types of collaborators (Tomaselli and Dyll-Myklebust, 2015), and foster inclusive research approaches (Igwe et al , 2022). Ultimately, this contributes to conducting research that aims to positively impact society.…”

A Collaborative Approach to Address Racism in a Community–Academic Partnership

“…Another challenge could result from HERCULES leadership being fully engaged in every stage of the work, with power differentials potentially adversely influencing how transparently participants engage (56). However, the CEC is guided by community-based participatory principles (5) where power dynamics are considered and intentionally mitigated to reduce this effect. To this end, the initial survey let the SAB guide the development of the process, asking if they wanted Center leadership to participate.…”

“…For example, Black and American Indian communities have been the subjects of research, often without their knowing consent, such as the US Syphilis Study at Tuskegee and the genetic research among the Havasupai Tribe (3,4). Historically, research institutions have engaged with communities in an extractive manner, taking knowledge and data and giving little in return (5,6). Academic institutions, including Emory University, have begun to acknowledge their long history of racism (7), including barriers to entry for racial and ethnic minority groups (8).…”

“I am Sámi, but I am not a Sámi”

“…Eriksen and Svendsen (2020) remind us of decolonial perspectives as opportunities to move beyond traditional modes of social critique by confronting denial problems rooted in the eagerness to continue the modern-colonial habit of being (Maldonado-Torres, 2007). Stein et al (2020) find that scholars are socialised into colonial habits of being, such as knowledge appropriation (Morgan, 2003), extractive research (Igwe et al, 2022;Kouritzin & Nakagawa, 2018) and eurocentrism (Andreotti, 2011;Quijano, 2000). Hagatun (2020) engages in decolonial perspectives when researching Roma students' experiences in Norwegian schools.…”