Reflection paper on Indigenous methodologies

Introduction

 

An academic conference (also: symposium, workshop, meeting, etc.) is an event for researchers (not necessarily academics) to present and discuss their work. Together with academic or scientific journals, conferences provide an important channel for exchange of information between researchers.

 

Check out:

• https://www.youtube.com/watch?v=iMpORiKKInY [ASA Annual Meeting 2017 – Presidential Address]
• https://www.youtube.com/watch?v=4-xbzx3mwsE [A Look Back At The ASA 2017 Annual Meeting]

 

Idea 1: Find Real-Life Examples to Illustrate All or Some of the Aspects of Indigenous Methodologies:

1. Indigenous knowledge foundation: “Holistic Indigenous knowledge systems are a legitimate way of knowing.”
2. The relational: “Receptivity and relationship between researcher and participants is (or ought to be) a natural part of the research methodology.”
3. The collective: “Collectivity, as a way of knowing, assumes reciprocity to the community.”
4. The methods: “Indigenous methods, including story, are a legitimate way of sharing knowledge.”

Source: Chapter Two: Emerging from the Margins: Indigenous Methodologies, Margaret Kovach

 

Idea 2: Find Real-Life Examples to Illustrate Some of the Following (e.g., focus on one question and some of the elements that fall under it):

1. What is one of the most critical aspects of Indigenous methodologies?

1. “Indigenous knowledge systems are the heartbeat of Indigenous methodologies.” (Kovach, p. 57)
2. “It is not possible to engage in Indigenous methodologies without a foundational understanding of Indigenous knowledge systems.” (Kovach, p. 57)
3. “Indigenous knowledges are not Western knowledges; Indigenous methodologies are not built on Western thought.” (Kovach, p. 57)
4. “A working understanding of Indigenous knowledges moves beyond identity alone.” (Kovach, p. 57)
5. Who can apply an Indigenous methodological approach in their research?
6. “[F]irst determine whether an Indigenous methodology is the desired approach in responding to the research question.” (Kovach, p. 57)
7. “If you choose this approach there is an “expectation to engage in anti-colonial work.” (Kovach, p. 57)
8. “[O]ught to be a choice; however, there must be a deep, abiding respect for Indigenous knowledge systems and Indigenous experience.” (Kovach, p. 57)
9. “[R]equires unpacking one’s understanding of what respect means in this context. Often, the … conversation takes place with those newly exploring their Indigenous identity or those without Indigenous ancestry.” (Kovach, p. 57)
10. “As Indigenous [Peoples] are moving into research, the most protected realm of the Western academe, we are not forgetting where we have come from! We thank our ancestors, our families, and our kin for strength of spirit that is our birthright.” (Kovach, p. 58).
11. What resources are needed to support Indigenous methodologies?
12. “The Four Rs—Respect, Relevance, Reciprocity, and Responsiblity.” (Kovach, p. 58)
13. “We need ethical regulatory processes that can monitor the research relationship. … Tri-Council … the Mi’kmaq Ethics Watch. … As Indigenous methodologies flourish, so too must operational structures that support them.” (Kovach, p. 58)
14. “Human Resources are necessary. … Indigenous faculty have a key role in ensuring that Indigenous knowledges and methodologies flourish … [In 2006] Aboriginal faculty comprised a mere 1 percent of faculty in Canada. Given that Indigenous knowledge is significant in the representation of Indigenous knowledges within the academy, these numbers are problematic.” (Kovach, p. 58)
15. “[I]n pursuing a more systemic and systematic effort, non-Indigenous allies have a responsibility and role in creating space for Indigenous methodologies.” (Kovach, p. 58).

