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Indigenous Research Methods
15
Brittany, Lauren, Diana, Sophie, Michelle, Brenda
PRESENTATION
Articulating an Indigenous Research Paradigm
Land Acknowledgment
We recognize that Saskatoon is a part of Treaty 6 Territory, homeland of the
Cree and Métis Nations. We also recognize it as the traditional homelands of the
Lakota, Dakota, Nakota, Dene, and Saulteaux, and reaffirm our relationship and
responsibilities to the commitments made through the treaty.
TOPIC
The topic is arrived at collectively with input from all participants.
METHOD
An Indigenous research method is flexible, especially at the beginning.
The methods
include, but are
not limited to...
- Participant observation
- Both organized and informal discussions
- Recorded and unrecorded conversations
Finding participants is the first part of building relationships.
The participants are usually found through intermediaries such as family or friends.
Finding participants
The intermediary helps to build relationships and also provides a culturally appropriate means to decline participation.
Circle of Relations
The researcher creates a circle of relations that they are a part of and accountable to throughout the research process.
ETHICS
ETHICS
The ethics that govern Indigenous research methods are sometimes at odds with the dominant ethics procedures.
Tension
Naming
Confidentiality may not work within an Indigenous paradigm – stories lose their power if the storyteller is not named – naming the storyteller is honouring them.
The researcher must not generalize findings from one community to another.
Ownership
BLENDS DATA COLLECTION
LEARN
LISTEN
SHARE
REMAINS OPEN TO NEW IDEAS
ANALYSIS
The project is Wilson’s but the knowledge shared is not – he must respect the culture of all people involved and observe protocols of all communities.
1) Do not attempt to draw conclusions for others as conclusions are relative.
4) Share information and make connections with ideas.
3) We are only a small part of the bigger picture.
2) We can never know the totality of everyone’s relationships and we can’t know all or judge our knowledge as better than anyone else’s.
Break Out Groups
Here we would have had the class split into three groups and visit stations.
Breakout
Groups
Video Discussion
Questions to consider...
How is this project an example of an Indigenous research paradigm?
Does the project differ from an Indigenous paradigm?
Are food banks based an a more Indigenous or a more Eurocentric approach?
What would a more Eurocentric approach look like?
- How does this project demonstrate the ethic of reciprocity?
How is accountability built into this project?
Understanding the Wheel
MEDICINE WHEEL
Do you have any teachings to pass down to younger generations?
CHILD REARING
Do you value the relationship you have with your parents?
How did your parent's influence your identify?
A positive memory from your childhood in relation to how you were raised?
FOOD
How do you understand your relationship with food?
What was your favourite food as a child?
What is a food that you love, but cannot afford?
When did you learn how to cook?
FAMILY EXPECTATIONS
Did you have any chores?
Did your upbringing have gender expectations?
What are the expectations in your family for caring for older adults?
Did you find there were expectations to move out/ start your life once you were 18?
Making Connections
At Sophie and Lauren's station, we would have led each group in a social activity to give students a break from thinking critically, and to show how easy it is to create connections between one another. The purpose of the activity is to show the importance of getting to know people you work with, and that there is common ground between all of us, even if it is not immediately obvious.