Protecting Indigenous Knowledge and Heritage

“I spent the first year drinking tea”: Exploring Canadian university researchers’ perspectives on community‐based participatory research involving Indigenous peoples

“…Beginning with research design, leading to data collection and analysis, and concluding with knowledge translation/mobilization, this approach is intended to produce new knowledge of use to the discipline and the academy (Kwan 2004). While Indigenous scholars and non-Indigenous scholar-allies argue that this model is complicit in producing socio-historical circumstances that are undermining Indigenous peoples' autonomy in Canada despite emerging ethical guidelines (Battiste and Youngblood Henderson 2000), CBPR is an attempt to challenge this convention, empower Indigenous peoples through shared ownership of the research processes and outcomes, and reduce power imbalances between university-based researchers and Indigenous communities.…”

“…These documents are intended to promote and encourage critical examination of the research design in an effort to address imbalances of power and risk. In short, they advocate for community autonomy, offering another avenue that has the potential to contribute to decolonizing the research process (Battiste and Youngblood Henderson 2000). Each is described below, detailing the evolution from one to the next.…”

“…Instead, conventional research has often misrepresented Indigenous peoples (Ball and Janyst 2008). Their knowledge has 162 Heather Castleden, Vanessa Sloan Morgan, and Christopher Lamb been appropriated (Battiste and Youngblood Henderson 2000), secondary use of their data has taken place without informed consent (Glass and Kaufert 2007), and the outcomes of some university-based research have clearly resulted in harm to participants and the wider community (Brant Castellano 2004). Work that focuses on pathology and dysfunction rather than understanding Indigenous perspectives and experiences has often led to stereotyping (Reading and Nowgesic 2002;Maar et al 2005) and neglect of Indigenous peoples' intellectual property rights (Svalastog and Eriksson 2010).…”

“…In short, the benefits of the academy's research enterprise for Indigenous individuals and communities have not been equally or equitably distributed (Battiste and Youngblood Henderson 2000). Instead, conventional research has often misrepresented Indigenous peoples (Ball and Janyst 2008).…”

Tensions between Western and Indigenous worldviews in pharmacy education and practice: Part II

“…10 Throughout our discussions of EBM and in pharmacy education and practice, our aim should be to nurture pharmacy students' and professionals' scientific literacy so they can successfully "walk in both worlds, " Indigenous and Euro-Canadian. [11][12][13] Tension #2 in pharmacy education and practice: Compartmentalization of knowledge, health and wellness Indigenous concepts of knowledge, health and wellness are holistic and interrelated. The concept of the medicine wheel as a representation of health and wellness is well known to Indigenous Peoples.…”