Source: Chapter Two: Emerging from the Margins: Indigenous Methodologies, Margaret Kovach

 

Idea 3: Using Qwul’sih’yah’maht (Robina Anne Thomas) As Your Guide, Find Real-Life Storytelling to Share with the Class. In So Doing, Illustrate All or Some of the Following:

1. “Despite colonization, I believe storytelling continues to play very important roles in the lives of Indigenous [Peoples] because stories pass on culture, tradition, historical facts, and life lessons. Stories have always done this, and continue to do this.” (Qwul’sih’yah’math (Thomas), p. 178)
2. “Our stories have served and continue to serve very important functions: both the historical and mythical stories provide moral guidelines by which one should live; they teach the young and remind the old what appropriate and inappropriate behavior consists of in our cultures; they provide a sense of identity and belonging, situating community members within their lineage and establishing their relationship to the natural world; and they always serve as a source of entertainment as well as a source of bonding and intimacy between the storyteller and the audience.” (Waziyatawin, 2005, p. 35 as cited by Qwul’sih’yah’math (Thomas), p. 178)
3. “Our stories “needed to be denigrated and suppressed, for they also tended to tell disturbingly “different” stories about the colonial experience, stories which generally contradicted the histories told by the colonizers to glorify and justify the colonial project.” (Nicholas, 2008, p. 19 as cited in Qwul’sih’yah’math (Thomas), p. 178)

Source: Chapter Seven: Honouring the Oral Traditions of the Ta’tMustimuxw (Ancestors) through Storytelling, Qwul’sih’yah’maht (Robina Anne Thomas)

 

Idea 4: Using Qwul’sih’yah’maht (Robina Anne Thomas) As Your Guide, Find Real-Life Storytelling to Share with the Class. In So Doing, Illustrate All or Some of the Following About Indigenous Peoples’ Stories in General:

1. “Storytelling also taught us about resistance to colonization; our people have resisted, even when legislation attempted to assimilate our children. … Many stories from Indigenous [Peoples] tell a counter-story to that of the documented history of Indigenous [Peoples] in Canada.” (Thomas, p. 183)
2. “All stories have something to teach. What is important is to learn to listen, not simply hear, the words that storytellers have to share.” (Thomas, p. 183)
3. “A storytelling methodology honours [the traditions of Indigenous Peoples because] Indigenous Peoples come from oral societies. … [S]torytelling forces us to keep the teachings and protocols of our Ancestors, culture, and tradition alive (front and centre) throughout the entire research process.” (Thomas, p. 183)
4. “As we share stories from long ago, we are given an opportunity to go back to that time. What an honour to bring to life a moment from years ago.” (Thomas, p. 183)
5. “[Q]uestions the dominant voices of history by asking “Whose voices are included, and who are left out?” (Thomas, p. 184)
6. Indigenous “communities … had, and continue to have, very sophisticated traditional ways of documenting important events [e.g., naming ceremonies].” (Thomas, p. 185)
7. “[P]revent the tragedies of history from being repeated.” (Thomas, p. 186)
8. “Storytellers hold the power in this research methodology; they are in control of the story, and the “researcher” becomes the listener or facilitator … [T]he researcher does not enter the relationship with any preconceived directions that the research will take.” (Thomas, p. 186)
9. “Storytelling provides an opportunity to uncover news ways of knowing.” (Thomas, p. 186)

Source: Chapter Seven: Honouring the Oral Traditions of the Ta’tMustimuxw (Ancestors) through Storytelling, Qwul’sih’yah’maht (Robina Anne Thomas)

 

Idea 5: Find a Real-Life Example of Resurgent Research and Using the Following as Your Guide Illustrate It:

1. “Insurgent research is motivated by grassroots-academic collaborations that resituate Indigenous interests and values in an otherwise alienating research process.” (Author, p.243; bold added by Kimberley)
2. “The articulation of Indigenous research paradigms is part of a broader movement of Indigenous resurgence and decolonization, and therefore has motives beyond just the creation of interesting research.” (Author, p.243)
3. “Indigenous academics are tasked with challenging colonialism and dismantling its ideological underpinnings, working from within Indigenous frameworks to reimagine the world by putting Indigenous ideals into practice.” (Author, pp.243-244; bold added by Kimberley)
4. “An Indigenous resurgence in universities also corresponds with a more broad-based grassroots movement in Indigenous communities … “challenging the academy from the outside.”” (Author, p.244; bold added by Kimberley)
5. See indented paragraph on p.244.
6. “The fundamental goal of insurgent research is to create space for the self-determination and empowerment of Indigenous peoples.” (Author, p.256)
7. In sum, “[i]nsurgent research is all about relationships, so it directs its efforts at those who will most likely produce real and lasing change: Indigenous communities.” (Author, p.248)

