Tag Archives: Indigenous

Critical Reflections of Indigenous Research Methodologies (IRMs)

Module 1 – post 4

In our course discussion posts and research blogs, I have felt some discomfort because there are some significant differences in how we try to “objectively” talk about Indigenous ways of knowing, education, and technology in academia, versus how I’ve been discussing these topics with fellow Indigenous family, friends, and peers. When reading the research papers and academic articles, even when it is an Indigenous author, I feel like they are talking outwards, away from the Indigenous community, and to an audience that doesn’t know our ways, or the way we must exist in a western world.

I found an amazing article by Joseph P. Gone that describes some of my discomforts when discussing “Indigenous Research Methodologies“, and I’m sure I will think about their paper throughout the rest of this course.

This particular quote (which I split into two paragraphs for easier reading) stood out to me:

“I worry that the way we practice IRMs insulates inquiry in the name of Indigeneity from skeptical interrogation. The hallmark of academic knowledge production is that it gets critiqued by your peers, people who know your field, who are experts in your specialization… And until you can answer them, or rebut what they have to say, you’re not going to go forward in being able to publish what you say, for example, or what you think. And so, one concern I have is by saying that “this is IRMs,” what we’re really saying is “and you White people don’t know this. This is ours. And so, you White people aren’t allowed to critique it because you wouldn’t know anyway. It’s for us to decide and critique and say what’s right.” And what that can translate into is actually no one critiques it because we have a stake in celebrating these things.

And I’d say in traditional communication styles, especially around knowledge translation and transmission, you don’t critique people. That’s the heart of rudeness, right? You’re not going to sit there and tell an elder, “Well, I think . . .,” if you’re getting the usual monologue, right? That’s not how it works. So, the danger here is that we’re withdrawing all the things that we most care about and are invested in from the usual processes of critique. And that deprives us of the opportunity to refine what we’re doing in ways that can be really important. And, of course, beyond that it completely excludes us from academia. Almost everyone in academia says, “If you’re not willing to play this game, fine, go do your own thing. See ya.” And you become [that which] happens to many Native American Studies programs is you’re really, really marginal in the academy.” (p. 50-51)

Gone, J. P. (2019). Considering Indigenous research methodologies: Critical reflections by an Indigenous knower. Qualitative Inquiry, 25(1), 45-56. https://doi.org/10.1177/107780041878754 

Kapapamahchakwew – Wandering Spirit School

Module 1 – Post 3

I would like to showcase the Wandering Spirit School located in Toronto, Ontario. When searching for Indigenous education made for and by Indigenous communities, I was surprised to see the Indigenous-led school my nieces currently attend and love.

Wandering Spirit School, which started in the late 1970’s, has a very beginning. The Toronto District School Board was resistant to recognizing the institution as a legitimate school, and the urban Indigenous community had complex responses as they saw potential conflict in acknowledging their dual identities in a time when it wasn’t safe (and you could argue, still isn’t safe).

Today the school is a vibrant place my nieces love. They learn the Ojibway language, eat traditional foods and learn to prepare them, practice horticulture, and learn other subjects that support their dual life in an urban center. In reading more about their school, especially in Berg’s 2016 article below, I’ve come to realize they are a pioneer in uplifting and implementing Indigenous Knowledge in an urban setting.

Further academic reading on the school:

Berg, S. (2017). The Name Unspoken: Wandering Spirit Survival School. In: Bascia, N., Fine, E., Levin, M. (eds) Alternative Schooling and Student Engagement. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-54259-1_15

The school’s description on the Toronto District Schoolboard’s webpage.

Module 2 Post 1 (Sam Charles)

Module 2 Research Search Post 1

YouTube Description of the documentary “Understanding Aboriginal Identity.

Understanding Aboriginal Identity explores the complex issue of self-identification for Aboriginal people. Today, Aboriginal identity remains inextricably linked with past government legislation and the continued stereotyping of Aboriginal people in the media and Canadian history. From a Metis farm in rural Alberta to the offices of Canada’s leading scholars, Understanding Aboriginal Identity examines the factors that shape who we are. To order a copy of this video, contact us at bearpawlegal@ncsa.ca.

Smith, Laurel Catherine, “MEDIATING INDIGENOUS IDENTITY: VIDEO, ADVOCACY, AND KNOWLEDGE IN OAXACA, MEXICO” (2005). University of Kentucky Doctoral Dissertations. 359.
https://uknowledge.uky.edu/gradschool_diss/359

In her PhD dissertation, Dr. Smith outlines how small-scale video and media content can serve as a counter-point to mass media descriptions and coverage of Indigenous Peoples. The article focuses on Mexican Indigenous identity, but includes several references to similar initiatives in Canada.

 

This week, the University of Waterloo participated in a Commitment Ceremony to affirm its commitment towards decolonization, Indigenization and reconciliation. During the ceremony, Elder Myeengun Henry shared his thoughts on the use of technology.

Some other interesting resources:

Salazar, J. F. (2009). Self-determination in practice: The critical making of indigenous media. Development in Practice, 19(4-5), 504-513. https://doi.org/10.1080/09614520902866397

Grogan, J., Hollinsworth, D., & Carter, J. (2021). Using videoed stories to convey indigenous ‘Voices’ in indigenous studies. The Australian Journal of Indigenous Education, 50(1), 38-46. https://doi.org/10.1017/jie.2019.15

Zoettl, P. A. (2012). Participatory video as a means of reflection and self-reflection about the image and identity of re-emerging indigenous groups in north-eastern brazil. Anthropology in Action (London, England : 1994), 19(2), 17-26. https://doi.org/10.3167/aia.2012.190203

 

 

 

Indigenous Ways of Knowing Course Design

Module 1 – Blog Post 1

In my search for digital artifacts around Indigenous Instructional Design, I travelled to the University of Calgary’s Taylor Institute for Teaching and Learning, where Dr. Gabrielle Lindstrom, Ph.D., and Lorelei Anselmo have authored the guide: Indigenous Ways of Knowing Course Design.

The site addresses WHAT Indigenous ways of knowing are, PRINCIPLES to consider when integrating these practices with your course design, along with the WHYS and HOWS of using them. The webpage has a user-friendly design, featuring drop-down menus to explore specific areas of interest, and a list of further resources to explore.

Of special interest are these sections that focus on our accountability in sharing and integrating Indigenous Ways of Knowing:

  • Checking back with the community
  • Giving back to the community
  • Assessing the quality of Indigenous print and web-based design sources

Though I wish there was a reference to the technology aspect of course design, this resource is a great start in understanding what you can and should do.