Applying Indigenous Research Methods

Storying with Peoples and Communities
1. Auflage 2019
ISBN: 978-1-138-04906-2
Verlag: Routledge

Buch, Englisch, 194 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 293 g

Reihe: Indigenous and Decolonizing Studies in Education

Applying Indigenous Research Methods focuses on the question of "How" Indigenous Research Methodologies (IRMs) can be used and taught across Indigenous studies and education.

In this collection, Indigenous scholars address the importance of IRMs in their own scholarship, while focusing conversations on the application with others. Each chapter is co-authored to model methods rooted in the sharing of stories to strengthen relationships, such as yarning, storywork, and others. The chapters offer a wealth of specific examples, as told by researchers about their research methods in conversation with other scholars, teachers, and community members.

Applying Indigenous Research Methods is an interdisciplinary showcase of the ways IRMs can enhance scholarship in fields including education, Indigenous studies, settler colonial studies, social work, qualitative methodologies, and beyond.

Zielgruppe

Academic, Postgraduate, and Undergraduate Advanced

Autoren/Hrsg.

Windchief, Sweeney

San Pedro, Timothy

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Contents

Series Editor Introduction - Even Tuck (Unangax) and K. Wayne Yang

Preface - Reflection, Action, and Conscientization

Acknowledgments

Part 1: Palm Upwards: ‘Reaching back to receive lessons’

Chapter 1 Hands Back, Hands Forward for Indigenous Storywork as Methodology

Jo-ann Archibald (Q’um Q’um Xiiem (Sto:lo/ St’at’imc)) and Amy Parent (Nox Ayaa Wilt (Nisga’a))

Chapter 2 Community Relationships within Indigenous Methodologies

Elizabeth Fast (Métis/Mennonite) and Margaret Kovach (Plains Cree/Saulteaux/member of Treaty Four in southern Saskatchewan)

Chapter 3 K’é and Tdayp-td-gaw: Embodying Indigenous Relationality in Research Methods

Leola Roberta Tsinnajinnie (Diné/Filipina), Robin Starr Minthorn (Kiowa), and Tiffany S. Lee, (Diné)

Part 2: Palm Downwards: ‘The challenge and opportunity to live these teachings’

Chapter 4: Enacting Indigenous Research Methods: Centering Diné Epistemology to Guide the Process

Valerie Shirley, Ph.D. (Diné) and Deidra Angulo (Diné)

Chapter 5 Research Before and After the Academy: Learning Participatory Indigenous Methods

Sandi Wemigwase (Waganakising Odawa) and Eve Tuck (Unangax)

Chapter 6 Indigenous Methodologies in Graduate School: Accountability, Relationships, and TensionsDaniel Piper (White), Jacob Jacobe (White), Rose Yazzie (Diné), and Dolores Calderon (Tigua/Mexican)

Part 3: Palms Joined: ‘Responsibility to pass those teachings to others’

Chapter 7 Indigenous Teachers: At the Cross-Roads of Applying Indigenous Research Methodologies

Jeremy Garcia (Hopi), Samuel Tenakhongva (Hopi) and Bryant Honyouti (Hopi)

Chapter 8 Re-centering Tribally-Specific Research Methodologies within Dominant Academic Systems

Michael Munson (Sqelixw) and Timothy

Über Autor(innen)

Sweeney Windchief is a member of the Fort Peck Tribes (Assiniboine) in Montana and is an Assistant Professor of Adult and Higher Education at Montana State University, USA.

Timothy San Pedro is Filipino-American and grew up on the Flathead Indian Reservation in Western Montana. He is an Assistant Professor of Multicultural and Equity Studies in Education at The Ohio State University, USA.