Source: Chapter Ten: Researching the Resurgence: Insurgent Research and Community-Engaged Methodologies in 21st-Century Academic Inquiry, (Adam Gaudry)

 

Idea 6: Find a Real-Life Example of Extractive Research and Using the Following as Your Guide Illustrate It:

1. “[S]omething meaningful is removed: the context, values, and on-the-ground struggles of the people who provide the data to the researcher.” (Author, p.245; bold added by Kimberley; italics in original)
2. “Researchers take Indigenous knowledge and worldviews and interpret them for third-party audiences, such as government or academia.” (Author, p.245)
3. “In these cases, researchers and their audience have little staked on preserving the integrity of that extracted Indigenous knowledge.” (Author, p.245; bold added by Kimberley)
4. “Those who participate in the research are rarely considered to be the primary audience for research dissemination because few extractive researchers acknowledge their responsibilties to the communities they study.” (Author, p.245; bold added by Kimberley)
5. “[T]he … research comes from the researcher’s interest in aspects of Indigenous people, and research conducted on them rather than with them, familiar colonial narratives that justify occupation and oppression often result.” (Author, p.245; bold added by Kimberley)
6. “[T]ends to rehash stories of dependency, defeat, and alienation, which perpetuate outsider perceptions of Indigenous communities as fundamentally dysfunctional and in need of outside intervention.” (Author, p.245; bold added by Kimberley)
7. “[D]iscourses ultimately justify the entrenchment of colonial structures that disengage local decision-making processes and undermine traditional Indigenous governance at the community level, often disguising this intervention as the involvement of a benevolent, but unfailingly paternalistic helper. … Dysfunction theodicy [the·odd·is·c].” (Author, p.245)
8. “Whatever the intention of the researcher, the result of extractive research projects is the disempowerment of Indigenous communities and the marginalization of Indigenous voices. … [They] usually pursue their research without thinking of the devastating impact they have on the community.” (Author, p.245; bold added by Kimberley)

Source: Chapter Ten: Researching the Resurgence: Insurgent Research and Community-Engaged Methodologies in 21st-Century Academic Inquiry, (Adam Gaudry)

 

Idea 7: Present on the following:

Source: Chapter Ten: Researching the Resurgence: Insurgent Research and Community-Engaged Methodologies in 21st-Century Academic Inquiry, (Adam Gaudry)

 

 

 

Idea 7: Using any or all four (4) of the key principles of insurgent research, illustrate them with real-life examples:

Source: Chapter Ten: Researching the Resurgence: Insurgent Research and Community-Engaged Methodologies in 21st-Century Academic Inquiry, (Adam Gaudry)

 

Idea 8: Present one of the chapters from Research as Resistance that was not required reading. In this case you would summarize the main arguments, a slideshow is always helpful, in approximately 10 minutes.

 

Idea 9: Present your own research, which can include past work or ongoing work, such as an honours thesis proposal. Where does your work fit, or not, within the issues we discussed this term?

 

Idea 10: Present on topic from SOC-2126. Example: What is garbology?

