Decolonization and qualitative epistemology: Toward reconciliation in the academy

Abstract

The subject of (de)colonization in the academy has witnessed an upsurge in attention over the past two decades across the social sciences and the Global North-South divide. This article critically examines central themes that have guided the conceptualization of decolonization thus far and foregrounds the convergences that decolonization shares with the epistemology of qualitative research methodology and pedagogy. In so doing, this article articulates the objective of reconciliation and demonstrates the ways in which reconciliation has been and can be enacted in the academy, limning the themes of (a) attention to physical context; (b) inclusion of Indigenous voices; (c) and decolonization of Indigenous and non-Indigenous minds. This article argues for better aligning the epistemology and conduct of qualitative research with Indigenous values—and concludes by calling for attention to Indigenous intersectionality and calling against a growing trend of decontextualizing decolonization.

How to do research with Native communities: lessons from students’ experiences and Elders’ wisdom

“…Initial distrust of researchers is not something that they should take personally; it stems from a long history of shared trauma imposed by colonists—historical and present-day—through a myriad of oppressive, exploitative, misrepresentative, discriminatory, and even murderous sociopolitical and environmental acts (Au, 2022; Krusz et al, 2020; Thambinathan & Kinsella, 2021; Walters et al, 2018). Investigative work must advance with focus, processes, and outcomes that evolve in collaboration with community members, and that is conducted in ways that ensures mutual gain.…”

“…Doing this will advance modernist scientific rigor with culturally respectful ways of partnering with community members to co-define investigative foci, co-own interventions, and collaboratively create and respond to new knowledge (Datta, 2018;Kurtz, 2013;Peltier, 2018). These processes are important to (a) neutralize existing power dynamics, (b) create a respectful, humble, and responsible relationship between researchers and the community, and (c) advance a shared commitment to social justice (Au, 2022;Simonds & Christopher, 2013;Thambinathan & Kinsella, 2021).To establish non-Indigenous allyship, which is defined as "the ceaseless process of self-analysis and ownership of power and privilege in an effort to support and work alongside Indigenous peoples" (Krusz et al, 2020, p. 206), scholars, particularly non-Native ones, must undergo the process of "decolonizing of the self" (Lewis, 2018, p. 47). This decolonizing requires scholars to critically acknowledge their unconscious investigative thinking and professional dispositions and make changes in the contexts and peoples they aim to study (Datta, 2018;Krusz et al, 2020).…”

“…Doing this will advance modernist scientific rigor with culturally respectful ways of partnering with community members to co-define investigative foci, co-own interventions, and collaboratively create and respond to new knowledge (Datta, 2018; Kurtz, 2013; Peltier, 2018). These processes are important to (a) neutralize existing power dynamics, (b) create a respectful, humble, and responsible relationship between researchers and the community, and (c) advance a shared commitment to social justice (Au, 2022; Simonds & Christopher, 2013; Thambinathan & Kinsella, 2021).…”

Narrative Metaphors as a Qualitative Analytical Tool: Networked Webs of Oppression and Pedagogical Care for People of Colour in Academia

“…The porous boundaries between first- and second- hand experiences in question are imperative to addressing classical questions about oppression that qualitative research methods (as both a research and pedagogical tool) are attuned to address (Au, 2022; Denzin, 2010). People of colour are subject to multiplying experiences of oppression that transcend boundaries across social life, spilling across work to family to daily life (Morrison, 1983; Ragins et al, 2012).…”

“…It matters on a personal level for sharpening the precision with which a teacher reflects on their craft and for improving the lived experiences of their selves and their students. It also matters tremendously on a structural level by empowering the role of qualitative research methods in facilitating social justice enterprises like decolonization (Au, 2022). As a practical vehicle for voicing and lending ear to complex marginalized experiences, narrative metaphors tease out the unspoken webs of influence that systemically repress minorities and transform educators and students into more resilient and critical responders to oppression.…”