Decolonizing Methodologies: Research and Indigenous Peoples

Hall, Thomas D.; Smith, Linda Tuhiwai

doi:10.2307/2653993

Cited by 479 publications

(829 citation statements)

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“…The CBPR approach supplemented with ʻĀina Aloha frameworks enhanced the success of this study. Taking a community-based and Indigenized approach to research has also been shown to be effective in other Indigenous communities [ 29 , 30 , 31 , 32 , 33 , 34 , 35 , 44 ]. The setting of the research study also played an important role in the interview process, as it allowed interviewees to feel comfortable and grounded while engaging in interviews about ʻāina.…”

Section: Discussionmentioning

confidence: 99%

“…Negotiations related to data management were an important part of the process to ensure data ownership and data sovereignty among the Waimānalo and Kānaka Maoli community. Similar to other Indigenous communities, research may have a negative connotation to Kānaka Maoli communities, which has led to a sense of mistrust of the research community [ 35 ]. Data sovereignty helps to bridge the gap of mistrust by allowing communities to have full control over data management and ownership.…”

Section: Methodsmentioning

confidence: 99%

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Reclaiming ʻĀina Health in Waimānalo

Keli‘iholokai

Keaulana

Antonio

et al. 2020

IJERPH

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Kānaka Maoli (Native Hawaiian) worldviews of health emphasize pono (righteousness) and lōkahi (balance), which extends to include relationships with other people, akua (spiritual realm), and ʻāina (land). The purpose of this qualitative study was to explore the role of ʻāina and ʻāina connection in health and resilience based on the perspectives of 12 Kānaka Maoli adults from the Waimānalo community. Three major themes were identified: ʻĀina is everything, ʻāina is health, and community healing through community-led initiatives. A better understanding of ʻāina connection is important to improve our knowledge of Hawaiian health. A connection to ʻāina may specifically address health concerns resulting from historical trauma and environmental changes.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Reclaiming ʻĀina Health in Waimānalo

Keli‘iholokai

Keaulana

Antonio

et al. 2020

IJERPH

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“…These support relational axiologies, or ethical values, that are grounded in whakawhanaungatanga (processes of establishing relationships) and wairuatanga (spirituality) [ 44 , 46 ]. Hence, Kaupapa Māori Research methodologies call for practices that are relational, such as, love/respect for people, being seen/known, listening before speaking, collaboration/generosity, being safe/aware/reflective, consultation/feedback, and humility [ 47 ]. From this Kaupapa Māori Research inquiry paradigm, the priorities and aspirations of Māori whānau are paramount.…”

Section: Methodsmentioning

confidence: 99%

“…Focused life story interviews were based around four topic areas: their journey, explanations they had been given, responsiveness of care, and their feelings/coping. This method is compatible with Kaupapa Māori Research as it centres the experiences of whānau and their concerns [ 47 ]. Most interviews ( n = 17) were held in the tertiary hospital setting while the infant/s were still in the NICU ( n = 1 in a secondary hospital baby unit after transfer back to home region; n = 1 at home post-discharge) (median time since birth: 22 days).…”

Section: Methodsmentioning

confidence: 99%

He Tamariki Kokoti Tau: Families of Indigenous Infants Talk about Their Experiences of Preterm Birth and Neonatal Intensive Care

Adcock

Cram²,

Edmonds

et al. 2021

IJERPH

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Māori (Indigenous peoples of Aotearoa New Zealand) bear an unequal burden of poor perinatal health outcomes, including preterm birth. An infant arriving preterm disrupts the birth imaginary of whānau (family collectives) and situates them in a foreign health environment that may not be culturally safe and nurturing. A cross-sectional interpretative phenomenological analysis of first interviews with 19 whānau participating in a Kaupapa Māori (by, with, for Māori) qualitative longitudinal study of preterm birth identified themes from their experiences and the meanings they attributed to them. Preterm birth was an emotional roller coaster, with the birth imaginary and anticipated roles disrupted as health practitioners took over the care of their infants. Whānau expressed the desire to be close to their infants, holding them, loving them, nurturing them, and emplacing them within whakapapa (genealogy, continual layering of foundations) networks. When health practitioners or hospital policies inhibited this intimacy by isolating, excluding, or discriminating, whānau were frustrated. Being familiar with hospital routines, staff, peers, infant cares, and being wrapped in wider whānau support were key for whānau coping. Whakawhanaungatanga (processes of establishing relationships) create safe spaces for whānau to be themselves. This quietens the ‘storm’ and returns whānau to a sense of calm, through the reclamation of their environment.

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“…In phase 1, a participatory methodology was employed, aiming for a decolonising approach that avoids a deficit positioning of under-represented students (Bozalek and Biersteker 2010;Smith 2012). The research derived from previous work in the UK (Timmis and Williams 2013;Timmis et al, 2016) and in South Africa (Rohleder and Thesen 2012;Leibowitz et al 2012).…”

Section: Methodsmentioning

confidence: 99%

Transitions from rural contexts to and through higher education in South Africa: negotiating misrecognition

Mgqwashu

Timmis

Wet

et al. 2020

Compare: A Journal of Comparative and International Education

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This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, and self-help groups, influenced their transitions into higher education and journey through university and to their identities, agency and sense of belonging. The paper argues that university practices, values and norms need to acknowledge and incorporate all students' prior experiences and histories and recognise their powerful contribution in working towards a decolonial higher education.

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Decolonizing Methodologies: Research and Indigenous Peoples

Cited by 479 publications

References 0 publications

Reclaiming ʻĀina Health in Waimānalo

Reclaiming ʻĀina Health in Waimānalo

He Tamariki Kokoti Tau: Families of Indigenous Infants Talk about Their Experiences of Preterm Birth and Neonatal Intensive Care

Transitions from rural contexts to and through higher education in South Africa: negotiating misrecognition

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