 

 

FROM PP.3-4 OF COURSE OUTLINE OR SYLLABUS

GRADING RUBRIC FOR MOCK CONFERENCE

 

	Excellent (A+, A, A)	Good (B+, B)	Needs Improvement (C+, C)	Poor (D)	F
Overall Impression	Presenter directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. The presenter has retained nearly all of the knowledge presented in class.  The presenter is able to synthesize this knowledge in new ways and relate to material not covered in the course.	Presenter competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the author has learned a great deal in class and is able to communicate this knowledge to others.	Presenter attempts to address main question or issue, but fails to do so. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.	Presenter does NOT address main question or issue, and it is obvious that presenter has not retained any information from the course.	P L A G I A R I S M
Argument	Presenterprovides a clear argument—i.e., lets the audience know exactly what the presenter is trying to communicate.	An argument is present, but the audience must reconstruct it themselves.	Presenter attempts, but fails, to make an argument (e.g., starts with a rhetorical question/statement or anecdote that is never put into context).	No attempt is made to articulate an argument.
Evidence	Presenter provides compelling and accurate evidence that convinces reader to accept main argument. The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the audience does not need to assume anything or do additional research to accept main argument.	Presenterprovides necessary evidence to convince the audience of most aspects of the main argument but not all. The importance/ relevance of some evidence presented may not be totally clear. The audience must make a few mental leaps or do some additional research to fully accept all aspects of main argument.	Not enough evidence is provided to support the presenter’s argument, or evidence is incomplete, incorrect, or oversimplified.  Information from lectures and readings are not effectively used.	Either no evidence is provided, or there are numerous factual mistakes, omissions, and/or oversimplifications. There is little or no mention of information from lectures and readings.
Counter-Evidence	The presenter considers the evidence, or alternate interpretations of evidence, that could be used to refute or weaken their argument, and thoughtfully responds to it.	The presenter acknowledges that counter-evidence or alternative interpretations exists, and lists them fully, but does not effectively explain to the audience why their argument still stands.	Presenter acknowledges some of the most obvious counter-evidence and alternative explanations, but is not comprehensive in this task. There is little or no attempt made to respond to them.	No acknowledgement of counter-evidence or alternative interpretations.
Sources   .	The presenteruses evidence from a wide range of sources, including lectures and course readings.  When required, the presenter also consults scholarly books, websites, journal articles, etc., including those not explicitly discussed in class.	Evidence is used from many sources, but the presenter relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not much. If outside sources are used, they are primarily non-scholarly (i.e., intended for a general audience) and/or web-based.	The presenteruses only a few of the sources provided in class, or does not go beyond what has been provided by professor when required to do additional research.	The presenterdoes not use sources, only minimally uses sources provided by instructor, or relies exclusively on non-scholarly outside sources.
Citations	All evidence is properly cited in footnotes or endnotes. The list of references is given to the professor at the end of the presentation.	All evidence is cited in footnotes or endnotes at the end of the presentation and the list of references is given to the professor, but there are some minor problems with completeness or format of some citations.	Some pieces are unreferenced or inaccurately referenced, and there are problems with completeness and format of citations. The list of references is given or not given to the professor at the end of the presentation.	No attempt is made to cite evidence. The list of references is given or not given to the professor at the end of the presentation.
Organization	Presentation contains an intro, main body, and conclusion. Introduction lays out main argument and gives an outline of what the reader can expect in the essay. The conclusion brings everything together, acknowledges potential shortcomings of the paper, and gives the reader a sense of what further work might be done to advance the subject matter described in the paper.	Presentation contains an intro, main body, and conclusion. The introduction lays out the main argument but gives the reader little idea of what to expect in the essay. The conclusion nicely summarizes the main argument and evidence, but does not move beyond what has already been presented in the paper.	Presentation contains an intro, main body, and conclusion. The introduction gives the reader an idea of what to expect in the paper, but does not effectively lay out the main argument. It may begin with a set of rhetorical questions, or an anecdote that is never fully explained. The conclusion does little more than restate the problematic introduction. Intro and/or conclusion may be too wordy or short.	Presentation has no clear organizational pattern.	P L A G I A R I S M
Clarity and Style	Technical terms, words from other languages, and words from other historical periods are always explained. All information is accurate and up-to-date.	Technical terms, words from other languages, and words from other historical periods are usually, but not always, explained. All information is accurate and up-to-date.	Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date.	Technical terms, words from other languages, and words from other historical periods are rarely explained. Not all information is accurate and up-to-date.